Corporate Social Networks Applied in the Classroom

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 De Juan e al. (2016) h p://polipape s.up .es/index.php/MUSE/ Mul . J. Edu. Soc & Tec. Sci. Vol. 3 Nº 2 (2016): 156-172 | 156 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 De Juan e al. (2016) h p://polipape s.up .es/index.php/MUSE/ Mul . J. Edu. Soc & Tec. Sci. Vol. 3 Nº 2 (2016): 156-172 | 157 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 Social and Technological Sciences EISSN: 2341-2593 De Juan e al. (2016) h p://polipape s.up .es/index.php/MUSE/ Mul . J. Edu. Soc & Tec. Sci. Vol. 3 Nº 2 (2016): 156-172 | 158 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 Social and Technological Sciences EISSN: 2341-2593 De Juan e al. (2016) h p://polipape s.up .es/index.php/MUSE/ Mul . J. Edu. Soc & Tec. Sci. Vol. 3 Nº 2 (2016): 156-172 | 159 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. 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 De Juan e al. (2016) h p://polipape s.up .es/index.php/MUSE/ Mul . J. Edu. Soc & Tec. Sci. Vol. 3 Nº 2 (2016): 156-172 | 160 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 . 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 De Juan e al. (2016) h p://polipape s.up .es/index.php/MUSE/ Mul . J. Edu. Soc & Tec. Sci. Vol. 3 Nº 2 (2016): 156-172 | 161 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. 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 De Juan e al. (2016) h p://polipape s.up .es/index.php/MUSE/ Mul . J. Edu. Soc & Tec. Sci. Vol. 3 Nº 2 (2016): 156-172 | 162 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 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 De Juan e al. (2016) h p://polipape s.up .es/index.php/MUSE/ Mul . J. Edu. Soc & Tec. Sci. Vol. 3 Nº 2 (2016): 156-172 | 163 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. 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 De Juan e al. (2016) h p://polipape s.up .es/index.php/MUSE/ Mul . J. Edu. Soc & Tec. Sci. Vol. 3 Nº 2 (2016): 156-172 | 164 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. 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