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1、EducInfTechnol(2012)17:451–464DOI10.1007/s10639-011-9169-5Howarecampusstudentsusingsocialmediatosupporttheirstudies?AnexplorativeinterviewstudyStefanHrastinski&NaghmehM.AghaeePublishedonline:13July2011#SpringerScience+BusinessMedia,LLC2011AbstractSocialmediahy
2、pehascreatedalotofspeculationamongeducatorsonhowthesemediacanbeusedtosupportlearning,buttherehavebeenratherfewstudiessofar.Ourexplorativeinterviewstudycontributesbycriticallyexploringhowcampusstudentsperceiveusingsocialmediatosupporttheirstudiesandtheperceived
3、benefitsandlimitationscomparedwithothermeans.Althoughthevastmajorityoftherespondentsusesocialmediafrequently,a“digitaldissonance”canbenoted,becausefewofthemfeelthattheyusesuchmediatosupporttheirstudies.Theintervieweesmainlyputforthe-mailandinstantmessaging,whi
4、chareusedamongstudentstoaskquestions,coordinategroupworkandsharefiles.SomeofthemmentionusingWikipediaandYouTubeforretrievingcontentandFacebooktoinitiatecontactwithcoursepeers.Studentsregardsocialmediaasoneofthreekeymeansoftheeducationalexperience,alongsideface
5、-to-facemeetingsandusingthelearningmanagementsystems,andaremainlyusedforbriefquestionsandanswers,andtocoordinategroupwork.Inconclusion,wearguethatteachingstrategyplaysakeyroleinsupportingstudentsinmovingfromusingsocialmediatosupportcoordinationandinformationre
6、trievaltoalsousingsuchmediaforcollaborativelearning,whenappropriate.KeywordsSocialmedia.Onlineeducation.Highereducation.Studentperceptions1IntroductionSocialmediahavepotentialtosupportlearninginwaysthatarenotrestrictedbytimeandplace(Contreras-Castilloetal.2006
7、;Hrastinski2006).AlthoughemergingS.Hrastinski(*)KTHRoyalInstituteofTechnology,Lindstedtsv.3,SE-10044Stockholm,Swedene-mail:stefanhr@kth.seN.M.AghaeeStockholmUniversity,Forum100,SE-16440Kista,Swedene-mail:nam@dsv.su.se452EducInfTechnol(2012)17:451–464socialmedi
8、ahavethepotentialtosupportlearninginnewways,westillknowlittleabouthowsocialmediaarecurrentlyusedtosupportstudents’educationallearning.Forexample,manyofthepapersinchroniclesandjourn
