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One Day Seminar at CLTT
                                                  University of British Columbia –
                                                  Vancouver (CA) – April 16, 2012




Motivations and dynamics of teachers’
engagement in social networks’ groups.
     A case study of professional
            Facebooking

                    Stefania Manca
    Institute of Educational Technology - CNR, Genoa, Italy

      With Maria Ranieri and Antonio Fini, University of
                      Florence, Italy
Preliminary remarks
It seems that something like a transition from a pure
form of recreational Facebooking to a new form of
professional Facebooking is taking shape on the web,
demanding a renewed attention to the social processes
occurring in these places. To date little empirical
research on the professional use of Social Network Sites
(SNS) has been conducted, particularly with reference
to groups of teachers on Facebook.
Aims and purposes
To explore the nature of professional Facebooking, i.e.
the use of Facebook for professional purposes (from
exchanging work-related information and resources to
get in contact with people working in the same (or
similar field) and, in particular, the motivations and
dynamics of professional groups in Facebook.
Theoretical Framework (1)
       Social Capital Theory (SCT) and SNS studies
3.Bridging social capital = loose connections between individuals based
on the exchange of useful information or new idea but not emotional
support

2. Bonding social capital = benefits that individuals may derive from
emotionally close relationships, such as family and close friends, which
might include emotional support or other type of assistance

Although research suggests that the practice of using Facebook to
maintain existing social relationships is more common than that of
using it to create new connections with strangers, there is also some
evidence that ‘users may use the site to convert latent into weak ties’
(Ellison, Steinfield & Lampe, 2011).
Theoretical Framework (2)
           Studies on online communities and
         “social learning” in professional contexts
Recent analyses of the concept of online communities underline that
different types of socio-technical entities are now living in the web
space giving rise to a complex ontology which goes beyond the unique
notion of online community:

•Community vs. Collective (Thomas & Brown, 2011)
•Crowds vs. Communities (Haythornthwaite, 2011)
Theoretical Framework (3)
Learning as a process of participation in a community of practice
(Wenger, 1998) where three structural elements become crucial:

(3)domain – a CoP is not merely a group of friends, but has an
identity defined by a shared domain of interest;
(4)community – in pursuing their interest in their domain, members
engage in joint activities (discussion, mutual help, sharing
information) that bind them together into a social group;
(5)practice – a CoP is not merely a group of people who like certain
books, for instance; rather, they develop a shared repertoire of
resources (i.e. experiences, stories, tools, ways of addressing
recurring problems).
Provisional Framework of Analysis
A working hypothesis is to assimilate them to Networks of Practice (NoP)
(Brown & Duguid, 2000), which are characterized by the following
dimensions:

•Domain
•Network
•Practice

Where communities of practice typically consist of strong ties linking
individuals engaged in a shared practice who typically interact in face-to-face
situations, electronic networks of practice consist of weak ties.

Facebook, and other SNSs, also includes features which allow people to create
new connections, whose nature may be better described through the
construct of latent ties, defined by Haythornethwaite (2005) as connections
which are ‘technically possible but not yet activated socially’.
Research question (1)

Domain: how does the domain (and particularly the
  way in which it is approached) impact on group
  membership?

In particular:
Is there a relation between the group typology
   (generic/thematic) and the group membership, i.e.
   how the group is characterized with regard to
   reasons to join, membership rules, type of content/
   discussions within it?
Research question (2)

Network: does it make sense to distinguish between
  different types of participatory attitudes and
  behaviours, involving different levels of engagement
  in the group?

In particular:
Is there a relation between seniority in a group and
    participation habits?
Research question (3)

Practice: does engagement with a group of
   professionals sharing practices have an impact on
   ‘real life’ and professional development?

In particular:
Is there a relation between seniority in a group and
    effects on professional life? Is there also a relation
    between these effects and the group typology
    (generic/thematic)?
Research design

Study 1 : Exploratory study addressed to managers of 5
   Facebook professional groups

Study 2 : A wider survey addressed to the participants
   of 5 Facebook professional groups (n=1107)
Sample

                                                            Respondents
Group          Group type          Foundation Group size*   (% of group
                                                            size)
A              Generic             2010       1532          259 (16.9%)
B              Generic             2011       698           92 (13.2%)
C              Thematic            2009       746           125 (16.8%)
D              Thematic            2011       1079          334 (31.0%)
E              Thematic            2009       1510          297 (19.7%)
*Group size on 28 December 2011.
Method
Both studies were administered by online questionnaires
managed by Google Docs

