To explore if the potential of Sina weibo used in learning outside the

classroom from the perceptions of Chinese students

A study submitted in partial fulfillment

of the requirements for the degree of

Master of Science in Information Management

at

THE UNIVERSITY OF SHEFFIELD

by

YI FAN

September 2012

1

AbstractAbstractAbstractAbstract

Background.Background.Background.Background. Web2.0 applications as enhanced information and communication

technology have been applied to the education industry. Previous studies have

indicated the significant role of web2.0 technologies in many teaching and learning

activities, such as transferring study materials, sharing information, exchanging

thoughts and discussing events. Microblogging system is one of the main web2.0

technologies that has been used in higher education.

Aims.Aims.Aims.Aims. The project aims at investigating the perceptions regarding Sina weibo as a

microblogging platform used in learning context from university students who are

Chinese, by means of their experiences on using Sina weibo to explore the potential

of the microblogging for web-based learning.

Methods.Methods.Methods.Methods. Semi-structured interview was designed to conduct the qualitative research

for the project. Nine participants are Chinese students who are studying at university,

three of them are from the East China Institute of Technology, the other six are from

the University of Sheffield. The data was collected by face-to-face interview and

online personal interview that in particular for participants in China.

Results.Results.Results.Results. Students consider that discussion forums, QQ and Sina weibo can be used

for different purposes, including social activities, seeking information and sharing

experiences. Meanwhile, it is advantageous to achieve collaborative learning and

independent learning. By comparison among three web2.0 applications (discussion

forums, QQ and Sina weibo), the benefits and drawbacks of Sina weibo have been

identified to discuss the effect of microblogging used in learning; thereby, there are

different expectations on the possibility of using Sina weibo for learning, and

relevant considerations would be found.

2

Conclusions.Conclusions.Conclusions.Conclusions. Depending on perceptions of students' experience of using Sina weibo

in the process of learning, it is found that the potential of microblogging applying to

learning purposes is disputed, but a further research covering teaching would be

expected. Future research could emphasize on teaching in web2.0-based environment

and examining microblogging system with the satisfaction of learning.

3

AcknowledgmentAcknowledgmentAcknowledgmentAcknowledgment

The project has been accomplished through the interview research, which are under

the guidance of supervisor. Thank you for my supervisor Pamela A McKinney, who

provides many precious suggestions for the research and each section of the project. I

am particularly grateful to her for each meeting during the time of the dissertation, it

not only was a friendly meeting, but also made the meaningful and substaintial

conclusion for my work. Every time email would be along with the feedback of my

work by McKinney, that is helpful to me revise the dissertation clearly.

Besides, I am still grateful to all participants for taking part in the interview of the

research, giving thanks for them who were friendly to receive my interviews, and to

be earnest and patient to answer questions and talking, so that providing important

data. Especially thanks participants who are in China have overcome the limitations

of time and place to do interviews.

4

TableTableTableTable ofofofof contentscontentscontentscontents

1 Chapter 1. Introduction................................................................................................................. 61.1 The era of Web2.0.......................................................................................................... 61.2 Microblogging appears in China.....................................................................................61.3 Discussion forums, QQ and Sina weibo prevailing in China..........................................81.4 Research aims and objectives......................................................................................... 81.5 Dissertation structure...................................................................................................... 9

2 Chapter 2. Literature review....................................................................................................... 102.1 Introduction...................................................................................................................102.2 Approaches to learning researches................................................................................102.3 Implications of Web-based learning for education....................................................... 122.4 Information seeking behavior....................................................................................... 132.5 The application of Web 2.0 technologies in general.....................................................152.6 The relationship of Web2.0 technologies and information behavior............................ 162.7 Three mainstream application used in learning context................................................18

2.7.1 Discussion Forum.............................................................................................. 182.7.2 Instant Messaging.............................................................................................. 192.7.3 Educational uses from blogging transformation to microblogging....................19

3 Chapter 3. Methodology............................................................................................................. 233.1 Research approach........................................................................................................ 233.2 Research strategy.......................................................................................................... 233.3 Instrument - semi-structured interview......................................................................... 243.4 Design of interview guide.............................................................................................253.5 Sampling....................................................................................................................... 263.6 Data collection.............................................................................................................. 273.7 Data analysing...............................................................................................................273.8 Limitations of the methods........................................................................................... 283.9 The consideration of ethical issue.................................................................................28

4 Chapter 4. Results....................................................................................................................... 304.1 Cognitive and perceived understanding for web2.0 tools: discussion forums, QQ andSina weibo............................................................................................................................. 30

4.1.1 Discussion forums..............................................................................................314.1.2 Instant messaging (QQ)..................................................................................... 314.1.3 Microblogging (Sina weibo).............................................................................. 32

4.2 Students' experiences of using web2.0 applications for after-school learning.................334.2.1 Collaborative learning........................................................................................334.2.2 Independent Learning........................................................................................ 35

4.3 Through compare and contrast with discussion forums and QQ, the advantage anddisadvantage of Sina weibo for learning uses........................................................................394.4 Expectations and considerations for Sina weibo used in the student learning.................41

4.4.1 Attitudes toward the potential of Sina weibo..................................................... 414.4.2 Considerations....................................................................................................42

5

5 Chapter 5. Discussion and Conclusion....................................................................................... 445.1 Overview of the main findings..................................................................................... 445.2 Discussing with prior studies........................................................................................ 46

5.2.2 Critical evaluation for microblogging used in academic context.......................475.2.3 Attitudes towards the potential of microblogging for learning purposes........... 49

5.3 Theoretical and practical implications.......................................................................... 515.4 Limitations of research................................................................................................. 535.5 Strength and weakness of the research......................................................................... 535.6 Recommendations for social media using for learning.................................................545.7 Future research..............................................................................................................56

References......................................................................................................................................57Appendix 1 Interview guide.......................................................................................................... 65Appendix 2 Interview transcript.................................................................................................... 67

6

1111 ChapterChapterChapterChapter 1.1.1.1. IntroductionIntroductionIntroductionIntroduction

1.11.11.11.1 TheTheTheThe eraeraeraera ofofofofWeb2.0Web2.0Web2.0Web2.0

The age of information explosion urges the development of information technology,

especially in social networking, while many online information and communication

tools not only increase the amount of information, but also facilitate information flow

and diffusion to strengthen the connectedness of human relations. Web2.0

technologies provide the interaction platform in user-centered as a new way of

seeking information online, such applications as wiki, blog, microblog, RSS, SNS

and tag that are used in the education area increasingly. It is acknowledged that

web2.0 brings about various innovative approaches for students and teachers by

sharing resources or establishing individual learning environment (Grosseck and

Holotescu, 2011).

1.21.21.21.2 MicrobloggingMicrobloggingMicrobloggingMicroblogging appearsappearsappearsappears inininin ChinaChinaChinaChina

Prior studies have investigated the field of human information behavior in

information systems, web2.0 in computer science and their relationships from

different perspectives (e.g. education, business and entertainment), that makes

significant contribution on the instructional framework for academics, practitioners,

researchers, scholars and individuals and so on. In recent years, many researches

have discussed the usage of microblogging technology in higher education, in

particular Twitter, that is prevalent in western countries, but few studies aims at

microblogs use in China to research its implication for pedagogy. Microblogging as a

new mode of typical blogging allows short posts within 140 characters, and also

support publishing images and videos, the well-known successful application is

Twitter that was made in the United States in 2006; while Sina weibo has been

launched at August 2009 becoming the first and the largest microblogging service

7

platform in China (Dai and Yao, 2010). Although microblogging was regarded as

mainstream in the higher education in 2009, mainly by Twitter (Grosseck and

Holotescu, 2010), taking the factor of cultural difference and educational

environment into consideration, it is inevitable that microblogs may have different

impacts on and implications for education in China, where depends on Chinese

students' experiences on using Sina weibo.

Further, when Sina webio appears, it is becoming the trending topic in China, no

matter in online and offline or television programs including news and entertainment

show, where talk about Sina weibo itself or posts delivered by Sina weibo, for

instance, recently, there is a very popular TV entertainment programs about job

recruitment in China, Sina weibo has been discussed in the program between boss

and applicant constantly, around topics such as why Sina weibo is popular than other

internet applications, how to use Sina weibo plan the marketing. At the same time,

the TV program's official microblog also makes use of Sina weibo platform to

implement interaction activities with audiences, the fact is that the program obtains

the popularity, that implying it is worth and necessary to probe the potential use of

Sina weibo. Students as a large user group use Sina weibo widely and frequently that

push development of microblogs in China. According to microblogs as a virtual

environment for learning, that is identified by the usage of Twitter succeed in

web-based education (Ross, Terras, Warwick and Welsh, 2011), it is expected to

investigate what perceptions of Chinese university students concerning if Sina weibo

used in learning context, which can gain new insight into how microblogging

impacts on learning. In addition, previous researches have studied microblogging

separately rather than comparison with other web2.0 applications or tools, such as

discussion forums and instant messaging. It is another the absence of recent research

exactly.

