Name
Abstract | ||
|---|---|---|
Relying on social integration theory, this paper develops a conceptual model to explain how college students' online social networking (i.e., using Facebook) influences their social and academic social integration, and learning outcomes. Several rounds of focus group discussions were conducted to explore college students' current online social networking experience and their attitude toward using Facebook for education. Our findings indicate that students' online social networking is straightforwardly influential to their social learning, while its influence on the academic learning might be realised through a gradual and longitudinal process. |
Year | DOI | Venue |
|---|---|---|
2011 | 10.1504/IJNVO.2011.039999 | IJNVO |
Keywords | Field | DocType |
current online social network,college student,social integration perspective,conceptual model,social integration theory,academic social integration,focus group discussion,online social network,social learning,longitudinal process,academic learning | Social network,Social web,Public relations,Computer science,Knowledge management,Online participation,Social learning,Social competence,Social computing,Social integration,Focus group | Journal |
Volume | Issue | Citations |
8 | 3/4 | 16 |
PageRank | References | Authors |
1.20 | 10 | 4 |
Name | Order | Citations | PageRank |
|---|---|---|---|
| Stella Wen Tian | 1 | 99 | 4.73 |
| Angela Yan Yu | 2 | 154 | 9.69 |
| Doug Vogel | 3 | 2526 | 462.94 |
| Ron Chi-wai Kwok | 4 | 665 | 50.91 |