Study 1 aimed at investigating the socio-demographic data of the
founders/administrators, the characteristics of groups and
behaviours related to group management  September–
October 2011

Study 2 intended to explore socio-demographic data, use of and
habits related to digital technologies, and participation in
Facebook groups  December 2011–January 2012
Findings from Study 1
                         Facebook group managers
•Gender: all females
•Age: more than 40 years
•Educational background: 4/5 have a university degree
•Job: teachers
•ICTs use: all have used PC and the Internet since more than 10 years, Facebook
profile: 3/5 more than 3 years, 3/5 use mobile devices to access it
•Reasons for founding the group:
           • ethical-social: social media represents ‘the future for free and active
              citizenship’
           • participation: these devices would increase participation and improve the
              process of sharing information and resources
           • professional: the group can provide its members by offering tips,
              suggestions and comments on specific topics
           • personal: some of them founded their group out of curiosity, or in order
              to understand how social networks work, their advantages, the relational
              dynamics they activate, etc.
Findings from Study 2
                   Facebook group members
                                                     N (%)

                         Male                           185 (16.7%)
Gender
                         Female                         922 (83.3%)
                         Less than 29                    105 (9.5%)
                         30–39                          260 (23.5%)
Age                      40–49                          404 (36.5%)
                         50–59                          294 (26.6%)
                         More than 60                    44 (4.0%)
                         Educational professionals      769 (69.5%)
                         Social and health
                                                         94 (8.5%)
Occupation               professionals
                         Parents                         84 (7.6%)

                         Other                          160 (14.5%)

                         Less than 1 year               566 (51.1%)
Seniority in the group
                         More than 1 year               541 (48.9%)
Findings from Study 2
                 Answers to Research Question 1

1) Is there a relation between the group typology (generic/thematic)
   and the group membership?

• Sharing ideas and projects seem to be more important for those
  who subscribe to a generic group, whereas strong adherence to the
  main topic of the group and the need to belong in order to feel less
  alone seems to matter most for those who join a thematic group
• More proactive behaviours are the basis of the choices made by
  those who subscribe to a thematic group
• Sharing of professional content or topics of current interest are
  equally distributed in the two groups, while expressions of feelings
  and sharing personal experiences seem to count more for thematic
  groups
Findings from Study 2
                 Answers to Research Question 2

2) Is there a relation between seniority in a group and participation
habits?

•The frequency with which members access the group is higher among
the senior members, who also show more active participation than the
junior members
•Senior members base their trust in other members primarily on their
personal acquaintance and on approval by other members. For these
members, legitimation of shared resources in the group relies mostly
on the reputation of the author of the resource
Findings from Study 2
                  Answers to Research Question 3

3) Is there a relation between seniority in a group and effects on
professional life? Is there also a relation between these effects and the
group typology (generic/thematic)?

•There is no significant correlation between seniority and benefits of
group membership
•Members of the generic groups report a greater impact of the virtual
activity on their real life in professional terms (i.e. new projects)
Discussion
• In the light of social capital theory, these data seem to suggest that a
  difference exists between the two groups in terms of types of shared social
  capital. Generic groups seem to be mainly characterized by bridging social
  capital, whereas thematic groups by bonding social capital

• In generic groups SNS seems to play the role of an infrastructure enabling
  the activation of ‘latent ties’. In thematic groups SNS plays the role of
  supporting the maintenance of social capital and of existing ties

• In thematic groups the direction of the movement between online/offline
  activities would be from offline to online, whereas in generic groups the
  direction is reversed, from online to offline

•   Groups in social networks may be meant as sub-networks delimited by virtual
    boundaries
Conclusions
• Although SNS may have an impact on bridging social capital outcomes, there are
  some differences between Facebook groups in terms of types of shared resources
  (i.e. information or information and emotional support) and types of relationships
  (i.e. activation of ‘latent ties’ and maintenance of social capital)

• The notion of ‘Legitimate Peripheral Participation’ (Lave & Wenger, 1991) may help
  to understand why senior members show more active and confident behaviours
  compared to junior participants

• Our results partially disconfirms the widely accepted thesis according to which SNS
  are more often used to articulate previously established relationships (e.g. boyd &
  Ellison, 2007). Facebook groups seemed to be used particularly in the direction of
  generating new offline projects

