東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Social networking and the affective ...

Carrigan, Robert L.

Linked to FindBook

Google Book

Amazon

博客來

Social networking and the affective domain of learning.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Social networking and the affective domain of learning./
Author:	Carrigan, Robert L.
Description:	249 p.
Notes:	Source: Dissertation Abstracts International, Volume: 75-02(E), Section: A.
Contained By:	Dissertation Abstracts International75-02A(E).
Subject:	Educational technology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3599153
ISBN:	9781303483066

Social networking and the affective domain of learning.
Carrigan, Robert L.

Social networking and the affective domain of learning. - 249 p.

Source: Dissertation Abstracts International, Volume: 75-02(E), Section: A.

Thesis (Ph.D.)--Capella University, 2013.

This item must not be sold to any third party vendors.

In 2006, the U.S. Department of Education commissioned a report called, Charting the Future of U.S. Higher Education, asking educators to, "...test new teaching methods, content deliveries, and innovative pedagogies using technology-based collaborative applications" (p. 6). Fittingly, technology-based collaborative applications such as those associated with Web 2.0 technologies have increased rapidly in educational environments in recent years. Yet limited research is available on the design strategies instructional designers employ with technology-based collaborative applications commonly referred to as social networking tools. The purpose of this study was to identify instructional design strategies seen as effective in online learning environments that use a social networking tool, such as a wiki, to enhance the affective domain. Using a descriptive method research approach, this study investigated the design strategies employed with a social networking application to enhance the affective learning domain. Data gathered from this study documented the opinions of 32 experienced instructional designers integrating a wiki into soft-skills training to enhance the affective domain. This study was accomplished using a new survey created for this research by the investigator. The survey employed a Likert-type rating scale to assess agreement and solicit instructional designer input on design strategies seen as effective to enhancing the affective domain. Based upon the opinions of experienced instructional designers the following themes emerged from the analysis of data. First, the majority of instructional designers surveyed agreed or strongly agreed that the 20 identified design strategies are effective for enhancing learning in the affective domain when using a social networking tool, such as a wiki. Second, most of the courses identified involved the development of intrapersonal and interpersonal skills (i.e. Soft Skills). Third, the instructional design processes used by participants of this study closely related to the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) process of instructional design, which is common to the Department of Defense.

ISBN: 9781303483066Subjects--Topical Terms:

517670
Educational technology.

Social networking and the affective domain of learning.
LDR:03813nmm a2200313 4500 001 2062561
005 20151027073507.5
008 170521s2013 ||||||||||||||||| ||eng d
020 $a 9781303483066
035 $a (MiAaPQ)AAI3599153
035 $a AAI3599153
040 $a MiAaPQ $c MiAaPQ
100 1 $a Carrigan, Robert L. $3 3176953
245 1 0 $a Social networking and the affective domain of learning.
300 $a 249 p.
500 $a Source: Dissertation Abstracts International, Volume: 75-02(E), Section: A.
500 $a Adviser: Wendy Zender.
502 $a Thesis (Ph.D.)--Capella University, 2013.
506 $a This item must not be sold to any third party vendors.
520 $a In 2006, the U.S. Department of Education commissioned a report called, Charting the Future of U.S. Higher Education, asking educators to, "...test new teaching methods, content deliveries, and innovative pedagogies using technology-based collaborative applications" (p. 6). Fittingly, technology-based collaborative applications such as those associated with Web 2.0 technologies have increased rapidly in educational environments in recent years. Yet limited research is available on the design strategies instructional designers employ with technology-based collaborative applications commonly referred to as social networking tools. The purpose of this study was to identify instructional design strategies seen as effective in online learning environments that use a social networking tool, such as a wiki, to enhance the affective domain. Using a descriptive method research approach, this study investigated the design strategies employed with a social networking application to enhance the affective learning domain. Data gathered from this study documented the opinions of 32 experienced instructional designers integrating a wiki into soft-skills training to enhance the affective domain. This study was accomplished using a new survey created for this research by the investigator. The survey employed a Likert-type rating scale to assess agreement and solicit instructional designer input on design strategies seen as effective to enhancing the affective domain. Based upon the opinions of experienced instructional designers the following themes emerged from the analysis of data. First, the majority of instructional designers surveyed agreed or strongly agreed that the 20 identified design strategies are effective for enhancing learning in the affective domain when using a social networking tool, such as a wiki. Second, most of the courses identified involved the development of intrapersonal and interpersonal skills (i.e. Soft Skills). Third, the instructional design processes used by participants of this study closely related to the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) process of instructional design, which is common to the Department of Defense.
520 $a Overall, the results show that instructional designers can employ specific design strategies to impact a student's motivation, belief, feeling, tone, emotion, or a degree of acceptance or rejection concerning the educational material. Using design strategies identified in this study will help instructional designers create online instruction where students communicate, collaborate, and learn using Web 2.0 technologies. Data gathered during this study may provide educators interested in using social networking applications in course designs the knowledge and inspiration needed to prepare today's student for learning in the digital age.
590 $a School code: 1351.
650 4 $a Educational technology. $3 517670
650 4 $a Adult education. $3 543202
650 4 $a Instructional design. $3 3172279
690 $a 0710
690 $a 0516
690 $a 0447
710 2 $a Capella University. $b Education. $3 2093659
773 0 $t Dissertation Abstracts International $g 75-02A(E).
790 $a 1351
791 $a Ph.D.
792 $a 2013
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3599153