Using Online Social Networking Tools to Build Social Skills: A Research Proposal 1

Running head: Using Online Social Networking Tools to Build Social Skills: A Research Proposal

Using Online Social Networking Tools to Build Social Skills

Dauray Impersine and Sumitha Melathe

Learning, Design, and Technology - Instructional Design and Development

University of Georgia

EDIT6900

Research Methods in Instructional Technology

Dr. Lloyd Rieber

Submitted on April 19, 2012


Introduction

The social fabric of our society has undergone major changes in the last ten years with the birth of social networking websites and innovative mobile technologies. Observe any typical eighteen year old to see a seasoned veteran of the virtual world. They will be sending multiple texts to several different recipients, while checking into their Facebook feed. That generation has learned through trial and error how to "act" online. Recent news events highlight the tragic consequences of some of those errors, including cyber bullying and reputations that can never be taken back. The purpose of the study is to investigate how the early use of information and communication technology (ICT) in the classroom affects students' development of online etiquette in virtual environments outside of the school setting by addressing the following research question:

1)  Can ICT be used in lower elementary grades to teach students how to have positive online interactions at an early age in the effort to develop appropriate ways of communicating in a virtual world?

If a relationship exists between early classroom instruction in ICT and personal use of online communication tools, educational programs can be developed so teachers can monitor use and step in to discuss appropriate ways to interact.

Review of Literature

The literature review will address studies on social aspects of ICT in the classroom, as well as the relationship between social behaviors online and in the physical world. It will conclude with research that investigates the educational use of ICT for the purpose of increasing positive social behaviors.

The use of social networking tools in an educational environment have been used to support collaborative research; they have also served as a place for reflection and response for the purpose of critical discussions and debate (Hill, Song, & West 2009; Jahnke, 2010; Sharples, Graber, Harrison, & Logan, 2009; Simpson, 2010). The outlying positive effects can be seen in a recent qualitative study on the student use of online discussion forums (Jahnke, 2010) in which students described how online interactions caused them to consider their relationship with others and the ethical nature of contributing publicly. Even with its proven benefits, Sharples et al. (2009) found that it is difficult for schools to overcome the fear of certain risks associated with the use of information and communication technology. In two studies that investigated the consequences of online interactions (Hinduju & Patchin, 2007; Kite, Gable, & Filippelli, 2010), the authors concluded that educating students in school about the risks they may encounter online is of great importance in order to prevent negative outcomes.

Making sense of risk-related behaviors is essential in developing effective learning experiences that will combat serious consequences of inappropriate online interactions. Researchers on these behaviors have drawn similar results regarding the correlation of an individual's face-to-face or offline behavior with their online interactions (Mikami, Allen, Evans, & Hare, 2010; Jahnke, 2010; Accordino and Accordino, 2011; Simpson, 2010; Hinduja &Patchin, 2007). Theoretical viewpoints on social learning and development indicate that the nature of the individual and their experience should be considered when trying to understand the reason behind their engagement in web based learning environments (Hill et al., 2009). Taken together, one can deduce the need to develop learning experiences that address an individual's social development offline to encourage and support positive interactions online.

The tendency of students to exhibit aggression online and real life was examined by Liu, Ho, and Song (2011) when they studied the effect of an online Rational Emotive Curriculum[1]. Their results indicated that there was a decrease in overall aggressive tendencies with the fifth grade group who utilized the curriculum. In a descriptive study on how social networking was used in a cyber-school, the use of the Ning platform allowed teachers control access that provided a level of comfort for concerned parents (Barbour & Plough, 2011). Findings indicated that teachers were able to guide students through experiences with sharing personal histories and discussing controversial issues in a constructive way.

In conclusion, the research on ICT in the classroom demonstrates its strengths as a learning medium. It provides significant evidence for the additional study of educational programs that include ICT and address social behaviors, both online and off.