• Further studies should be conducted to explore both the qualitative nature of the
  social capital shared in these groups and how the dimension of shared practice in
  terms of memory group is constructed and maintained (e.g. through Learning and
  Knowledge Analytics tools)
Future developments
   Elements that would deserve further investigation:

•To develop the understanding of the complex “ontology” now
emerging from the web: groups, communities, networks,
collectives, crowds… what else?
•The tacit mechanisms of participation: What kind of implicit
rules? Spontaneous or «directed» self-management groups?
•The need of a group memory: How to cultivate and storage it?
Main references
•   boyd, d., & Ellison, N. B. (2007). Social network sites: Definition, history, and scholarship. Journal
    of Computer-Mediated Communication, 13 (1), 210–230.
•   Brown, J. S., & Duguid, P. (2000). The Social Life of Information. Boston, MA: Harvard Business
    School Press.
•   Ellison, N. B., Steinfield, C., & Lampe, C. (2007). The benefits of Facebook ‘friends’: Social capital
    and college students’ use of online social network sites. Journal of Computer-Mediated
    Communication, 12 (4), 1143–1168.
•   Ellison, N. B., Steinfield, C., & Lampe, C. (2011). Connection strategies: Social capital
    implications of Facebook-enabled communication practices. New Media & Society, 13 (6), 873–
    892.
•   Haythornthwaite, C. (2005). Social networks and Internet connectivity effects. Information,
    Communication & Society, 8, 125–147.
•   Haythornthwaite, C. (2011). Online knowledge crowds and communities. In Knowledge
    Communities. Reno, NV: Center for Basque Studies.
•   Lave J., Wenger E. (1991). Situated Learning: Legitimate Peripheral Participation. Cambridge:
    Cambridge University Press.
•   Park, N., Kee, K., & Valenzuela, S. (2009). Being immersed in social networking environment:
    Facebook groups, uses and gratifications, and social outcomes. CyberPsychology & Behavior, 12
    (6), 729–733.
•   Thomas, D. & Brown, J. S. (2011). A New Culture of Learning: Cultivating the Imagination for a
    World of Constant Change. CreateSpace.
•   Wenger, E. (1998). Communities of Practice. Learning, Meaning and Identity. Oxford: Oxford
    University Press.
One Day Seminar at CLTT
                                                      University of British Columbia –
                                                      Vancouver (CA) – April 16, 2012




                            Thanks!


                           For contacts:

Stefania Manca, ITD-CNR, Italy, manca@itd.cnr.it
Maria Ranieri, University of Florence, Italy, maria.ranieri@unifi.it
Antonio Fini, University of Florence, Italy, antonio.fini@gmail.com

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Motivations and dynamics of teachers’ engagement in social networks’ groups. A case study of professional Facebooking

