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- All Subjects: Facebook
- Creators: Bazzi, Rida
Description
ABSTRACT This study describes student interactions in the academic social network site Edmodo versus student interactions in Facebook. This qualitative case study relies upon four high school juniors enrolled in Advanced Placement Language and Composition who use Edmodo to complete assignments for their English class. Their experiences were gathered in an attempt to describe specific experiences in a complex system. Students were selected using an Internet Connectedness Index survey. Using a Virtual Community of Practice framework, students were asked about their experiences in Edmodo. This study concludes that Edmodo and Facebook can be compared in three categories: accessibility, functionality, and environment. Unlike Facebook, which students access regularly, students access Edmodo only to fulfill the teacher's participation expectations for the specific grade they wish to receive. Additionally, students appreciated the convenience of using Edmodo to complete assignments. The functionality of Edmodo is quite similar in layout and appearance to Facebook, yet students were unaware of the media sharing capability, wished for private messaging options, and desired the ability to tag peers for direct comment using the @ sign, all options that are available in Facebook. Students felt the environment in Edmodo could best be characterized as intellectual and academic, which some mentioned might best be used with honors or AP students. A surprising benefit of Edmodo is the lack of social cues enable students to feel free of judgment when composing writing. Some felt this allowed students to know their classmates better and share their true personae free from judgment of classmates. As a result of the case studies of four students, this study seeks to illustrate how students interact in Edmodo versus Facebook to provide a robust image of the academic social network site for teachers seeking to implement educational technology in their classes.
ContributorsCurran-Sejkora, Elizabeth (Author) / Blasingame, James (Thesis advisor) / Nilsen, Alleen (Committee member) / Rodrigo, Rochelle (Committee member) / Turchi, Laura (Committee member) / Arizona State University (Publisher)
Created2013
Description
There are potential risks when individuals choose to share information on social media platforms such as Facebook. With over 2.20 billion active monthly users, Facebook has the largest collection of user information compared to other social media sites. Due to their large collection of data, Facebook has constantly received criticism for their data privacy policies. Facebook has constantly changed its privacy policies in the effort to protect itself and end users. However, the changes in privacy policy may not translate into users changing their privacy controls. The goal of Facebook privacy controls is to allow Facebook users to be in charge of their data privacy. The goal of this study was to determine if a gap between user perceived privacy and reality existed. If this gap existed we investigated to see if certain information about the user would have a relationship to their ability to implement their settings successfully. We gathered information of ASU college students such as: gender, field of study, political affiliations, leadership involvement, privacy settings and online behaviors. After collecting the data, we reviewed each participants' Facebook profiles to examine the existence of the gap between their privacy settings and information available as a stranger. We found that there existed a difference between their settings and reality and it was not related to any of the users' background information.
ContributorsPascua, Raphael Matthew Bustos (Author) / Bazzi, Rida (Thesis director) / Dasgupta, Partha (Committee member) / Computer Science and Engineering Program (Contributor) / W.P. Carey School of Business (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05