8

1.31.31.31.3 DiscussionDiscussionDiscussionDiscussion forums,forums,forums,forums, QQQQQQQQ andandandand SinaSinaSinaSina weiboweiboweiboweibo prevailingprevailingprevailingprevailing inininin ChinaChinaChinaChina

The project will investigate microblogs not be sole, but to be in comparison with

discussion forums and instant messaging (QQ). In geneal, instant messaging is

approximately real-time information system over the internet that allows people to

communicate with each other (Li, Chau and Lou, 2005), Eisenstadt, Komzak and

Dzbor (2003) describe instant messaging as enhanced presence-related application,

as Yahoo!'s Messenger, ICQ and MSN messenger are well-known representative

applications. QQ is the most familiar and popular instant messaging tool instead of

other brands for Chinese. It has become a normal part of people's interpersonal

communication. Discussion forums based on Bulletin Board System (BBS), which

can be viewed as online learning platform, that supports sends opinions along with

posts to discuss a topic. Assuming discussion forum and QQ as comparative objects

is not arbitrary. It is according to the developing situation of web2.0 in China, where

before Sina weibo appears, discussion forums and QQ are prevalent to be used

widely by students and teachers in their teaching and learning. In China, while

discussion forums have been familiar with students and teachers as a result of most

universities in China establish their own campus forums for teachers and students to

seek information, communicate each other or discuss any topics. Thus, the project

will present the comparison among discussion forums, QQ and Sina weibo, but only

by perceptions of Chinese university students who experience on the three web2.0

application in the learning context.

1.41.41.41.4 ResearchResearchResearchResearch aimsaimsaimsaims andandandand objectivesobjectivesobjectivesobjectives

The dissertation is in attempt to investigate the attitudes towards Sina weibo used in

learning context from the perception of Chinese students at universities, which is in

order to explore if microblogs has the potential to develop to be a web-assisted

learning tool for Chinese students.

9

ResearchResearchResearchResearch objectives:objectives:objectives:objectives:

� Investigate Chinese students’ understanding of discussion forums, QQ and Sina

weibo to identify what the role of the three web2.0 tools respectively.

� To assess experiences of Chinese students on using discussion forums, QQ and

Sina weibo for after-school learning.

� To explore, to what extent Sina Weibo can satisfy Chinese students' learning

needs, in comparison with discussion forums and QQ.

1.51.51.51.5 DissertationDissertationDissertationDissertation structurestructurestructurestructure

Given research referring to some concepts need to understand, such as web2.0,

information seeking and learning approaches, which is presented in literature review,

in addition to these, it also covers the theory of information seeking and searcing,

and approaches to learning as well as prior studies to introduce types of web2.0

technologies, and that recent research of web2.0 applications used in pedagogy,

including discussion forums, instant messaging and microblogging, which have been

identified as well. The following chapter is with respect to the methodology, the

research strategy covering qualitative research and semi-structured interview have

been identified in this section, and the process of collecting and analyzing data are

main to be presented. Research proposed participants who are Chinese students from

the University of Sheffield in the UK and East China Institute of Technology in

China. Ultimately, the results of qualitative data would be illustrated in accordance

with four themes, and then to present further discussion about the findings between

present research and previous work.

10

2222 ChapterChapterChapterChapter 2.2.2.2. LiteratureLiteratureLiteratureLiterature reviewreviewreviewreview

2.12.12.12.1 IntroductionIntroductionIntroductionIntroduction

Web 2.0 technologies as the advanced and up-to-date technical infrastructure to

enhance the flow of information arouse interests to many researchers and

practitioners. Depending on the usage of web2.0 technologies in a wide range of

areas, such as business, education, government and many others, which illustrates the

sophisticated relations between human and information and communication

technology. The issue also has been reflected on teaching and learning. The

application of web2.0 sparked the revolution of traditional educational pattern.

Therefore, literature in this research will be reviewed mainly referring to web2.0

applied in the domain of pedagogy which emphasize on learning more than teaching.

This section will present previous researches with respect to web2.0 and its usage in

educational purpose as following themes:

� Reviewing the main approaches to learning,

� Making sense of the meaning of learning over the web to learning processes,

� Information seeking behavior,

� Introducing different types of web2.0 applications, such as wikis, blogs and

SNS,

� Relations between web2.0 technology and information behavior,

� How the three web2.0 technologies including discussion forums, instant

messaging and microblogging impact upon student learning processes.

2.22.22.22.2 ApproachesApproachesApproachesApproaches totototo learninglearninglearninglearning researchesresearchesresearchesresearches

Many scholars have studied students' approaches to learning in order to explore the

way of improving learning effectiveness, previous researches presented the

11

underlying factors of learning approaches of students adopted. Using "Student

Process Questionnaire" as a instrument to investigate students' learning approach, the

results reinforces three main approaches to learning, which are surface approach with

respect to making the minimum efforts, deep approach regarding to seeking a true

understanding of knowledge, and achieving approach involving to obtain the

maximum excellence (Zhang, 2000; Wierstra, Kanselaar, Van der linden, Lodewijks

and Vermunt 2003; Lê and Shi, 2006), it is also used to examine factors of

influencing upon approaches to learning. Zhang (2000) found students'

characteristics including personal features (e.g. age and gender), the education level

of parents as well as other experiences, resulting in differences in learning

approaches they adopted, and that Lê and Shi (2006) confirmed the role of families'

expectations and pressure essential to subjects and approaches to learning they

chosen. It is consistent with Hein and Budny (1999) found, students' individual

learning preferences and strategies critical to learning process and outcomes are

influenced by intrinsic character and external environment, accordingly having

indirect impact upon their adoption of approach to learning.

Besides, according to Heikkila et al. (2011), based on the distinction of surface and

deep approach has been studied in student learning, they concluded that approach to

learning is in terms of the way of combining students' intentions and learning

processes. Achievement is regarded as the main educational aim for students, though

learning achievement is separate with academic achievement, two issues are

associated with the decision of what learning approaches students adopt (Lê and Shi,

2006). Therefore, approaches to learning students chosen are determined by their

personalities and experiences, families background and learning intentions.

Deep approaches related to study in-depth for getting a true understanding are able to

achieve higher quality learning outcomes than surface approaches, which has been

proved in previous studies. Wierstra et al. (2003) put forward to surface and deep

approach like "reproductive and constructive learning", and they proved further that,

12

the learning outcome of reproductive learning as memorizing and rote processing by

surface approach is not as good as that of constructive learning as critical

processing by deep approach. A deep learning approach refers to the ability of critical

thinking and relates to problem solving, thus, deep approaches contribute to produce

high quality learning results (Kyndt et al., 2011). It is consistent with Trigwell,

Prosser and Waterhouse (1999) demonstrated, from the teachers' perceptions, the

teacher-focused approach to teaching concerning information transmission by

teachers tends to be achieving a surface level of learning for students only, they

highlighted that to improve the learning quality should encourage deep learning

approaches, and combining with "student-focused approach to teaching" as

conceptual change approaches to reach a meaningful understanding in student

learning.

2.32.32.32.3 ImplicationsImplicationsImplicationsImplications ofofofofWeb-basedWeb-basedWeb-basedWeb-based learninglearninglearninglearning forforforfor educationeducationeducationeducation

Web-based learning is not a rare phenomenon, and its practice in students learning

processes is still in the research of pedagogy. It is different from traditional lecture

classes due to the learning process with the help of information and communication

technology (ICT). Goodyear, Asensio, Jones, Hodgson and Steeples (2003) defined

networked learning as learning by means of information and communication

technology, which can facilitate connections among learners, tutors, learning

communities and learning resources; Hein and Budny (1999) found, to compare with

traditional lecture class, online discussion as computer-based communication plays a

role of new avenue to enhance the awareness of interaction between learners and

study contents. Thereby, ICT could further operational processes in pedagogical

activities, especially for web-based learning (Siritongthaworn and Krairit, 2006).

When web2.0 comes, the new environment empowers web-based learning to be more

flexible and diverse, which brings about more profound meaning for education.

13

Web2.0 can be described as an innovative idea advocating content generated by users,

data sharing and collaborative activity, together with the usage of a variety of

web-based tools, which creates a platform for "generating, re-purposing and

consuming content" (Franklin and Harmelen, 2007; Albion, 2008). Researchers have

studied the improvement of online learning in the web2.0 era through assessing the

usage of web2.0 applications in the domain of pedagogy. According to McLoughlin

and Lee (2007), web2.0 tools can result in learning environment becoming more

individual, participatory and collaborative, it is beneficial for effective learning

because of collaboration and cooperation as the essentials of effective education can

encourage learners to participate learning activities actively with peers, tutors and

community. Albion (2008) found online learning in web2.0 that facilitate

collaboration and reflective practice, in addition to these, social interaction referring

to sharing ideas and overcoming isolation allows users to take part in group activities

individually and collaboratively. It is consistent with the research of Franklin and

Harmelen (2007), web-based learning supports sharing work by different learners in

different locations, simultaneously or at different times, the way of completing works

collaboratively over the web is positive to effective learning and teaching. Therefore,

web-based learning, especially in web2.0 environment, it encourages and promotes

collaborative learning over the web, which the new avenue contributes to achieve

effective pedagogy.

