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Social and Technological Sciences EISSN: 2341-2593
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Co po a e Social Ne wo ks Applied in he Class oom
de Juan-Jo dán, Hugo1, Guija o-Ga cía, Ma ía, Gua diola-Con e as, Ja ie
Ma ke ing Depa men 1, ESIC Business and Ma ke ing School
*Co esponding au ho : A da. de Blasco Ibáñez, 55, Valencia (Spain),
hugo.dej[email p o ec ed], +34 627468823
Recei ed: 2016-01-21; Accep ed: 2016-05-22
Abs ac
The impac o online social ne wo ks has been ex ensi e because o he new
way hey enable no only in e ms o he ela ion, communica ion and
collabo a ion among people, bu also be ween people and businesses. So much
so, hei use is al eady habi ual wi hin o ganiza ions, known as Co po a e
Social Ne wo ks, in o de o achie e he same bene i s.
The p esen s udy aims o analyze he ad an ages hese co po a e social
ne wo ks ha e in he class oom seen as a mic o-o ganiza ion whe e a g oup o
s uden s in e ac , wo k and collabo a e du ing a mas e ´s o pos g adua e
cou se. To suppo his esea ch, du ing 2015 a co po a e social ne wo k
(Yamme ) has been in oduced o 5 g oups o s uden s o a ious mas e ´s in
he p es igious business school ESIC. The eedback ob ained om hose
s uden s and some examples o class oom dynamics p o e he use ulness and
g ea alue o a co po a e social ne wo k in pos g adua e classes, al hough
some common di icul ies and conside a ions aised by he s uden s hemsel es
ha e o be aken in o accoun in o de o manage i s op imal adop ion in class.
This s udy also ies o p opose some guidelines and bes p ac ices ob ained as
a esul o he expe ience o use and he adop ion o social ne wo ks in class in
o de o imp o e he lea ning p ocess and inno a e in he me hodology applied
o educa ion.
Keywo ds
Online social ne wo ks, co po a e social ne wo k, inno a ion, educa ion, mas e ´s
deg ee, educa ion
Mul idisciplina y Jou nal o Educa ion, h p://dx.doi.o g/10.4995/muse.2016.6342
Social and Technological Sciences EISSN: 2341-2593
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1 INTRODUCTION
Wi h he apid e olu ion caused by ICT (In o ma ion Technology) nowadays he eache
has ceased o be a me e speake o impa e o classes o become a acili a o o lea ning
o hei s uden s Adell (1997) Ceb ián and Rios (2000), Aguaded and Cabe o (2002),
Cabe o and Ce e a (2002), Cabe o (2007), while s uden s ha e become pa icipan s on
he class oom s age. This pa icipa ion has a e y ele an componen o social in e ac ion
inside and ou side he class oom. Au ho s like Cook & S eine (2013) no e ha online
cou ses a e much mo e likely o succeed, among o he aspec s, when collabo a ion,
coope a i e wo k and social in e ac ion o s uden s a e encou aged in a semina . I has also
been shown ha o he success o MOOCs (Massi e Open Online Cou ses) s uden s
equi e socializa ion (Coughlan, 2014), and au ho s like (Gaše ić, e al., 2015) highligh
he impo ance and ad an ages o socializa ion in educa ion. Gi en he impo ance o social
in e ac ion in educa ion, he ICT ha suppo his p ocess nowadays ha e a g ea e social
o ien a ion (Sk ypnyk, e al., 2015).
On he o he hand, Web 2.0 and social so wa e echnologies enable wo-way
communica ion, sha ing, ex ac ing and o ganizing knowledge, as well as building social
ela ionships, all his ha ing g ea po en ial o he educa ional wo ld (Ande son, 2008).
The e o e, i seems cohe en o y o boos s uden s` need o social in e ac ion by
implemen ing social so wa e echnologies in he class oom.
The p esen s udy analyzes he expe ience o using an online social ne wo k in he
class oom o esea ch on he ad an ages o Web 2.0 and he social echnologies linked o
class dynamics in se e al pos g adua e cou ses. This will allow us o iden i y no only he
ad an ages o a social ne wo k like Yamme in he class oom, om he pe spec i e o he
s uden and he eache , bu also he di icul ies o i s adop ion and use. The expe imen
also e eals a se o uses and good p ac ices o social ne wo ks in he class oom, and eases
he way o whoe e wishes o implemen his educa ional inno a ion in hei educa ional
en i onmen .
