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Future Internet
Special Issues
Social Network and Sustainable Distance Education
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Social Network and Sustainable Distance Education

A special issue of Future Internet (ISSN 1999-5903). This special issue belongs to the section "Techno-Social Smart Systems".

Deadline for manuscript submissions: closed (30 September 2021) | Viewed by 17028

Special Issue Editor

Dr. Sonia Santoveña-Casal

E-Mail Website
Guest Editor
Faculty of Education, Universidad Nacional de Educación a Distancia(UNED), Madrid, Spain
Interests: knowledge society; social network; e-learning; digital society; virtual learning environments

Special Issue Information

Dear Colleagues,

Sustainable digital education has a goal to educate people about commitment to facilitate the building of a society. The importance of social learning processes has been highlighted by UNESCO, emphasizing the difficulty of addressing social issues and sustainable development through individualized learning.

In the context of distance education, it is no longer possible to talk about a sustainable model without considering social connections and relationships that take place on networks.

Analyzing the influence of social media on the learning process is no longer a novel idea. Nevertheless, research continues to explore the pedagogical potential of social media—among other reasons, because it has been observed that social media in distant education offer a motivating and satisfying framework that is not provided by any other more traditional means.

Social networks offer a unique opportunity to promote socialization in distance education. The Special Issue’s aim is further progress in the study of networks as spaces for social cohesion in the distance academic field, in the analysis of the processes of social interaction and the patterns of information exchange and, among other aspects, in the influence for the development of a sense of community within students—all of them aspects of special relevance in sustainable distance education.

Dr. Sonia Santoveña-Casal
Guest Editor

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Future Internet is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1600 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • digital education
  • social learning
  • interpersonal relationships
  • academic network communities
  • sustainable distance education
  • academic performance and social networks
  • sustainable debates in social networks

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Published Papers (3 papers)

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Research

11 pages, 422 KiB  
Article
Social and Educational Coexistence in Adolescents’ Perception in Current Social Problems through Networks
by Cristina Sánchez-Romero and Eva María Muñoz-Jiménez
Future Internet 2021, 13(6), 141; https://doi.org/10.3390/fi13060141 - 27 May 2021
Cited by 5 | Viewed by 3396
Abstract
The use of social networks as a social and educational environment emphasizes an approach to social problems (bullying, cyberbullying, sexism, racism) that has emerged in today’s society. Social networks offer a unique opportunity to increase channels for communication and socialization. The aim of [...] Read more.
The use of social networks as a social and educational environment emphasizes an approach to social problems (bullying, cyberbullying, sexism, racism) that has emerged in today’s society. Social networks offer a unique opportunity to increase channels for communication and socialization. The aim of this study is to analyze the adolescents’ attitudes in sports practice in their extracurricular environment, and it highlights the importance of didactic communication as a tool for social cohesion to guarantee the interaction between adolescents. This objective has been evaluated through the “Sport and Social Integration. Survey on Secondary Schools in Italy” questionnaire. In this paper, we focus our attention on Section II to go deeper into the participants’ opinion on previously mentioned social problems. The methods of research for this study were conducted through a descriptive, inferential, quantitative, and ex post facto design. The sample consisted of 286 Italian adolescents aged between 12 and 15 years old. Results show that there are positive correlations in the following variables: gender and verbal, psychological, or physical violence (Bullying) (r = 0.260) (Sig. = 0.000); gender and threats, crimes, and persecutions through the Internet (Cyberbullying) (r = 0.226) (Sig. = 0.000); gender and discrimination against women (Sexism) (r = 0.133) (Sig. = 0.025). In conclusion, this article underlines the importance of investing more systematically in the effort to prevent bullying and digital inclusion from an early age for the critical use of mobile devices and social networks. Full article
(This article belongs to the Special Issue Social Network and Sustainable Distance Education)
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17 pages, 1410 KiB  
Article
The Social and Transfer Massive Open Online Course: Post-Digital Learning
by José Javier Hueso-Romero, Javier Gil-Quintana, Helen Hasbun and Sara Osuna-Acedo
Future Internet 2021, 13(5), 119; https://doi.org/10.3390/fi13050119 - 30 Apr 2021
Cited by 10 | Viewed by 3570
Abstract
This research provides a current view on post-digital learning experiences with a massive open online course (MOOC), in relation to user profiles, universal instructional design, digital resources, inclusive activities and collaborative assessment. The study is based on a mixed research methodology, creating a [...] Read more.
This research provides a current view on post-digital learning experiences with a massive open online course (MOOC), in relation to user profiles, universal instructional design, digital resources, inclusive activities and collaborative assessment. The study is based on a mixed research methodology, creating a questionnaire aimed at people with experience in any MOOC typology, in which the learning methodology, the instructional didactic design of the MOOCs, the resources, proposed activities, and accessibility are analyzed. Additionally, interviews and focus groups were carried out with the creators of massive open online social courses alongside the students of the official Master of Communication and Education on the Internet, offered by the UNED (Universidad Nacional de Educación a Distancia—Spain), with the subject of virtual participation scenarios. The data obtained are subjected to statistical tests to determine the scientific rigor, such as Cronbach’s alpha, the Kolmogorov-Smirnov normality test, and the non-parametric tests of Spearman’s correlation coefficient and Kendall’s Tau b. In conclusion, the social massive open online course/transfer massive open online course model is evidenced as a projected approach in social networks. The sMOOC and tMOOC are online training models, which are in constant development and evolution, as a social, creative, collaborative, interactive, and inclusive learning methodology, offering new challenges for the digital distance education of the future. The research carried out is only related and linked to the experiences of different people with the sMOOC and tMOOC. Full article
(This article belongs to the Special Issue Social Network and Sustainable Distance Education)
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18 pages, 1551 KiB  
Article
Learning How to Separate Fake from Real News: Scalable Digital Tutorials Promoting Students’ Civic Online Reasoning
by Carl-Anton Werner Axelsson, Mona Guath and Thomas Nygren
Future Internet 2021, 13(3), 60; https://doi.org/10.3390/fi13030060 - 27 Feb 2021
Cited by 25 | Viewed by 9080
Abstract
With the rise of misinformation, there is a great need for scalable educational interventions supporting students’ abilities to determine the trustworthiness of digital news. We address this challenge in our study by developing an online intervention tool based on tutorials in civic online [...] Read more.
With the rise of misinformation, there is a great need for scalable educational interventions supporting students’ abilities to determine the trustworthiness of digital news. We address this challenge in our study by developing an online intervention tool based on tutorials in civic online reasoning that aims to teach adolescents how to critically assess online information comprising text, videos and images. Our findings from an online intervention with 209 upper secondary students highlight how observational learning and feedback support their ability to read laterally and improve their performance in determining the credibility of digital news and social media posts. Full article
(This article belongs to the Special Issue Social Network and Sustainable Distance Education)
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