  • 1. One Day Seminar at CLTT University of British Columbia – Vancouver (CA) – April 16, 2012 Motivations and dynamics of teachers’ engagement in social networks’ groups. A case study of professional Facebooking Stefania Manca Institute of Educational Technology - CNR, Genoa, Italy With Maria Ranieri and Antonio Fini, University of Florence, Italy
  • 2. Preliminary remarks It seems that something like a transition from a pure form of recreational Facebooking to a new form of professional Facebooking is taking shape on the web, demanding a renewed attention to the social processes occurring in these places. To date little empirical research on the professional use of Social Network Sites (SNS) has been conducted, particularly with reference to groups of teachers on Facebook.
  • 3. Aims and purposes To explore the nature of professional Facebooking, i.e. the use of Facebook for professional purposes (from exchanging work-related information and resources to get in contact with people working in the same (or similar field) and, in particular, the motivations and dynamics of professional groups in Facebook.
  • 4. Theoretical Framework (1) Social Capital Theory (SCT) and SNS studies 3.Bridging social capital = loose connections between individuals based on the exchange of useful information or new idea but not emotional support 2. Bonding social capital = benefits that individuals may derive from emotionally close relationships, such as family and close friends, which might include emotional support or other type of assistance Although research suggests that the practice of using Facebook to maintain existing social relationships is more common than that of using it to create new connections with strangers, there is also some evidence that ‘users may use the site to convert latent into weak ties’ (Ellison, Steinfield & Lampe, 2011).
  • 5. Theoretical Framework (2) Studies on online communities and “social learning” in professional contexts Recent analyses of the concept of online communities underline that different types of socio-technical entities are now living in the web space giving rise to a complex ontology which goes beyond the unique notion of online community: •Community vs. Collective (Thomas & Brown, 2011) •Crowds vs. Communities (Haythornthwaite, 2011)
  • 6. Theoretical Framework (3) Learning as a process of participation in a community of practice (Wenger, 1998) where three structural elements become crucial: (3)domain – a CoP is not merely a group of friends, but has an identity defined by a shared domain of interest; (4)community – in pursuing their interest in their domain, members engage in joint activities (discussion, mutual help, sharing information) that bind them together into a social group; (5)practice – a CoP is not merely a group of people who like certain books, for instance; rather, they develop a shared repertoire of resources (i.e. experiences, stories, tools, ways of addressing recurring problems).
  • 7. Provisional Framework of Analysis A working hypothesis is to assimilate them to Networks of Practice (NoP) (Brown & Duguid, 2000), which are characterized by the following dimensions: •Domain •Network •Practice Where communities of practice typically consist of strong ties linking individuals engaged in a shared practice who typically interact in face-to-face situations, electronic networks of practice consist of weak ties. Facebook, and other SNSs, also includes features which allow people to create new connections, whose nature may be better described through the construct of latent ties, defined by Haythornethwaite (2005) as connections which are ‘technically possible but not yet activated socially’.
  • 8. Research question (1) Domain: how does the domain (and particularly the way in which it is approached) impact on group membership? In particular: Is there a relation between the group typology (generic/thematic) and the group membership, i.e. how the group is characterized with regard to reasons to join, membership rules, type of content/ discussions within it?
  • 9. Research question (2) Network: does it make sense to distinguish between different types of participatory attitudes and behaviours, involving different levels of engagement in the group? In particular: Is there a relation between seniority in a group and participation habits?
  • 10. Research question (3) Practice: does engagement with a group of professionals sharing practices have an impact on ‘real life’ and professional development? In particular: Is there a relation between seniority in a group and effects on professional life? Is there also a relation between these effects and the group typology (generic/thematic)?
  • 11. Research design Study 1 : Exploratory study addressed to managers of 5 Facebook professional groups Study 2 : A wider survey addressed to the participants of 5 Facebook professional groups (n=1107)
  • 12. Sample Respondents Group Group type Foundation Group size* (% of group size) A Generic 2010 1532 259 (16.9%) B Generic 2011 698 92 (13.2%) C Thematic 2009 746 125 (16.8%) D Thematic 2011 1079 334 (31.0%) E Thematic 2009 1510 297 (19.7%) *Group size on 28 December 2011.
  • 13.
  • 14. Method Both studies were administered by online questionnaires managed by Google Docs Study 1 aimed at investigating the socio-demographic data of the founders/administrators, the characteristics of groups and behaviours related to group management  September– October 2011 Study 2 intended to explore socio-demographic data, use of and habits related to digital technologies, and participation in Facebook groups  December 2011–January 2012
  • 15. Findings from Study 1 Facebook group managers •Gender: all females •Age: more than 40 years •Educational background: 4/5 have a university degree •Job: teachers •ICTs use: all have used PC and the Internet since more than 10 years, Facebook profile: 3/5 more than 3 years, 3/5 use mobile devices to access it •Reasons for founding the group: • ethical-social: social media represents ‘the future for free and active citizenship’ • participation: these devices would increase participation and improve the process of sharing information and resources • professional: the group can provide its members by offering tips, suggestions and comments on specific topics • personal: some of them founded their group out of curiosity, or in order to understand how social networks work, their advantages, the relational dynamics they activate, etc.
