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ERIC Number: ED562929
Record Type: Non-Journal
Publication Date: 2013
Pages: 250
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3034-8306-6
ISSN: N/A
Social Networking and the Affective Domain of Learning
Carrigan, Robert L.
ProQuest LLC, Ph.D. Dissertation, Capella University
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. 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. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A