Mul idisciplina y Jou nal o Educa ion, h p://dx.doi.o g/10.4995/muse.2016.6342
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2 ONLINE SOCIAL NETWORKS AND THE CLASSROOM
Dale Doughe y, ice-p esiden o O'Reilly Media coined he e m Web 2.0 (O'Reilly, 2007)
a he Web 2.0 con e ence o O'Reilly Media and MediaLi e In e na ional in 2004, and as
he esul o his echnological e olu ion and i s uses a new e a began in he wo ld o he
In e ne . Acco ding o E agcha and Romdhane (2014) Web 2.0 es s on 5 pilla s: (a)
pa icipa ion, whe e all use s can exp ess hei opinion and hey ac ually exp ess i , (b)
opening, based on collabo a ion and in o ma ion exchange, (c) con e sa ion and dialogue
among di e en use s, (d) communi y o g oups o people wi h common in e es s, (e)
in e connec ion and links o o he si es, esou ces o people.
Examples o Web 2.0 a e communi ies, se ices and web applica ions, ideo hos ing
se ices, wikis, blogs, mashups, olksonomies and, undoub edly, he mos impo an
applica ions o Web 2.0: online social ne wo ks (Pallis e al., 2011).
Online o ums, he p edecesso s o online social ne wo ks, ha e been essen ial in online
educa ion and s ill a e o MOOCs o "massi e open online cou ses" (Joks e al., 2015).
Technology o lea ning can be di ided in o h ee b oad ca ego ies: i) in o ma ion
echnologies ha assis deli e y and access o in o ma ion ii) in e ac i e and
communica ion echnologies ha media e he ela ionship o exchange wi h he use and
iii) social so wa e ha sus ain g oup ac i i ies such as decision making, planning o
aining ac i i ies o highe o de (Ande son, 2008; Hüulsmann, 2004). Social ne wo ks,
by hei na u e a e ound in ii) and iii) o hese ca ego ies.
As he concep o Web 2.0 has been ma u ing, he wo ld o educa ion has been inc easingly
adop ing blogs, wikis, syndica ion h ough RSS and social bookma king as eaching ools.
While his app oach gi es s uden s he oppo uni y o expe ience he mos collabo a i e
and social lea ning, he weakly connec ed oolse has some imes led ins i u ions o
us a ion as lea ne da a a e dis ibu ed in a wide ange o disconnec ed ools (Siemens,
e al., 2015).
Mul idisciplina y Jou nal o Educa ion, h p://dx.doi.o g/10.4995/muse.2016.6342
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When online social ne wo ks a e designed and used o gi e suppo and ca alyze
collabo a ion and sha ing o con en among membe s di ec ly linked o he o ganiza ion o
ela ed o i (like he ecosys em exis ing in a class oom) a e called “En e p ise Social
Ne wo ks” o ESN in he Web 2.0 cul u e (Back, G onau and Toch e mann, 2009).
Acco ding o Rieme and Ta akoli, (2013) he e m En e p ise Social Ne wo king (ESN)
e e s o he applica ion o social media pla o ms ha acili a e sho messages and
es ablish social connec ions wi hin an o ganiza ion (o class oom). ESN enables
o ganiza ions o c ea e spaces whe e people can connec , communica e, collabo a e and
exchange in o ma ion.
Acco ding o T eem and Leona di (2012) wha makes ESN unique and po en ially
ans o ma i e wi hin an o ganiza ion is ha i allows use s o exchange messages wi h
o he use s, pos messages o a la ge o unknown audience, lis and selec o he membe s
in o de o o m g oups o eams, and publish documen s, images, ideos e c. ha can be
sea ched, so ed and ound by o he s. Bu , mos impo an ly, i can be eco ded, s o ed and
made a ailable o o he co-wo ke s o classma es, as well as seen a any ime.
Li (2010) summa izes he concep o ESN as any kind o echnology ha allows ce ain
use s o c ea e and modi y con en such as co po a e wikis, business blogs, co po a e
ins an messaging, e c. Leona di, Huysman and S ein eld (2013) de ine ESN as web-based
pla o ms ha allow employees o s uden s o he o ganiza ion o (1) communica e
messages o ce ain pee s o send messages o e e yone in he o ganiza ion; (2) explici ly
indica e o implici ly disclose ce ain co-wo ke s as communica ion pa ne s; (3) publish,
edi , and o ganize ex s and iles ela i e o hemsel es o o he people; and (4) iewing
messages, connec ions, ex s and iles ha a e communica ed, published, edi ed and so ed
by anyone in he o ganiza ion a any ime o choice. Acco ding o Leona di e al., (2013)
ESN allows isibili y and pe sis ence in communica i e ac ions, and expands he ange o
people, ne wo ks and ex s ha employees can lea n om in he en i e o ganiza ion, which
he eby inc eases hei social lea ning oppo uni ies.
