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1、EducInfTechnol(2012)17:451–464DOI10.1007/s10639-011-9169-5Howarecampusstudentsusingsocialmediatosupporttheirstudies?AnexplorativeinterviewstudyStefanHrastinski&NaghmehM.AghaeePublishedonline:13July2011#SpringerScience+BusinessMedia,LLC2011AbstractSocialmediahypehascreatedalotofspeculationamong
2、educatorsonhowthesemediacanbeusedtosupportlearning,buttherehavebeenratherfewstudiessofar.Ourexplorativeinterviewstudycontributesbycriticallyexploringhowcampusstudentsperceiveusingsocialmediatosupporttheirstudiesandtheperceivedbenefitsandlimitationscomparedwithothermeans.Althoughthevastmajority
3、oftherespondentsusesocialmediafrequently,a“digitaldissonance”canbenoted,becausefewofthemfeelthattheyusesuchmediatosupporttheirstudies.Theintervieweesmainlyputforthe-mailandinstantmessaging,whichareusedamongstudentstoaskquestions,coordinategroupworkandsharefiles.SomeofthemmentionusingWikipediaa
4、ndYouTubeforretrievingcontentandFacebooktoinitiatecontactwithcoursepeers.Studentsregardsocialmediaasoneofthreekeymeansoftheeducationalexperience,alongsideface-to-facemeetingsandusingthelearningmanagementsystems,andaremainlyusedforbriefquestionsandanswers,andtocoordinategroupwork.Inconclusion,w
5、earguethatteachingstrategyplaysakeyroleinsupportingstudentsinmovingfromusingsocialmediatosupportcoordinationandinformationretrievaltoalsousingsuchmediaforcollaborativelearning,whenappropriate.KeywordsSocialmedia.Onlineeducation.Highereducation.Studentperceptions1IntroductionSocialmediahavepote
6、ntialtosupportlearninginwaysthatarenotrestrictedbytimeandplace(Contreras-Castilloetal.2006;Hrastinski2006).AlthoughemergingS.Hrastinski(*)KTHRoyalInstituteofTechnology,Lindstedtsv.3,SE-10044Stockholm,Swedene-mail:stefanhr@kth.seN.M.AghaeeStockholmUniversity,Forum100,SE-16440Kista,Swedene-mail:
7、nam@dsv.su.se452EducInfTechnol(2012)17:451–464socialmediahavethepotentialtosupportlearninginnewways,westillknowlittleabouthowsocialmediaarecurrentlyusedtosupportstudents’educationallearning.Forexample,manyofthepapersinchroniclesandjourn