2.42.42.42.4 InformationInformationInformationInformation seekingseekingseekingseeking behaviorbehaviorbehaviorbehavior

Many studies of information behavior have investigated the phenomenon of the

interaction between human and information. Wilson (2000) defines information

behavior as total human activities, including information seeking, searching and use;

but it may not cover all circumstances in information behavior. In 2011, Pilerot and

Limberg found that information sharing is difficult to isolate from other activities, in

particular intertwines with information seeking and using. As technology transforms

14

rapidly, information sharing has been taken seriously in studying information

activities, especially to discuss it happened in online. In contrast, the latter study has

considered information sharing to be closely associated with information activities,

in particular, it is possible that information sharing not only resides information

practices, but also interacts with information seeking, searching and use.

Information seeking and information searching are seemed as the same meaning in

general from the semantic aspect, but in academic area, they are different

conceptions. To make the distinction between information seeking and searching is

essential to the understanding of information behavior. According to Wilson (2000),

information seeking is described as the activity of interacting with manual or

computer-based systems, while information searching is the narrow terms of

behavior that consists of all kinds of information systems including at both level of

intellectual and 'human computer interaction'. Information seeking is regarded as a

broad conception covering information searching, in contrast, information searching

refers to specific strategies of seeking. The perception has been continued and

confirmed in the later study. Tanni and Sormunen (2008) demonstrate information

searching related to the usage of specified retrieval systems. Thus, the relationship of

information seeking and searching is that of including and included. However, most

studies tend to discuss information seeking instead of information searching, which

does not mean to ignore or over information searching. Steps of information seeking

are established and constitute a search process statement referring to the dimensions

of information needs, selecting information sources, formulating search strategy and

implementing and reviewing the strategy; the search system as one factor of

influencing the information-seeking process (Marchionini, 1995; Large, Tedd and

Hartley, 1999), in addition, the issue of searching information is in relation to

information retrieval as well (Ingwersen, 1992).

15

2.52.52.52.5 TheTheTheThe applicationapplicationapplicationapplication ofofofofWebWebWebWeb 2.02.02.02.0 technologiestechnologiestechnologiestechnologies inininin generalgeneralgeneralgeneral

Web 2.0 technologies realizes the transformation environment from the static pattern

to the dynamic so that Web 2.0 tools allow users to share information in interactive

and interoperable way (Hossain and Aydin, 2011). As a consequence, to date, Web

2.0 technologies have been adopted for various purposes, and types of Web2.0-based

tools have been embeded into the working and learning environment.

A broad range of web2.0 applications, such as wikis, social networking sites (SNSs),

blogs and RSS, being the common characteristics of emphasizing people-centric,

social interactive, collaborative and participatory, which these technologies are used

widespread in personal and work life (Ribière, Haddad and Wiele, 2010). The nature

of web2.0 indicates a common development orientation of interactive mode for

internet information, meanwhile, each web2.0 technology has its own uniqueness

that makes a distinction among applications resulting in different positioning for

web2.0-based applications. Chen (2009) defined Wikis as open spaces allow users as

the role of author and editor to communicate their opinions and share and exchange

information, Wikipedia is a popular and typical application of Wiki. Blog systems

and SNS such as Facebook and Myspace provide individual spaces, so that all

contents of personal homepage can be managed by users themselves, such as users'

profile information, posts and comments, but the difference is blog focusing on

presenting the bloger who are the main information maker, while SNSs tend to

establish and expend users' social networks (Jazayeri, 2007; Ribière, Haddad and

Wiele, 2010; Witek and Grettano, 2012). In comparison, RSS are used as a way of

describing and updating topics and information of blogs through merging RSS feeds,

that are able to enrich the contents of blogs (Jazayeri, 2007).

Moreover, different usage preferences of web2.0 technologies in an academic setting

among countries indicates that culture background as a factor may result in different

16

perception on adopting web2.0-based applications. Virkus and Bamigbola (2011)

concluded the categories of web2.0-based tools by functions and purposes, which can

be divided into three types including educational, professional and communicative,

but this is not exhaustive and normative. It is evident that some web2.0-based tools

can be used for multi-purpose, especially SNS and blogs, such as Facebook succeeds

in satisfying users needs and objectives involving entertainment, meeting new people

and keeping in touch with old friends (Virkus and Bamigbola, 2011; Chang and Zhu,

2011). Consequently, people have multiple choices among various web2.0

applications for their purposes, in fact, for the same purpose, users also can choose

different tools. Mahmood and Richardson Jr (2011) investigated a variety of web2.0

technologies to be adopted in public libraries in US and UK, including wikis, SNS,

instant messaging, podcast, vodcast, RSS and blogs, which are for library services

and academic or educational intensions (Chen, 2009). While the result of research for

postgraduate and PHD students' experience on Web 2.0 in Chinese Academy of

Science shows that P2P-based (peer to peer) software and instant messenger as QQ

are most popular for their educational purposes, in contrast, RSS and social network

software are used less (Ku, cited in Si, Shi and Chen 2011).

Therefore, the value-in-use of web2.0 applications not only depends on inherent

nature of technologies, but also is associated with users' perceptions and preference

as a result of different social context.

2.62.62.62.6 TheTheTheThe relationshiprelationshiprelationshiprelationship ofofofof Web2.0Web2.0Web2.0Web2.0 technologiestechnologiestechnologiestechnologies andandandand informationinformationinformationinformation

behaviorbehaviorbehaviorbehavior

The relation between information behavior and information technical support has

been explored in studies of information seeking and Web2.0 researches. As

Ingwersen (1992) claimed, in the field of information science, a significant shift in

information transfer was the main focus from studying technological side only to

17

exploring the relationship of human and information technology.

Many scholars view browsing as one type of information seeking, although

sometimes the browser may seek nothing, in fact, encountering information is a

common phenomenon in the process of information seeking, even though most

studies tend to ignore such instance, which is distinguished as serendipity (Case,

2002). While Hearst (2009) demonstrated, both of browsing and searching can be

considered as a strategy of information seeking. As mentioned above, the nature of

Web2.0 is to create the platform of interaction, it seems that information seeking by

browsing and searching is nothing exceptional for Web2.0 since this has been

achieved by Web1.0 that supports users to view webpages only rather than external

editing.

Actually, there are many web communication tools that have illustrated the closely

link between Web2.0 technologies and information sharing. For instance, research

with respect to Twitter shows that the attribution of microblogging is in terms of

three types of intentions, including friendship-oriented relationship, information

sharing and information seeking (Java, Sone, Finin and Tseng, 2007). This kind of

Social Web as part of Web2.0 can enable users to have interactive activities like

sharing information, exchange ideas and giving comments, in addition, users should

be allowed to identify the content and gain valuable help through the Social Web

(Traian, Mihai, Vlad & Stefan, 2010). The research about the role of Web2.0

techniques in enhancing persons' communication and their stickness to information

emerges in endlessly. Zhang (2011) probed the impact of online forums on rock

music diffusion, showing Web2.0 technologies contributes to communication that

stirs up though-sharing over music. These findings illustrate a phenomenon that

Web2.0 strengthens the information sharing behavior through providing the platform

of interaction. As Gu and Widén-Wulff (2011) demonstrated, Web2.0 tools focus on

characteristics of interoperability, interactivity, user-centered and information

sharing.

18

2.72.72.72.7 ThreeThreeThreeThree mainstreammainstreammainstreammainstream applicationapplicationapplicationapplication usedusedusedused inininin learninglearninglearninglearning contextcontextcontextcontext

2.7.12.7.12.7.12.7.1 DiscussionDiscussionDiscussionDiscussion ForumForumForumForum

The technology of Bulletin Board System (BBS) have been used in education widely

and is adopted to the network center of many universities, that application forms one

of the common information and communication tools as discussion forums.

Asynchronous discussion forums support communication of groups of students in

collaborative way without limitations of time and location, and its ability of

facilitating learning contributes to proliferation of the e-learning environment

(Lewinson, 2005); in addition, the form of discussion by online discussion forums is

valuable for student reflection and interaction (Mcnamara and Brown, 2009; Balaji

and Chakrabarti, 2010). Andresen (2009) viewed asynchronous discussion forums as

"a blended learning approach" due to it is not appropriate to for all cases, such as

problem-based learning, but achieving deep learning.

However, in effect, Thomas (2002) pointed out that the incoherent structure of

discussion threads in online forums cannot achieve "truly conversational modes of

learning", which would result in low-quality learning outcomes. From the

perspective of the network structure, Yang and Tang (2003) found the advising

network of discussion forums to be good for students' academic performance because

of its relations of interpersonal interaction being many to many, that beneficial for

teachers or instructors to observe opinions and provide valuable information.

Accordingly, The active and deep level learning can be influenced by the structure of

forums (Mcnamara and Brown, 2009).

Besides, for the multicultural education, Hossain and Aydin (2011) argued that web

2.0-based technologies collaborative model have positive influences on the learning

achievement of students. It is consistent with the previous study, according to Lee

and Bertera (2007), online discussion forums enable participants to increase

19

self-efficacy markedly when the positive atmosphere is more than the negative.