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3 TESTING THE INTRODUCTION OF CORPORATE SOCIAL NETWORKS
IN THE CLASSROOM
In esponse o he p e ious li e a u e and esea ch, i makes much sense o y o in oduce
a co po a e social ne wo k o ESN in he dynamics o a pos g adua e class, meaning ha a
class is an o ganiza ion in i sel ha socially ela es and in e ac s no only du ing in-class
sessions, bu also ou side hem, any ime and anywhe e.
The expe imen was es ed in 5 di e en g oups ha we e s udying a mas e ´s deg ee in he
Valencia campus (Spain) o ESIC Business School Ma ke ing & Business School in 2015.
A co po a e social ne wo k was speci ically se up o each o he i e g oups du ing
di e en semina s dealing wi h opics ela ed o digi al economy du ing 1 mon h
app oxima ely. The co po a e social ne wo k was implemen ed using he Yamme pla o m
(a Mic oso O ice365 pay-pe -use so wa e se ice) ha was al eady a ailable in he
cloud in as uc u e a ESIC Business & Ma ke ing School. The ne wo k was named a e
he edi ion o he mas e ´s deg ee ha he g oup was s udying and was minimally se up
wi h he ESIC co po a e iden i y, as well as he basic ne wo k in o ma ion, desc ip ions
and ags. In addi ion, a speci ic g oup o he semina o be augh was c ea ed in he
ne wo k and ano he g oup o he use and suppo o he Yamme ne wo k. S uden s we e
in i ed ia email o be pa o he ne wo k accessing i om he in i a ion hey had ecei ed
by email, while hose who had ailed o do so we e helped o egis e in he i s ace- o-
ace session. Besides helping hem o access he ne wo k, abou 30 minu es we e allo ed
o help hem o unde s and and manage his social ne wo k.
S uden s had ull powe s o se up and comple e hei p o ile on he ne wo k, c ea e new
g oups, w i e pos s, commen on o he pa icipan s’ pos s o ma k hem wi h "likes", pos
announcemen s, esou ces, links, iles, ideos, documen s, e c. In sho , hey we e no
ne wo k adminis a o s, bu had all he au ho iza ion o a use wi h ull powe .
Du ing he semina o which he Yamme ne wo k had been c ea ed and whe e 30 minu es
we e allo ed o i s explana ion o he s uden s, he eache also encou aged s uden s o use
he ne wo k as any o he a ailable ool in he dynamics o he in-class semina .

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Two mon hs a e he end o he semina whe e he co po a e social ne wo k was p esen ed
o each g oup, s uden s we e asked o ill ou a su ey o ge hei eedback on he pla o m
and i s use in he class oom dynamics, as well as on i s ans e o he wo kplace.
They we e asked o a e he ollowing eigh issues on he Like scale o 5:
1. Do you know wha a Co po a e Social Ne wo k (ESN) is?
2. Do you know he alue, ea u es and po en iali y o Yamme ?
3. Do you know he alue, ea u es and po en iali y o Yamme o boos lea ning and
aining?
4. Wha is he con ibu ion o Yamme in a semina , cou se o mas e ´s deg ee?
5. How do you assess you expe ience wi h Yamme in he class oom?
6. Wha in luence do you hink he ollowing a iables migh ha e on he ailu e o Yamme
in class oom?
7. Wha do you hink would help Yamme become a mo e use ul ool in he class oom?
8. Do you hink you will use Yamme in business o o o he p o essional pu poses in he
u u e?
The s uden s` esponses we e collec ed wi h he online su ey so wa e su eymonkey.com
The eache who had used Yamme in his expe imen eplied on he uses, ad an ages and
di icul ies o Yamme in a pos g adua e class ia pe sonal in e iew.
On he o he hand, he au ho s o his s udy accessed he Yamme ne wo ks ha had been
c ea ed o he 5 g oups (only in he open g oups) and ho oughly analysed s uden s` and
eache s` uses and consump ion o hese ne wo ks.
