Abstract
Web 2.0 tools occupy a large part of our lives, and their use in the classroom offers instructors a unique opportunity to gather substantial information about individual and interactive student behaviors. The authors' challenge is understanding the implications of this rich data source for assessing course efficacy and student learning, and applying these insights to further enhance the development of global business competencies. This paper reviews 311 student interactions as reflected in comments exchanged in a digital social learning community and, using social network analysis, discusses the potential to use these interactions to assess student critical thinking, communication, and collaborative feedback skills. The authors conclude with implications and recommendations for instructors who want to use Web 2.0 platforms and data to enhance their understanding of student and class digital interactions, and apply this information to course enhancement.
Highlights
It has been suggested that Web 2.0 will change the face of society more than the invention of the printing press (Hargadon, 2008)
The course was designed as a blended learning course (Heinze & Procter, 2004) with an on-site classroom and an online digital social learning community platform, GoingOn (GO)
We propose that, even at this early stage in the development of online social learning communities, the student interactions present additional opportunities to build skills like critical thinking, communication, and collaboratively giving and receiving feedback
Summary
It has been suggested that Web 2.0 will change the face of society more than the invention of the printing press (Hargadon, 2008). International Journal of Information Systems and Social Change, 6(1), 1-23, January-March 2015 virtual, begins to shift from information retention to the process of knowledge management, including information gathering, evaluating, and sharing, and assessment of these processes. This allows different learning flows to coexist, creating a need for the professor, and researcher, to identify which learning flows are most valued by students (Canzi, Folcio, Milani, Radice, Santangelo, & Zanoni, 2003). Management educators began to call for the extensive use of technology in the classroom as a way to familiarize students with its global information implications in the business world (e.g., Shrivastava, 1999). It seems our ability to fully understand and assess student learning, even when using virtual tools in the classroom, is not keeping up with technology and changing student engagement techniques
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