Research Methods

A mixed method design that includes: (1) Longitudinal survey research to determine how student understanding of online social interactions change over time; (2) A correlation study to determine if there is a relationship between the early use of ICT in conjunction with specific instruction and students' online etiquette in virtual environments in subsequent years as an adolescent. The participants will include 102 students,48 male and 52 female, entering the study in the 2012-2013 school year. They will be recruited from the same elementary school infour intact fifth grade classes. A purposive sampling of fifth grade students will be selected because of their pre-use of ICT. The same participants will be re-assessed in eighth grade.

At the start of the study, initial information will be gathered for use in determining students’ understanding of online social networking. This will also serve as an initial observation that all groups are similar in terms of the dependent variable under investigation. A non-randomized control group pretest-posttest design will be used to determine a relationship between instruction and social etiquette. All four classes will participate in a unit of literature study, primarily communicating online in Edmodo. Two of the classes (Group 1) will receive the treatment, a concurrent unit of study on appropriate online interactions. The other two classes (Group 2) will have no specific instruction and no teacher remediation on appropriate online interactions. Interactions will be coded throughout the unit of study and at follow up for all groups.

Baseline measures at age 10 and 11 will include survey research collected in the form of a questionnaire that will acquire information regarding the opinions, attitudes, previous experience, and social networking knowledge of the participants. During the initial participation in the learning event, participants’ interactions with each other will be coded based on their negativity, neutrality, and positivity. Follow-up measures will include taking survey research on participants' opinions, attitudes, experiences, and social networking knowledge. Access to participants’ current social networking tools will be needed at the follow-up and interactions will be coded based on their negativity, neutrality, and positivity of online language or actions.


References

Accordino, D. B., & Accordino, M. P. (2011). An Exploratory Study of Face-to-Face and Cyberbullying in Sixth Grade Students. American Secondary Education, 40(1), 14-30.

Barbour, M., & Plough, C. (2009). Social Networking in Cyberschooling: Helping to Make Online Learning Less Isolating. Techtrends: Linking Research And Practice To Improve Learning, 53(4), 56-60.

Bynum, S. (2011, January 1). Utilizing Social Media to Increase Student Engagement: A Study of Kern County Public Schools. Online Submission,

Hinduja, S., & Patchin, J. W (2007). Offline Consequences of Online Victimization: School Violence and Delinquency. Journal Of School Violence, 6(3), 89-112.

Hill, J. R., Song, L., & West, R. E. (2009). Social Learning Theory and Web-Based Learning Environments: A Review of Research and Discussion of Implications. American Journal Of Distance Education, 23(2), 88-103.

Jahnke, J. (2010). Student Perceptions of the Impact of Online Discussion Forum Participation on Learning Outcomes. Journal Of Learning Design, 3(2), 27-34.

Kite, S. L., Gable, R., & Filippelli, L. (2010). Assessing Middle School Students' Knowledge of Conduct and Consequences and Their Behaviors regarding the Use of Social Networking Sites. Clearing House: A Journal Of Educational Strategies, Issues And Ideas, 83(5), 158-163.

Liu, E., Ho, H. C., & Song, Y. J. (2011). Effects of an Online Rational Emotive Curriculum on Primary School Students' Tendencies for Online and Real-World Aggression. Turkish Online Journal Of Educational Technology - TOJET, 10(3), 83-93.

Mikami, A., Szwedo, D. E., Allen, J. P., Evans, M. A., & Hare, A. L. (2010). Adolescent Peer Relationships and Behavior Problems Predict Young Adults' Communication on Social Networking Websites. Developmental Psychology, 46(1), 46-56.

Sharples, M. M., Graber, R. R., Harrison, C. C., & Logan, K. K. (2009). E-Safety and Web 2.0 for Children Aged 11-16. Journal Of Computer Assisted Learning, 25(1), 70-84.

Simpson, A. (2010). Integrating Technology with Literacy: Using Teacher-Guided Collaborative Online Learning to Encourage Critical Thinking. ALT-J: Research In Learning Technology, 18(2), 119-131.

[1] This curriculum is based off of REBT (rational emotive behavior therapy), a psychoanalysis founded by Dr. Albert Ellis, which “alter dysfunctional thoughts, emotions, and actions in real-life situations (Liu et. al, 2011)”.