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Enhancing Social Presence and Communities of Practice in Distance Education Courses through Social Media
Abstract
The purpose of this study was to examine the impact social media has on the development of communities of practice and social development in distance education courses. This study evaluated the effectiveness of the integration of social media tools including Ning in Education (an educational social networking tool), Twitter, and WordPress into three distance education courses in instructional technology. The social media tools were examined to identify the educational and pedagogical benefits each tool affords. Utilizing a mixed-method methodology, student data was collected through a series of three online surveys coupled with student interviews. The pre-/post- data collected as part of this study provides empirically based findings indicating that social media technologies can help support online communities of practice as well as the development of social presence. Data analyzed from student interviews provides data triangulation in addition to a richer and deeper understanding of the pedagogical affordances social media tools provide.
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