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4 OBTAINED RESULTS
4.1 Use ulness and Value o he Co po a e Social Ne wo k in he
Class oom
The e we e epea ed dynamics o use o he co po a e social ne wo k du ing he di e en
class sessions wi h a g ea pedagogical in e es o s uden s, as exempli ied wi h eal cases
ha can be summa ized as ollows:
1. Sha ing knowledge be ween s uden s and eache ia pos s and commen s o he pos s.
2. Sha ing esou ces, e en s and ecommenda ions on educa ional imp o emen s be ween
s uden s and eache
3. No i ying s uden s
4. Sha ing and sp eading conside a ions and ad ice o s uden s
5. G oup exe cise co ec ion and eedback o all s uden s
6. Facili a ing s uden in e ac ion du ing s uden s` p esen a ions
7. Facili a ing class oom p esen a ions
8. Sending cong a ula ions o s uden s and eache
9. Gi ing social suppo o con e sa ions among s uden s
10. Sha ing links and esou ces o asks wi h he class
11. Tagging and classi ying knowledge
12. In en o ying esou ces and links in g oups
13. Se ing up open in-class g oups and p i a e g oups o s uden p ojec s
14. Reco ding and sha ing ideos wi h he class
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4.2 S uden Feedback
The su ey was esponded by 37 s uden s wi h an a e age age o 33 yea s wi h ages anging
om 24 o 49 yea s. O all esponden s only one used he Yamme ool egula ly, 6 o hem
we e al eady amilia wi h his social ne wo k bu unawa e o hei use in educa ion, as o
he es , his was a i s expe ience o use, and he e o e, he analysis o he su ey will
gi e us comp ehensi e in o ma ion on hei pe cep ion o use o he ne wo k in an
educa ional con ex .
Ou o he 37 s uden s, 20 ha e a good opinion (Table X) abou he ool bu claim ha i
could be be e exploi ed; as any new echnology, i s use has a lea ning cu e, a e which
i s achie able pe o mance imp o es. The e is a g oup o 7 people ha conside s he
expe ience as a e age and only one pe son as bad.
Table X. E alua ion o he expe ience o using Yamme in he class oom
None, as I ha e no
ied o used i in any
way (1)
Bad, because I
ha e no seen
much meaning o
alue o i in he
class oom (2)
A e age, because
i makes sense,
bu I ha e no
made he mos o
i (3)
Good, I hink i
has added alue,
al hough i could
ha e been used
be e (4)
Ve y good, because i has
added alue o he class
and I will make much
mo e use o i in he u u e
(5)
0
1
13
20
3
As abou i s di e en con ibu ions o he lesson (Table Y) he e idence says ha s uden s
see much po en ial o he ool in e ms o sha ing all kinds o esou ces: iles, documen s,
links, news and pho os. In addi ion, s uden s welcome he ac ha he ool can be used o
c ea e wo kg oups and also iew a ou ably he way in which he ool can con ibu e o
collabo a i e lea ning al hough i has no been used much o his pu pose.
Rega ding he mo e social pa and he ela ionship wi h o he people, hey acknowledge
i s po en ial use ulness, bu ha e no implemen ed i du ing hese sessions.
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Table Y. Con ibu ion o Yamme o a semina o cou se
I con ibu es
no hing new,
because I
ha e no used
i (1)
Yes, i migh
add alue, bu
I ha e ba ely
used i only
o his
pu pose (2)
Yes, i adds
alue,
al hough we
ha e use i
li le o his
pu pose (3)
Yes, i is
aluable and we
ha e used i o
his pu pose,
al hough we
could ha e made
mo e use o i (4)
Yes, i
undoub edly
adds a lo o
alue o his
pu pose, and
we ha e used
i (5)
Sha ing iles and g oup wo k documen s
0
6
9
17
6
C ea ing g oups o business cases, p ojec s, exe cises,
class dynamics, e c.
0
5
11
17
5
Sha ing links and aluable esou ces
1
6
8
22
2
Sha ing news and e en s
1
10
12
14
2
Sha ing pic u es and in e es ing g oup momen s
1
11
14
10
3
Deba es and g oup hinking
0
11
20
7
1
Cong a ula ing classma es, gi ing "likes" o o he s,
c ea ing a good g oup dynamics
2
13
13
7
4
Be e knowing pee s and eache s in a ubiqui ous and
imeless way
3
15
14
6
1
On he possible a iables o ailu e o a ool like Yamme in he class oom (Table Z)
s uden s espond ha hey do no hink hey migh eel uncom o able wi h he use o social
echnology and he e is no doub abou he alue i adds o he lesson. The e o o main ain
a social ne wo k and he wo kload can de ini ely be a p oblem and a sou ce o he ool`s
ailu e.
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