2.7.22.7.22.7.22.7.2 InstantInstantInstantInstant MessagingMessagingMessagingMessaging

Both benefits and drawbacks are brought by instant messaging that has been

identified in prior researches. Instant messaging as a revolutionary technology can

change the way of communicating and collaborating, and achieve performance of

multiple communication synchronously in individuals' workplaces (Li et al., 2005);

whereas, it could cause the risk of distracting attention from academic tasks to social

purposes for students who are easy to be interrupted during their learning time,

because of reading and responding messages that are social content (Bowmana,

Levine, Waite and Gendron, 2010). Instantaneous communication and the ability of

multiple informal conservation are perceived as salient benefits for computing tasks,

but the harmful effects of notifications are disruptive for other type tasks (Czerwinski

et al., 2000). Besides, interruption of instant messaging will decrease the satisfaction

of individuals with their work process as well as change the way of processing

information (Li, Gupta, Luo and Warkentin, 2011). From the review of previous

findings, most studies have investigated the impact of instant messaging on working

than learning, a few researches found that it is needed to be aware of interruption

affecting students' attention on learning. However, according to Eisenstadt et al.

(2003), in the learning context, the instant messaging application can enhance

learners' performance of problem solving and learning.

2.7.32.7.32.7.32.7.3 EducationalEducationalEducationalEducational usesusesusesuses fromfromfromfrom bloggingbloggingbloggingblogging transformationtransformationtransformationtransformation totototo microbloggingmicrobloggingmicrobloggingmicroblogging

Blog as 'a flagship of Web 2.0' allows activities of reading and compiling (Mahmood

and Richardson Jr, 2011). Previous researches explore the characteristics of blogging

and its adoption in libraries where provides a multifunction platform for learners to

search and share information. For example, providing information about the

recommendation of internet resources and new acquisitions benefits learners to get in

touch with more materials, and functions of tag search, browsable by subjects or

20

topics, publishing commentary, the narrative and any other media materials are

useful for learners to enhance their learning effectiveness (Mahmood and Richardson

Jr, 2011; Si, Shi and Chen, 2011); in addition, Park, Ahn and Kim (2010) found

customized space, control content and exchange of opinions making blogs more

diverse. Nonetheless, as the life style changes and technology improves, Matthews

and Stephens (2010) view, from the interaction and patterns of interfaces, it more and

more reflects that human prefer to discussing and quick replying. The emergence of

microblogging can meet the needs.

Ross et al. (2011) described microblogging as a hybrid of blogging, SNS and instant

messaging. The continuous researches of microblogs used in education by Holotescu

and Grosseck demonstrated that microblogging inherits the nature of blogging, and

also creating new characteristics to facilitate communication and interaction for

students and teachers, so that optimizing the learning process. In 2008, Holotescu

and Grosseck have examined education uses of Cirip.ro as one of microblogging

platforms, they found diverse expression forms of course, such as images, audio and

video, integrating with communicating individual and didactical experiences, and

also allow students to export notes on microblogs to blogs, besides, tags are used to

categorize notes and organize messages in themes. Further, their following research

in 2010 found that bookmarking and tagging contents are important to students'

learning processes, whether they bookmark important contents they considered, and

whether they create own hashtag through tagging with personal dimension (e.g. #to

read#, #important#, #research topic# etc.). It is confirmed tagging as a imperative

and useful function for learning uses again. In addition to these, using microblog

system to provide learning guidance (elaborate on content within 140 characters) and

feedback (correct answers or brief explanations to students) by teachers can cultivate

process-oriented learning (Grosseck and Holotescu, 2011), because microblogging

allow students and teachers to communicate continuously and transparently (Ebner,

Lienhardt, Rohs and Meyer, 2009). Audio or video conferences used as

"community-like event tool" is available and valuable for topic discussion (Costa,

21

Beham, Reinhardt and Sillaots, 2008).

Accordingly, depending on the multiple and blended functions of microblogging, the

usage of microblogging in learning and teaching illustrates the positive impacts of

promoting collaborative learning and informal learning for educational uses. As Dai

and Yao (2010) demonstrated, microblogging can promote interaction of teaching

network and collaborative learning, so it can be used as both communication tool and

reflection tool. Although the original design of microblogging like Twitter was not

special for collaboration, some users have used it for informal collaborative and

conversational purposes (Honeycutt and Herring, 2009). Microblogging has become

a serious role in the experience of informal learning (Costa, et al., 2008). These were

confirmed by Ebner et al. (2009) who demonstrated microblogging that succeeds in

informal learning against informal communication, supporting collaboration and

without limitation on time and location, and receiving responses; as for teachers,

there are several factors needed to consider, including facilitating students' group

works, providing feedback immediately and monitoring the learning process of

students. Such approach and networks can provide high correlation (Java et al., 2007)

and enable individuals to discuss and develop various topics (Ebner and Schiefner,

2008). The creation of information resources, ideas and multimedia materials makes

a microblog to play a role in "personal learning zone" (Grosseck and Holotescu,

2011).

As a consequence, depending on previous studies demonstrated, there are some

important relations that can be considered. Web2.0 applications as enhanced

information and communication tools improve information behaviors in terms of

seeking, sharing and use, simultaneously, it can contribute to effective learning due

to information communication and transmission in relation to teaching and learning,

while web2.0 tools provide a platform that allowing students interacts with other

students, teachers and information systems actively or reflectively rather than

obtaining information passively. Furthermore, as for the online learning in the

22

web2.0 environment, various web2.0 technologies as communication media plays a

vital role in student learning process, especially promoting collaborative effort in

learning activity. Discussion forums, instant messaging and microblogging used in

learning environment stimulates web-based collaborative learning and informal

learning that implicates the success of web2.0 in pedagogy. However, as new

microblogging softwares increasingly, few researches is Sina Weibo used by Chinese

students in learning, besides, to compare with forums and instant messaging (QQ),

how the microblog (Sina Weibo) can satisfy students' learning needs that will be

researched in present study. The following section will show the way of conducting

research.

23

3333 ChapterChapterChapterChapter 3.3.3.3. MethodologyMethodologyMethodologyMethodology

3.13.13.13.1 ResearchResearchResearchResearch approachapproachapproachapproach

According to Saunders, Lewis and Thornhill (2009, p. 61) define inductive approach

as following:

"Inductive research is a research approach involving the development of a theory as a

result of the observation of empirical data."

It is consistent with the overall aims of the research that depending on observing Sina

weibo used by Chinese students for learning purposes generates a theory in relation

to microblog or web2.0, thus, inductive approach would be appropriate for guide this

research. In the philosophy of social science, interpretivism is regarded as the term

that can interchange to positivist orthodoxy, specifically, it is in terms of respecting

and realizing differences between the people and objective things in the natural

sciences, so the core of interpretivism indicates social scientist who need to

understand the "subjective meaning of social action" (Bryman and Bell, 2007). In

this research, it is in order to make the understanding of what the meaning behind

Sina weibo used for learning, therefore, interpretivism can be used to guide the

principle orientation for research.

3.23.23.23.2 ResearchResearchResearchResearch strategystrategystrategystrategy

As mentioned above, inductive research approach points out the role of theory with

respect to research that is a generation of theory, and interpretivism is concerning the

subjective meaning, accordingly, qualitative research strategy can be confirmed and

adopted in this project. According to Bryman and Bell (2007), qualitative research

focuses on words instead of quantification when collecting and analyzing data. From

24

the main purpose of research to view, since the research is in order to investigate

whether Sina Weibo can be used in the learning environment from the perception of

Chinese students to explore and discuss their thinking, and it is in terms of

individuals using experiences and their opinion and attitudes towards Sina Weibo

associated with learning behaviors and styles, that seeks cognitive and perceived

thought rather than statistic data. As Rowley (2012) claims, the qualitative research

concentrates on collecting facts or obtaining understanding of experiences, behaviors,

insights or predictions, while interviews are usually applied to collect qualitative

data.

3.33.33.33.3 InstrumentInstrumentInstrumentInstrument ---- semi-structuredsemi-structuredsemi-structuredsemi-structured interviewinterviewinterviewinterview

The research is implemented through semi-structured interview, which the form is

more flexible than structured interview and more accessible than unstructured

interview (Bryman, 2004). Generally, the semi-structured interview is the most

convenient and effective way of collecting information (Qu and John, 2011). Because

it not only allows the researcher to prepare a list of interview questions as an

interview guide in advance, but also could ask additional questions according to

responses of participants during the process of interview, which can facilitate further

inquiries and increase the effectiveness and availability of the interview results.

In addition, online personal interview in synchronous mode is an alternative way of

gathering data because of part of participants who will be invited from the Chinese

university (East China Institute of Technology). As for the geographical location

factor, using online interviews can overcome this limitation without travel, and also

save expenses. Further, online interviewee's answers are prone to less grammar

mistakes as well as conduce to gain a considered and 'clean' transcript (Bryman and

Bell, 2007). In order to achieve the best effect of interviews, research also will make

use of online video software to conduct face-to-face interviews, such as Skype, QQ

25

and Facetime (the application only on the Apple devices).

3.43.43.43.4 DesignDesignDesignDesign ofofofof interviewinterviewinterviewinterview guideguideguideguide

All interview questions are designed through two ways, one is enlightened by

previous research and relevant findings, more questions were needed to be found

relying on a truly experience of using discussion forums, QQ and Sina Weibo.

Through reviewing a wide range of literatures to generate a list of topics and

interview questions is in order to ensure that questions match well with research aim

and objectives. Theory is important to determine research questions in inductive

research (Rowley, 2012). At the same time, according to personal experiences of

using three Web2.0 tools to design several additional topics for each interview

questions, it is used for exploring sufficient answers from interviewees. According to

Rowley (2012), it is suggested that the number of main questions in a semi-structure

interview should be 6-14 better for a novice researcher, and 2-4 sub-questions may

be for each question. Consequently, the interview guide of this research is designed

10-14 well-phrased questions in order, while the question order can vary to adapt the

interviewee. Furthermore, there are 2 or 3 sub-questions for some main questions

that may ask to interviewees, which not included in the interview guide.