  • 16. Findings from Study 2 Facebook group members N (%) Male 185 (16.7%) Gender Female 922 (83.3%) Less than 29 105 (9.5%) 30–39 260 (23.5%) Age 40–49 404 (36.5%) 50–59 294 (26.6%) More than 60 44 (4.0%) Educational professionals 769 (69.5%) Social and health 94 (8.5%) Occupation professionals Parents 84 (7.6%) Other 160 (14.5%) Less than 1 year 566 (51.1%) Seniority in the group More than 1 year 541 (48.9%)
  • 17. Findings from Study 2 Answers to Research Question 1 1) Is there a relation between the group typology (generic/thematic) and the group membership? • Sharing ideas and projects seem to be more important for those who subscribe to a generic group, whereas strong adherence to the main topic of the group and the need to belong in order to feel less alone seems to matter most for those who join a thematic group • More proactive behaviours are the basis of the choices made by those who subscribe to a thematic group • Sharing of professional content or topics of current interest are equally distributed in the two groups, while expressions of feelings and sharing personal experiences seem to count more for thematic groups
  • 18. Findings from Study 2 Answers to Research Question 2 2) Is there a relation between seniority in a group and participation habits? •The frequency with which members access the group is higher among the senior members, who also show more active participation than the junior members •Senior members base their trust in other members primarily on their personal acquaintance and on approval by other members. For these members, legitimation of shared resources in the group relies mostly on the reputation of the author of the resource
  • 19. Findings from Study 2 Answers to Research Question 3 3) Is there a relation between seniority in a group and effects on professional life? Is there also a relation between these effects and the group typology (generic/thematic)? •There is no significant correlation between seniority and benefits of group membership •Members of the generic groups report a greater impact of the virtual activity on their real life in professional terms (i.e. new projects)
  • 20. Discussion • In the light of social capital theory, these data seem to suggest that a difference exists between the two groups in terms of types of shared social capital. Generic groups seem to be mainly characterized by bridging social capital, whereas thematic groups by bonding social capital • In generic groups SNS seems to play the role of an infrastructure enabling the activation of ‘latent ties’. In thematic groups SNS plays the role of supporting the maintenance of social capital and of existing ties • In thematic groups the direction of the movement between online/offline activities would be from offline to online, whereas in generic groups the direction is reversed, from online to offline • Groups in social networks may be meant as sub-networks delimited by virtual boundaries
  • 21. Conclusions • Although SNS may have an impact on bridging social capital outcomes, there are some differences between Facebook groups in terms of types of shared resources (i.e. information or information and emotional support) and types of relationships (i.e. activation of ‘latent ties’ and maintenance of social capital) • The notion of ‘Legitimate Peripheral Participation’ (Lave & Wenger, 1991) may help to understand why senior members show more active and confident behaviours compared to junior participants • Our results partially disconfirms the widely accepted thesis according to which SNS are more often used to articulate previously established relationships (e.g. boyd & Ellison, 2007). Facebook groups seemed to be used particularly in the direction of generating new offline projects • Further studies should be conducted to explore both the qualitative nature of the social capital shared in these groups and how the dimension of shared practice in terms of memory group is constructed and maintained (e.g. through Learning and Knowledge Analytics tools)
  • 22. Future developments Elements that would deserve further investigation: •To develop the understanding of the complex “ontology” now emerging from the web: groups, communities, networks, collectives, crowds… what else? •The tacit mechanisms of participation: What kind of implicit rules? Spontaneous or «directed» self-management groups? •The need of a group memory: How to cultivate and storage it?
  • 23. Main references • boyd, d., & Ellison, N. B. (2007). Social network sites: Definition, history, and scholarship. Journal of Computer-Mediated Communication, 13 (1), 210–230. • Brown, J. S., & Duguid, P. (2000). The Social Life of Information. Boston, MA: Harvard Business School Press. • Ellison, N. B., Steinfield, C., & Lampe, C. (2007). The benefits of Facebook ‘friends’: Social capital and college students’ use of online social network sites. Journal of Computer-Mediated Communication, 12 (4), 1143–1168. • Ellison, N. B., Steinfield, C., & Lampe, C. (2011). Connection strategies: Social capital implications of Facebook-enabled communication practices. New Media & Society, 13 (6), 873– 892. • Haythornthwaite, C. (2005). Social networks and Internet connectivity effects. Information, Communication & Society, 8, 125–147. • Haythornthwaite, C. (2011). Online knowledge crowds and communities. In Knowledge Communities. Reno, NV: Center for Basque Studies. • Lave J., Wenger E. (1991). Situated Learning: Legitimate Peripheral Participation. Cambridge: Cambridge University Press. • Park, N., Kee, K., & Valenzuela, S. (2009). Being immersed in social networking environment: Facebook groups, uses and gratifications, and social outcomes. CyberPsychology & Behavior, 12 (6), 729–733. • Thomas, D. & Brown, J. S. (2011). A New Culture of Learning: Cultivating the Imagination for a World of Constant Change. CreateSpace. • Wenger, E. (1998). Communities of Practice. Learning, Meaning and Identity. Oxford: Oxford University Press.
  • 24. One Day Seminar at CLTT University of British Columbia – Vancouver (CA) – April 16, 2012 Thanks! For contacts: Stefania Manca, ITD-CNR, Italy, manca@itd.cnr.it Maria Ranieri, University of Florence, Italy, maria.ranieri@unifi.it Antonio Fini, University of Florence, Italy, antonio.fini@gmail.com