Constructing social media links to formal learning: A knowledge Graph Approach

• Published in: Educational technology research and development 2022-04, Vol.70 (2), p.559-584
• Main Author: Zablith, Fouad
• Format: Article
• Language: English
• Subjects: Business Schools; Constructivism; Constructivism (Learning); Cooperative Learning; Curriculum Design; Development Article; Distance learning; Education; Educational Technology; Electronic Learning; Graphs; Information Science Education; Information Systems; Interactive learning; Interdisciplinary Approach; Learning and Instruction; Learning Experience; Learning Processes; Mass Media; Online Courses; Semantics; Social Media; Social networks; Student Attitudes; Student Centered Learning; Students; Teaching Methods; Undergraduate Students
• ISSN: 1042-1629; 1556-6501
• DOI: 10.1007/s11423-022-10091-2

While education increasingly relies on social media technologies to provide richer learning experiences, the rigid and course-centric design of curricula still imposes a challenge for students to construct meaningful connections between social media and formal learning. Building on the knowledge graphs’ potential to establish semantic links among data entities, this paper investigates to what extent knowledge graph-based tools help students with integrating and accessing transdisciplinary social media content in formal courses, and contribute to constructivism in online learning environments? This study proposes a framework that includes a set of tools built on a novel knowledge graph designed to help educators in exposing detailed coverage of their formal courses through explicit concepts, which can serve as building blocks for students to integrate and access transdisciplinary social media content in formal learning settings. The framework is piloted in a business school where 180 students used these tools in an information systems (IS) course. The preliminary results indicate the majority (around 68%) of materials shared and accessed by students through this framework was connected to other disciplines beyond IS, reflecting the possible creation and exploration of transdisciplinary links between social media content and formal courses. Thirty-three students were interviewed to evaluate their opinion on the tools with respect to social constructivism in online learning environments. The interviews provide initial insights on the tools’ potential to promote constructivism by supporting collaborative, learner-centered, high-quality, authentic, facilitated, and interactive learning principles. The study helps students and educators better integrate and access emerging social media content in formal courses.