The interview questions are pertinent to themes as following:

� Theme one: The understanding of discussion forums, QQ and Sina weibo based

on interviewees' experiences (Question 1-4)

� Theme two: The experiences of using discussion forums, QQ and Sina weibo for

learning purpose (Question 5-8)

� Theme three: To compare and contrast with discussion forums and QQ, how can

26

Sina weibo used for leaning (Question 8-12)

� Theme four: Expectation and recommendation for Sina weibo used in learning

context (Question 13-14)

3.53.53.53.5 SamplingSamplingSamplingSampling

Interviewees are Chinese students who are selected from the University of Sheffield

and East China Institute of Technology. On one hand, there are many Chinese

students at the University of Sheffield where is convenient to contact and recruit

participants, but on the other hand, the educational environment of China differs

from that of UK, in order to collect more meaningful data, thus, the East China

Institute of Technology as adopting Sina weibo and QQ within the school forum are

chosen as objective. Besides, interviewees must meet the requirement that having

experiences of using Discussion Forums, QQ and Sina Weibo. There are six students

from the University of Sheffield and three students from the East China Institute of

Technology. There is no restriction on the academic background so that recruiting

students with different major and degree, including undergraduate and postgraduate.

Students at Sheffield are different major including information management, human

resource and international business and management; while the major of students

who are studying at the East China Institute of Technology includes architecture and

civil engineering. To consider the limited research time and the ability of the novice

researcher, the determined number of interviews is to ten, in fact, there are nine

students successfully invited as interviewees, and all of them are studying at the

undergraduate and postgraduate course. As for students in China, by means of

acquaintances, they were invited by a linkman who is a staff working at student

union in East China Institute of Technology, students at the University of Sheffield

were invited by e-mail.

27

3.63.63.63.6 DataDataDataData collectioncollectioncollectioncollection

Before starting formal interviews, information about the content of the research and

consent solicitation will be sent to the target respondents, one is by paper-based files

giving to students in the University of Sheffield, the other is through e-mail sending

request information to the linkman, and then the linkman will forward this invitation

e-mail to students in the East China Institute of Technology.

Interviewees at Sheffield are all done face-to-face interviews since the convenience

of location, while interviewees in China need to be done by online personal

interviews, two participants allowed interviews through Facetime (the application of

Apple devices) to conduct, in a sense, it also achieved the effect of face-to-face

interviews; the other interviewee was only willing to use QQ to communicate.

The length of each interview was controlled approximately thirty minutes, because

there is a interview guide prepared that can decrease and avoid the issue on off the

topic and keep the quality of information. The conversation of interviews were

recorded by a voice record tool for later data analysis, the chat log of the interview

by QQ were copied as a word document of computer-based file. Given the language

issue for participants, all interviews would carry out by native language - Chinese in

order to obtain more exact and meaningful data, in particular interviewees in China

whose English level cannot deal with lengthy conversation.

3.73.73.73.7 DataDataDataData analysinganalysinganalysinganalysing

Accoridng to Catterall (1996), the qualitative data can be analysed by the

computer-assisted program and coding that involves clerical processes and

intellectual assistance. Since all data are collected through semi-structured interview,

the data analysis would implement more on generic coding. First, text-based

28

transcripts are generated via converting voice records to computer-based word

documents. Then, all data would be broken down into four themes and issues that

were identified according to research aims and objectives, at the same time, data

would be categorised, grouped and marked by annotations, codes and four colours on

the paper-based transcripts. Following, to check groups and categories is in order to

review whether it makes sense for farther analysis. After then, continuing to fracture

data into chunks under each theme need to repeat the coding process as the last step.

Using an analytical approach sought for reasons in the process of interpreting data,

and then the preliminary model would be built via the interpreted data. Finally,

depending on the results of data analysing, theories would be drawn out in

correspondence with research aim and objectives.

3.83.83.83.8 LimitationsLimitationsLimitationsLimitations ofofofof thethethethe methodsmethodsmethodsmethods

Given the time limit and geographic factor, there are 9 Chinese students from two

universities to be invited to engage semi-structured interviews, thereby, it is possible

that the sampling size was too small to collect wide and complete enough data for

user experiences of web2.0 applications from interviewees' opinions. Besides, the

data collection was conduct only one round within the limited time, and due to the

issue of which the time of doing research was the summer holiday of Chinese

university, it is difficult to conduct the second round data collection in order to retest

and clarify the findings of the first round of data, thereby, the reliability and validity

of the results was weakened.

3.93.93.93.9 TheTheTheThe considerationconsiderationconsiderationconsideration ofofofof ethicalethicalethicalethical issueissueissueissue

Ethical issue must be taken into consideration for the research even if low risk or no

risk. This research has been identified to the low risk due to questions of interviews

do not refer to sensitive topic or any information about the interviewees' individual

29

privacy. All interviewees were asked to read information sheet and sign the content

form to ensure that they are willing to participate in this research project, and they

also would be informed what the research is about, covering the nature and

objectives of the project as well as methodology of this research. Samples of relevant

documents: ethics application forms, consent forms and information sheet, that

would be presented in the appendix. In addition, all information and data collected

from interviewees would be confidential to protect in the laptop with passwords, and

regarding paper-based data would be kept in a document folder along with the lock,

and all participants were anonymized. After the project, all data will be destroyed and

deleted. Finally, if participants feel any uncomfortable or insecure issue so that

giving up to participate, they can withdraw from this project freely.

30

4444 ChapterChapterChapterChapter 4.4.4.4. ResultsResultsResultsResults

Four main findings in accordance with research aims and objectives will be

presented in this section, where each finding covers different results of data analysis.

Thus, this section will show the understanding of discussion forums, QQ and Sina

weibo first, and then describe the relations of learning styles and the three

applications; the following will illustrate advantages and disadvantages of Sina

weibo, ultimately, the attitudes towards the possibility of Sina weibo used in learning

context will be interpreted. In order to identify participants for making a clear data

presentation, the cited content of interviews are marked with codes, "SH a-f"

represents students who are at the University of Sheffield, while "ECIT 1-3"

indicates students who are from East China Institute of Technology.

4.14.14.14.1 CognitiveCognitiveCognitiveCognitive andandandand perceivedperceivedperceivedperceived understandingunderstandingunderstandingunderstanding forforforfor web2.0web2.0web2.0web2.0 tools:tools:tools:tools:

discussiondiscussiondiscussiondiscussion forums,forums,forums,forums, QQQQQQQQ andandandand SinaSinaSinaSina weiboweiboweiboweibo

It is acknowledged that discussion forums, QQ and Sina weibo reside web2.0

technologies that initiates many forms of social networking. As the research showed,

for most interviewees, discussion forums, QQ and Sina weibo are different tools

completely, but there is still a view that regards the three tools without distinction for

general direction.

"As for me, they are at the same direction for entertainment, so I do not think

there is any difference of functions among three tools, all of them are sources of

external information to me, like issues around a country, star and friends."(SHf)

Thus, in this view, it points out that if for the amusement purpose only, forums, QQ

and Sina weibo all can be used to pastime. Following is different perceptions for

discussion forums, QQ and Sina weibo.

31

4.1.14.1.14.1.14.1.1 DiscussionDiscussionDiscussionDiscussion forumsforumsforumsforums

By synthesizing all statements of interviewees, discussion forums can be viewed as a

community where support behaviors of sharing ideas, searching information, and

downloading resources, and it tends to be a professional and academic environment,

where is fit for communicating together with a group of people whose interests are

similar. The example of different viewpoints of discussion forums shows as

following:

"Originally, I used forums in order to know others thoughts and experiences, but

now it seems to be more like resources sharing by uploading and

downloading."(ECIT2)

"I think discussion forums like people who have similar interests or are in the

same field to talk about what topics they concerned."(SHb)

Consequently, it can be deemed that a discussion forum is used for seeking and

collecting particular theme information via sharing resources and exchanging

opinions.

4.1.24.1.24.1.24.1.2 InstantInstantInstantInstant messagingmessagingmessagingmessaging (QQ)(QQ)(QQ)(QQ)

QQ is the most well-known instant messaging software in China. As interviewees described, QQ

is a typical chat tool that allows users to communicate with people by text-based messages, and

to develop so far, it has supported voice and video chat. In general, QQ tends to be used for

amusement in daily life, but sometimes it is used for work purposes as a result of adding

functions of video and audio communication. Almost all interviewees admit the fact below:

"When I turned on my computer, I open QQ habitually, because I used it to contact and chat

with my friends more." (ECIT1)

"QQ is mainly used for chatting with friends and families in leisure time, but with its

development, it has been expanded to business chats, such as video conferences, group meeting

32

by means of text messages and audio or video."(SHb)

It seems that QQ is no longer a pure social network tool, it also can be used for work, especially

collaborative work such as group meeting due to it has improved to video conference technique.

