To what extent do doctoral candidates use and benefit from online social networks for

their thesis/dissertation work?

An investigation into the development and use of a personal learning environment/social

network for doctoral mentees

Presented at ECER: Vienna, Austria28/Sep/2009, 4:00pm - 5:30pm

Network: 16. ICT in Education and Training

AbstractArticle Highlights• PLEs/social networks provide

new forms of feedback loops.• Data show student

willingness and interested in participating in such a network but there is a gap between that and logged activity.

• Implementing and supporting networked activities makes online mentoring more fun, interesting as well as time efficient for both students and their professors.

This research centres on the hypothesis that:

“If they need it, they will learn to use it, and will come.”

A self-study

Context: The places online doctoral students interact with each other and mentors

Attwell (2009): What is perhaps surprising is that the educational paradigm has been so successful in shaping the adoption of education technology

Online theoretical context

Siemens, G. (2005), Connectivism: A learning theory for the digital age.

Granovetter (1973, 1982) The Strength of Weak Ties

Builds on writings on PLEs & PAR

Wilson, Liber, Johnson, Beuvoir, Sharpies & Milligan (2006)

James, Milenkiewicz & Bucknam (2009), Zuber-Skerritt & Perry (2002),

Discover

Act /MeasureReflect

The Doctoral Process: Navigating the Tension Between Transformation & Creativity and

the Daily Challenges of Life • Online education has

grown because it is 24/7• Group Genius, Sawyer

(2007) ties creativity to group work

• My personal tension is that what I like best is that creative moment in groups

• How to foster that online?

Demographics of Participants

• N = 38• Of those 24 took the survey (63%)• 13 male & 11 female• 1: 20-29 yrs

7: 30-39 yrs10: 40-49 yrs6 : over 50 yrs

Discover

Act/MeasureReflect

•What works in mentoring?•What questions do students have?•What topics get repeated?•What is general to all students, vs. specific to special interests?•What special interests emerge?

•Cross university conversations aided by discussion forums- FAQs•Social Network Log data show some spontaneous work after 4 months•Online meetings provide the most direct positive feedback•Three stages of development•PLE allows for easy use of multimedia

• Students have much in common and PLEs provide new forms of feedback loops•Students appreciate having tools available when they need them 24/7•While data show students interested in networks, it is helpful in building them to require participation•SIGs showed the most spontaneous use and growth

Methodology and Findings

Pre Network Grouping of Students

Encouraging the Network

Students begin spontaneous connections @ 6 months

1) Do they want it? Yes, but most are not comfortable with it.2) Will they use it? Yes, with encouragement, and some with spontaneity3) What do they/I like about it?

1) 24/7 access2) Time efficiency3) SIGs4) Online meetings create deeper understanding and economy of scale

Findings

Conclusion:It’s a Win/Win Situation

1. PLEs/Social networks create new forms of feedback loops

2. Students need to learn skills of use/not for everyone3. It makes mentoring more fun, interesting for everyone4. We all should consider how/when we want to make

use of new tools – otherwise profs and HE will soon be obsolete.

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alana@reinventinglife.org