Session chair: Devendra Potnis
On the Citation Advantage of Tweeted Papers at the Journal Level
Fei Shu & Stefanie Haustein
This study investigates the effect of diffusing scientific articles on Twitter on their citation impact. For a set of 1.3 million papers covered by the Web of Science and published in 2012, normalized citation rates are compared between tweeted and non-tweeted articles published in the same journal. The results indicate that tweeted papers, published in the same year and in the same journal, received around 30% higher citation rates than papers, which were not diffused on Twitter. This type of citation advantage appeared across disciplines and countries of authors, but varied in extent.
F#%@ That Noise: SoundCloud As (A-)Social Media?
Chris Hubbles, David W. McDonald, & Jin Ha Lee
SoundCloud is an audio uploading, streaming, and sharing website. The site allows listeners to leave public comments at specific time stamps within a graphical display of an audio file as it plays, and offers support for user communication through a publicly viewable reply function. We extracted user comments and conducted a qualitative content analysis in order to characterize and examine participation on the site. Commenting consisted primarily of short, positive comments toward the song or artist, and use of the reply function was minimal, though some artists made use of it to communicate with listeners. We speculate that the commenting function is used less as a means toward community-building or social interaction, and more for fostering or indicating shared mutual experiences. Comment design implications are also explored.
Using Social Media in Formal Learning: Investigating Learning Strategies and Satisfaction
Quan Zhou, Chei Sian Lee, & Sei-Ching Joanna Sin
Social media have been widely adopted by the digital natives for learning purposes due to the wealth of educational resources afforded by these platforms. As such, educational researchers and practitioners have been advocating the integration of social media in formal learning. While a majority of research has highlighted the benefits of using social media in formal education, still lacking is research that examines students’ learning behaviors and experience with social media. From the perspective of self-regulated learning, we investigate students’ learning strategies in social media, as well as the relationship between using these strategies and students’ learning satisfaction. Drawing on a survey of 270 undergraduate and graduate students, we found that in the formal learning context, students employed four types of self-regulated learning strategies (i.e., goal setting, environment structuring, performance control, and self-evaluation) to achieve effective learning with social media. Among the four strategies, goal setting was most commonly to be used. Further, a regression analysis revealed that all four types of self-regulated learning strategies were significantly related to students’ learning satisfaction with social media, while goal setting was the most prominent strategy. This article concludes by presenting limitations as well as implications for research and practice.