4.1.34.1.34.1.34.1.3 MicrobloggingMicrobloggingMicrobloggingMicroblogging (Sina(Sina(Sina(Sina weibo)weibo)weibo)weibo)

According to interviewees' description, in their view, Sina weibo is a new-fashioned

and integrated tool that provides a large information platform emphasizing via

sharing information momentarily. It has much and extensive information in

consequence of the timeliness that an attribute of Sina weibo makes an opportunity

for users who can share fresh information around them everywhere and anytime.

Thus, Sina weibo is regarded as carrying a great deal of information for various

topics in living, study, works and entertainment. Such perceptions are by

interviewees' descriptions as following:

"Sina weibo like a simple communication tool focuses on sharing information in

the easiest and the fastest way, and achieving a sense of participation by showing

oneself." (SHb)

Some of them think Sina weibo to be more communicative via sharing oneself, but

others regard it as obtaining or seeking kinds of information that concerned by

oneself. For instance:

"I use Sina weibo to know about what is going on in and around China, rather, I

will also concern about my friends."(SHe)

Hence, depending on the perspectives of interviewees, it is concluded that the role of

Sina weibo contains two aspects, one is in order to achieve social and communicative

33

purpose, the other is for paying attention to any kind of information.

4.24.24.24.2 Students'Students'Students'Students' experiencesexperiencesexperiencesexperiences ofofofof usingusingusingusing web2.0web2.0web2.0web2.0 applicationsapplicationsapplicationsapplications forforforfor

after-schoolafter-schoolafter-schoolafter-school learninglearninglearninglearning

Depending on interviewees' personal preference to learning habits and learning

objectives, two ways of learning have been identified including collaborative

learning and independent learning. As interviewees described, QQ is appropriate for

collaborative learning only, while discussion forums and Sina weibo can be used for

both collaborative learning and independent learning.

4.2.14.2.14.2.14.2.1 CollaborativeCollaborativeCollaborativeCollaborative learninglearninglearninglearning

Discussion forums can help students achieve learning objectives by collaborating

with other people, which mainly embodies the high quality and centralized

information and a group of people with a similar background or interest. As each

forum has certain and clear themes, a large amount of information and abundant

resources would concentrate on topics around the theme. For instance,

"I would choose discussion forums according to situations of learning, when

there is an academic forum in relation to my courses, that would be very useful for

searching learning information." (SHb)

That indicates whether a discussion forum useful for learning in relation to the

subject of the forum, if a forum associated with academic knowledge, that would

benefit students find information related to their learning courses. Besides, more

interviewees tend to be more experiences such as following:

"Personally, I feel the quality of information in forums higher than other places,

some academic forums invite organizations and experts to participate in the

34

community for sharing their experiences, interacting with members, and I usually

went to these forums to discuss questions with others, even if we did not know each

other." (ECIT3)

"In the university forum where is my former university in China, there is a special

board for teachers who would answer students' questions, this area is the most lively

in the whole forum, because to large extent students can get reliable answers or more

thoughts through communicating or discussing with teachers." (SHc)

The answers demonstrate that instructors who can provide professional information

or valuable suggestions are important to learners, and it is possible that discussion

processes would contribute to reflective thinking to learners.

QQ is also perceived as an effective collaborative tool to help students implement a

group work. Firstly, all interviewees have the consistent perspectives that QQ had

become a necessity for the Chinese and nearly each student has QQ account, which is

convenient to contact peers. In addition, as an interviewee described that,

"Typewriting is slow, and sometimes it is difficult to describe thoughts by writing,

so I like to use voice chat instead of typewriting and face-to-face conversation, if

there are more than two people, we will use video or voice conference to discuss."

(SHd)

Both video and audio chats are supplementaries for the text-based message, which is

beneficial to save time and enhance efficiency for discussion processes.

Finally, the function groups are intuitively supporting the discussion of a group work,

but it is not only a trait of QQ, according to research, Sina weibo also allows users to

establish groups as a small community for exchanging, discussing and sharing their

opinions. For example:

35

"QQ is more convenient due to everyone has account. If questions in class have

not been solved, or there are knowledge that I do not understand, I will ask

classmates after-school to discuss the question in our QQ group." (ECIT1)

"I know Sina weibo has groups where used for chatting with group members, and

I also jointed different groups, I feel the way of group chat is good for me to collect

and generate ideas, because there are many people including Chinese and foreigners

who may provide fresh views." (SHc)

Although both QQ and Sina weibo support group discussion for collaborative

learning, there is still the difference on whom they interact. QQ tends to be a private

contact list that contains Chinese only, in contrast, Sina weibo opens the list of the

person following or being followed, so that people can follow each other more

widely, which expands the scope of communication, more and more people can

participate in a discussion not only for the acquaintance relationship. Therefore, as

mentioned above, it is shown that a group as a community creates an active

discussion atmosphere, which contributes to collaborative learning.

4.2.24.2.24.2.24.2.2 IndependentIndependentIndependentIndependent LearningLearningLearningLearning

Interviewees depending on the strengths and weaknesses of learning ability consider

that discussion forums and Sina weibo can satisfy learning needs when they study by

themselves. Some of them state that posts' length of reading are long in forums,

where allow them to view other's comments, that shaping the chain of discussion can

help them understand the topic beneficial for in-depth and critical thinking, even

gaining a windfall. However, others prefer to Sina weibo since short posts within 140

characters, which cover simple and summative messages easy to understand and

grasp the general information. Consequently, for independent learning, the role of

discussion forums can be viewed as providing more and further information, but

requires students' ability of evaluation on sifting information and grasping the real

36

meaning; while as to Sina weibo, that a short post provides simple and brief

information easy to understand a general background.

4.2.34.2.34.2.34.2.3 InformationInformationInformationInformation seekingseekingseekingseeking andandandand usingusingusingusing strategystrategystrategystrategy

Table 1. web2.0 applications related to using information positively

Table1 presents how students use three web2.0 tools to seek and collect information

for learning uses. Three main types of strategies have been identified: browsing,

searching and conversation. In general, browsing and searching would be used

together in the process of seeking information. As partly interviewees demonstrated

following:

"I would like to browse more than search, if I browsed useful or interested posts,

I would comment or discuss in posts and forward it that can share with my friends,

because they might be interested to talk about as well." (SHc)

While some of them states that,

"I feel Sina weibo as a large search engine that can search a wide variety of

information through key words, but the results of searching is littery. " (ECIT3)

Seeking &usingWeb2.0 strategyapplication

Browsing Searching Conversation Others

Discussion Forums √√√√ √√√√ √√√√ Downloading

Sina Weibo √√√√ √√√√ √√√√� @sign� Store� Forward

QQ √√√√ Deliver/transferonline

37

When information collection and seeking by discussion forums or Sina weibo, they

would browse information at first; and then searching by key words or tags is for

narrowing down the search scope and positioning rapidly when browsing cannot find

needed information; while a conversation would take place for which a post is

consistent with what they are seeking, which meant a continuous discussion thread

via communicating and discussing the topic among participator.

However, as for QQ, conversation is seemed as face-to-face communication since

instant messaging, so students would use QQ to ask questions to or discuss topics

with peers, such as the interviewee described:

"QQ is the most convenient tool, because in addition to typewriting, it supports

video and audio chatting, which benefits to discuss with other students about

questions of subjects or courses. Both of separate chat and group discussion are

positive to my learning outside of the classroom, because sometimes I can get many

important information or meaningful thoughts from peers during the time of

chatting." (ECIT1)

QQ cannot be used for searching web information that is different from other two

applications, but it can be used to seek information through chat log, and in the

process of communication, it is possible for students to obtain valuable information

more than that of chatting, e.g. new ideas, different perspectives, alternative solutions

for questions and extracurricular knowledge. In fact, regardless of discussion forums,

Sina weibo and QQ, conversation including comment and messages has played a role

of using information over and over; opinions, solutions or knowledge to review about

subjects would be created in the process of conversation.

Moreover, other strategies of information using have been identified for each

application respectively. Interviewees indicate that downloading is the favorite way

of collecting materials for information use, since it can preserve the complete

38

documents convenient for reviewing and using repeatedly in the future, thereby, they

would download resources in discussion forums. Besides, all interviewees according

to the experience of transferring documents online by QQ between peers stated that

is an effective way of exchanging study materials. In contrast, as to Sina weibo, the

result shows that when interviewees have searched useful information, they would

store or forward posts, using @ sign is special for reminding someone to attention. A

typical instance is as following:

"Sometimes, I encounter information about how to write an essay, the

recommendation of book or magazine about my major or relevant subjects, I would

forward the post together with my comments for sharing with more people, while the

'store' feature is mainly for myself due to easy to search afterwards, and I would add

tags as marking or classifying to the post." (SHf)

39

4.34.34.34.3 ThroughThroughThroughThrough comparecomparecomparecompare andandandand contrastcontrastcontrastcontrast withwithwithwith discussiondiscussiondiscussiondiscussion forumsforumsforumsforums andandandand QQ,QQ,QQ,QQ,

thethethethe advantageadvantageadvantageadvantage andandandand disadvantagedisadvantagedisadvantagedisadvantage ofofofof SinaSinaSinaSina weiboweiboweiboweibo forforforfor learninglearninglearninglearning usesusesusesuses

Table 2. Advantage and disadvantage of Sina weibo

This table is a good way of summarising the information regarding advantages and

disadvantages of Sina weibo, that has been identified from aspects of information

environment, functionality, operability and information visualization.

