SOCIAL NETWORKING IN CROSS-PROGRAM COLLABORATION: A STUDY OF THE USE OF CONNECTYARD IN THE ONLINE CLASSROOM

This paper reports on the use of social media tools within collaborative online learning groups. Few studies have looked at “backchannel” communications within the context of online courses, these are communications that occur outside of the regular class meetings. Backchannel communications were found in previous research to include aspects of both course-specific inquiry, related to communicating about content, and the development of social bonds between classmates. Therefore, this exploratory study sought to determine the nature of backchannel communications, identify the types of tools are most often employed, and to determine the efficacy and popularity of ConnectYard, a social media aggregation tool, within cross-program collaborative group communications.

Graduate students studying instructional technology, educational leadership, curriculum design, and library science at a mid-sized university in the Southeast region of the U.S. were asked to voluntarily complete a survey to provide feedback on their use of the ConnectYard communications system, a social media aggregation tool that integrates backchannel messages within the Twitter and Facebook social media applications. This communication platform was provided for student groups to use for a two-week cross-program collaborative project, where groups of four to five students worked on developing a shared vision of the 21st century society. An instrument, entitled, “Social Media Use in Cross-Program Groups”, was developed by the authors to address the use of ConnectYard and other online communication tools utilized within for project communication.

The findings include analysis and a discussion on the underlying reasons for social media use and perceived value of the tools in the regards to collaboration on assignments, clarification of assignment requirements, seeking or providing help with technology tools, socializing with others in the group, and seeking or providing emotional support. In addition, this paper considers implications for practical use of social media tools in the online classroom.