Firstly, from the information environment to view, Sina weibo provides wide

information and updates it quickly, but there is much repetitive information resulting

in the environment to be littery, and that information focus on living, work,

entertainment and other news rather than learning, so that lack of academic

atmosphere, and reliable and professional information for learning.

For the functionality, the vast majority of interviewees appreciate @sign as a new

and convenient way to share information or generate conversation with a specific

Sina weibo Advantage Disadvantage

Information Environment� Wide information� Rapid update

� Repetitive� Miscellaneous� Less academic

Functionality

� @sign� Follow� Group� #hashtag#� The mobility

� Without download

� Limited number ofcharacters (140)

Operability � User-friendly

Information Visualization � Clear and custominterface design

� Single way of classifyinginformation

� The structure of theconversation

40

person, but meanwhile, the information also can be shared with everyone. Some of

them highlight that "Follow" allows to choose or subscribe others microblogs

according to their own information needs, to some extent it can screen unwanted

information, but some interviewees prefer "Group" since it can establish a

community to a group of people to discuss topics. In addition, only one interviewee

found that using "#hashtag#" to label information by oneself is convenient to search,

others do not pay attention to use hashtag, but they found the mobility of Sina weibo

that meant using the application in mobile devices, which enhances the convenience

and accessibility of searching and using information. However, in contrast with

discussion forums and QQ, a post within 140 characters is too short to express

detailed information, only general idea, and lack of downloading documents

discourages the exchange of learning materials online.

Moreover, the operability is mainly in terms of whether need to educate skills to

operation. All interviewees perceive using Sina weibo without any high skill, that is

easily understood to operate via indicating of the interface, even if advanced search,

establishing a group and many others. Basically, the operation is user-friendly.

Finally, the issue of information visualization is concerned by a few students who

found weaknesses of visualization technique. They consider that information

classification is not as accurate and logical as discussion forums by forms of

community, area, board, and topics, while Sina weibo is by means of a topic or event

form to classify information only, it is not adequate to satisfy seeking information

rapidly and exactly; in addition, it is difficult to retrieve the results of discussion due

to the structure of conversation shows that, do not know the relations between

messages, but only can know the relationship between participants. Nonetheless, it is

acknowledged that the interface design of Sina weibo to be clear, artistic and custom.

41

4.44.44.44.4 ExpectationsExpectationsExpectationsExpectations andandandand considerationsconsiderationsconsiderationsconsiderations forforforfor SinaSinaSinaSina weiboweiboweiboweibo usedusedusedused inininin thethethethe

studentstudentstudentstudent learninglearninglearninglearning

4.4.14.4.14.4.14.4.1 AttitudesAttitudesAttitudesAttitudes towardtowardtowardtoward thethethethe potentialpotentialpotentialpotential ofofofof SinaSinaSinaSina weiboweiboweiboweibo

From interviewees' experience of using discussion forums, QQ and Sina weibo, the

research found two standpoints about the potential of Sina weibo for learning uses.

One is the affirmative side where expects the possibility of Sina weibo to develop

and extend to educational area. According to interviewees who hope learning in a

relaxed environment, it is expected that Sina weibo can be as an integrated tool

combining of learning and amusement. Because Sina weibo takes advantage of

developing applications on mobile devices to facilitate the convenience and

timeliness. Multimedia as an interesting way to show information and make it to be

more diversification. Some interviewees also demonstrate Sina weibo cooperating

with other organizations, such as universities, non-governmental forums and many

other SNSs and so on, which contributes to enlarge sources and channels to obtaining

information expand information sharing. Moreover, the functionality including

"Follow", @sign, #hashtag# and "Group" in relation to the advantage of Sina weibo

is considered as favorable factors of the potential use for learning purposes. As these

traits enhance the interactive relationship and optimize the way of sharing

information, and due to a sense of fashion and freshness as for Chinese students at

present, it is suggested that Sina weibo used in student after-school learning can

motivate students and adding interesting to study activities.

Nevertheless, on the other side, some of them believe that Sina weibo should not

develop to educational uses due to learning and entertainment should be kept

separate, and a mass of information covering many commercial advertisement and

uncivil information results in being difficult to control and manage. Besides, a micro

post is a trait of microblogging, a limited number of characters of a post and

comment is inconvenient to communicate and discuss opinions sufficiently.

42

4.4.24.4.24.4.24.4.2 ConsiderationsConsiderationsConsiderationsConsiderations

It is unexpected that interviewees from two universities hold different attitudes

towards suggestions for Sina weibo. Students at East China Institute Of Technology

deem that Sina weibo should take the content management into consideration as a

significance; but students at the University of Sheffield regard instructors (e.g.

educators, teachers, scholars etc.) as important consideration, depending on their

experiences of using MOLE and U-Space that are learning systems of school, they

believe that a teacher plays a vital role for student after-school learning. For instance:

"If teachers who participate in Sina weibo establish a group that will help

students to discuss tasks effectively, because teachers are authoritative and reliable

person. Like U-Space, we students replied posts each other and interacted with the

teacher actively, I have got the feedback that is useful opinions and suggestions from

teacher and students for my coursework of e-commence." (SHe)

"... Q&A in MOLE is for students asking any question about courses to teachers,

I like and often use it, especially for coursework." (SHa)

Thus, they believe that teachers can provide reliable information and answers, and

guide and stimulate students to have reflective thinking. However, another view pays

attention to the confidentiality of school's resources if sharing to Sina weibo that is a

public social networking platform. The consideration by a student as that,

"Attracting schools or other educational institutions and academic organizations

will be useful for Sina weibo to enrich sources of academic information, but I think a

school impossible to share internal library resources on Sina weibo, it refers to

issues of copyright and security." (SHd)

43

That is a serious issue in terms of the security and confidentiality for those

information referring to intellectual property, which is imperative to take into

consideration.

44

5555 ChapterChapterChapterChapter 5.5.5.5. DiscussionDiscussionDiscussionDiscussion andandandand ConclusionConclusionConclusionConclusion

This section mainly covers the result discussion between the current research and

previous relevant studies as well as the overall summary of the project. Thus, it will

summarize the main findings of research first, and then present result discussions and

theoretical and practical implications, in addition, recommendations for relevant

practitioners would be made.

5.15.15.15.1 OverviewOverviewOverviewOverview ofofofof thethethethe mainmainmainmain findingsfindingsfindingsfindings

The purpose of the research is to investigate the possibility of Sina weibo used for

learning, depending on the perspectives of Chinese students at universities, so

eventually the research presents findings, including different expectations on which

whether the potential of Sina weibo would be for learning uses as well as

considerations for its feasibility. The reasons for causing the controversy about using

Sina weibo in the learning environment are mainly around advantages and

disadvantages of microblogging system. Accordingly, it is concluded that three

aspects should be taken into consideration the potential of Sina weibo for learning as

following:

� Managing and monitoring information quality by an administrator to refine the

microblogging environment.

� Inviting more scholars, educators or teachers as an instructor join in Sina weibo

to guide students to collaborate learning on the microblogging platform.

� Importing academic knowledge from educational organizations in a valid way.

That implies the concerns about microblogging atmosphere as well as the necessity

of academic sources.Students expect to decrease repetitive and miscellaneous

45

information irrelevant to study, which might interfere with the furthest obtaining

healthy information, an effective microblogging management is key to create and

develop a friendly information environment, so that benefits students to seek useful

and proper information. Meanwhile, they also concern information sources from

individuals and institutions which should be engage in teaching or education, in this

case, tutors and schools are regarded as the preferred knowledge sources, their

authoritative academic background could increase the reliability of academic

information, in particular teachers also play a role in motivating students to learn by

reflective and critical thinking in the process of collaborating learning. However, it

should not be ignored the issue of intellectual property and copyright, when

introducing resources from an academic or educational institution to Sina weibo

where is a completely open platform for the public, in order to preserve the interest

of institutions, it is possible that they would refuse to export and share internal

resources on the microblogging platform.

At the same time, the results in accordance with research objectives have been found

as following:

� From students' opinions, discussion forums is suitable for a group of people who

have similar interests, to communicate and exchange thoughts and information

each other; QQ can be used for chatting to social or work purpose; Sina weibo is

viewed as communicative and searching tool.

� Based on the experiences of using discussion forums, QQ and Sina weibo in the

student learning outside the classroom, it is found that the three web2.0 tools can

promote students to engage participatory activities thereby facilitate

collaborative learning, while discussion forums and Sina weibo also are

appropriate for self-learning. Information seeking and using strategies indicates

how students use these tools to deal with their learning and information needs,

three major approaches include browsing, searching and conversation.

46

� Advantages and disadvantages of Sina weibo are explored, which is relatively

compared with discussion forums and QQ, in order to assessing how Sina weibo

would meet students' learning needs.

5.25.25.25.2 DiscussingDiscussingDiscussingDiscussing withwithwithwith priorpriorpriorprior studiesstudiesstudiesstudies

Prior studies provide evidences to manifest the possibility of microblogging system

used for pedagogy, by means of examining different microblogging platforms in

countries, e.g. Twitter in the US (Java et al., 2007), Cirip in Romania (Grosseck and

Holotescu, 2011), Sina weibo in China (Dai and Yao, 2010) or any other localized

tools. This section will discuss three main findings of the current research with the

results of previous studies.

5.2.15.2.15.2.15.2.1 MicrobloggingMicrobloggingMicrobloggingMicroblogging associatedassociatedassociatedassociated withwithwithwith learninglearninglearninglearning stylesstylesstylesstyles

It is not a unique research on microblogging in relation to learning styles, prior

scholars have discussed microblogging applying at online education and its role of

collaboration and interaction in learning processes, to some extent, the results are

verified again in this study. According to the current research, the results show that

microblogging can be used in two learning styles: collaborative and independent,

partly corroborating findings by Honeycutt and Herring (2009), Dai and Yao (2010)

in the study of collaboration aspect. As Dai and Yao (2010) demonstrated, using

microblogging to create an academic environment for collaborative learning can

promote the effectiveness of learning. Their finding is verified again by this research

on Sina weibo, that provides "Wei Group" service special for a team of people who

needs a common space but separated from the public space, that is convenient to

discuss the issue or any other topic with group members. It allows students to share

ideas, exchange opinions and communicate information each other. In this discussion

atmosphere, a series of conversation is beneficial for students to achieve critical and

47

reflective thinking, open thoughts and increase wisdom by drawing on collective

information, so as to obtaining deep understanding of knowledge from collaborative

learning. Honeycutt and Herring (2009) investigated Twitter in a broad sense, the

result suggests that Twitter would be better used in communicating and collaborating

in small groups than in a large and open discussion. Thus, the microblogging system

in relation to collaborative learning has been confirmed in present research.

Nevertheless, the finding with respect to microblogging associated with independent

learning has not presented in prior studies. It is possible that they pay attention to

collaboration and conversation due to web2.0 technology stresses on enhanced

interaction, so as to ignore that microblogging platforms also support seeking

information by browsing or searching, it is considered as information strategies that

can be used for both collaborative and independent learning in this research

depending on Chinese students' experiences and feeling of using Sina weibo in

after-school learning. Although findings of the research do not present what relations

between information seeking behavior and students' learning style, according to

Hearst (2009), browsing and searching are regarded as information strategies that

allow users to locate information and evaluate results rapidly, which is crucial to the

efficiency in information seeking process and its outcomes. For instance, a result of

the research shows that hashtag as a special type of key words searching strategy can

improve the search process.

5.2.25.2.25.2.25.2.2 CriticalCriticalCriticalCritical evaluationevaluationevaluationevaluation forforforfor microbloggingmicrobloggingmicrobloggingmicroblogging usedusedusedused inininin academicacademicacademicacademic contextcontextcontextcontext

The results of this study show the advantage and disadvantage of Sina weibo to

indicate the impact of microblogging in learning environment, some elements are in

line with findings by Costa et al.(2008). In their research of microblogging with

Twitter about technology enhanced learning in a school, they investigated reasons for

signing-up with and using Twitter as well as it's both positive and negative aspects.

48

Curiosity, peer influence and collection of information as reasons to join in Twitter is

consistent with the current results in which the main purposes of using Sina weibo

includes communicating with others and obtaining concerned information. As for the

second part, Costa et al. (2008) found that communication with others and sharing

information by microblogging channel to be viewed as an interesting way was

appreciated, and user-friendly interface was highlighted as one of the main factors of

favoring, which also has been identified in this research by interviewees, who

perceives the interface easing to use and easy to operate, but in contrast, the current

research found more than the prior one, covering aspects of information environment

and the functionality to evidence strengths and weaknesses of microblogging. Large

number of information and fast update create an active environment for students

immediate communication, and other features containing follow, hashtag, @ sign and

groups as well as it can be used on mobile devices fulfill students' learning needs for

searching information and discussing tasks so that getting positive impression.

Moreover, the result of the limited words length per message as one of the main

negative aspects is consistent with findings by Costa et al. (2008). As for technical

problems, "over capacity status" seems the most serious issue to Twitter (Costa et al.,

2008), which the case also has been found in Sina weibo, that overloaded messages

and information affect the environment of microblogging, which reflects in repetitive

and varied information. However, the present study also found information irrelated

to students' learning more than that relevant academic information, to the

disadvantage of learning atmosphere, and its design structure of conversation would

impact retrieval results on reviewing discussion. As Hearst (2009) demonstrated,

information visualization techniques are important to search interface and text

analysis, and it has been used for online conversation.

It is possible that the results of benefits and drawbacks of microblogging are not

completely the same between two researches, as a result of different microblogging

platforms used in different social context, meanwhile, the present study focusing on

49

the use of microblogging in learning context from students' perspectives only, while

the prior research aims at the application in academic context including teaching and

learning, so there are teachers or educators to engage in. Besides, the research of

Costa et al.(2008) is conducted by online questionnaires, which differs from the

interview in this research for in-depth study, thus, some findings are more profound

than the prior one.

5.2.35.2.35.2.35.2.3 AttitudesAttitudesAttitudesAttitudes towardstowardstowardstowards thethethethe potentialpotentialpotentialpotential ofofofof microbloggingmicrobloggingmicrobloggingmicroblogging forforforfor learninglearninglearninglearning purposespurposespurposespurposes

Given benefits and drawbacks of Sina weibo, the study found two standpoints about

whether the microblogging is appropriate for informal learning, the majority of

participants support the potential of microblogging to be used for assisting learning

outside of class, on the other hand, only two students believe it is infeasible due to

some interference factors. The result is consistent with and corroborates the research

of Ebner and Schiefner (2008), which found different potentials of microblogging via

examining Jaiku that is an application similar to Twitter.

These two studies show some people's expectations on collaborative efforts and

learning over the web for microblogging. It primarily benefits from the quick channel

of posting and receiving messages resulting in a huge number of information

produced across this channel, which enables people to exchange thoughts,

experiences and micro-news in a fast and convenient way. It is also regarded as

asking for help and discussion, because the platform of microblogging is appropriate

for establishing a virtual collaboration community. As Java et al. (2007)

demonstrated, the networks of microblogging are the high extent on "correlation and

reciprocity", that indicates relationships among users to be "close mutual

acquaintances". As a result, the findings of studies evidence microblogging system is

appropriate for learning and teaching, that embodies on sending information fast like

instant messengers, which might be beneficial for quick exchanging opinions and

50

information as well as to co-operate. In addition, blogging with mobile devices, such

as mobile phone, netbook or ipad, which promote people's blogging behaviors as a

result of the inconvenience of which they left computers or laptops. However, to

compare with prior study, current research has not found the necessity of integrating

microblogging with other learning tools (Ebner and Schiefner, 2008), but it should be

suitable for after-school learning so as to being a supplementary to learning on the

traditional lecture at least; it is in accordance with other studies (Honeycutt and

Herring, 2009; Grosseck and Holotescu, 2010; Dai and Yao, 2010).

Another perception holds negative attitude towards microblogging in learning that

also has been identified in relevant studies. According to Ebner and Schiefner (2008),

no potential regarding microblogging mainly reflected in archiving information and

compiling long type of writing, such as long reports, articles or any other for

controversy. It is similar to the current finding, that shows a limited number of

characters difficult to post long statements so that insufficient to express detailed

information, only to uncomplicated texts. Thus, short posts become one of the main

reasons for against microblogging in learning. Furthermore, there is new result

shown in this research only, a clutter of information in microblogs covering

advertisement and many other uncivil information results in difficulties of sifting

information, and information for academics is far less than other news, for these

reasons, it is suggested microblogging not suitable for learning.

From what has been discussed above, it is acknowledged that similar results can be

obtained from researches even if depending on different microblogging applications

in countries, that reinforces the theory about the microblogging system; whereas

there are still differences between findings as a result of different research methods.

For instance, the background of participants, this research aims at Chinese students at

universities, while participants in the research of Ebner and Schiefner (2008) are

officers; the latter tend to be more on discussing microblogging in general, in

contrast, the present study focuses on learning aspect only. Therefore, in the case of

51

microblogging used in learning context, the present study might contribute further

significances than previous one.

5.35.35.35.3 TheoreticalTheoreticalTheoreticalTheoretical andandandand practicalpracticalpracticalpractical implicationsimplicationsimplicationsimplications

Previous studies have explored the impact of microblogging as one of the main

web2.0 technologies upon pedagogy by means of empirical research, that generated

relevant theories to prompt practices. Based on studying of Sina weibo, the project

also found some theoretical and practical implications for web2.0 technologies, in

particular microblogging in relation to education.

Microblogging system applies to learning and teaching, especially useful for

collaborative activities, that has been proved from prior studies, the results of the

research reinforce this finding, indicating that seems to be appropriate for overall

microblogging applications. Sina weibo relying on microblogging technology

provides a quick channel for information sharing and exchange, and users are

accustomed to transmit information fast probably due to the experience of using

instant messaging tools, such as QQ, MSN and Skype, in consequence, promoting

their interaction and communication via blogging behaviors. As many studies

demonstrated, communication is an indispensable element in the process of learning

(Siritongthaworn and Krairit, 2006; Ebner and Schiefner, 2008; Balaji and

Chakrabarti, 2010), while Sina weibo facilitates and improves communicating

experiences beneficial for learners to understand subject knowledge further during a

conversation and discussion, which implies the effective collaborative learning

achieving in a microblogging platform.

Meanwhile, research also indicates the possibility of Sina weibo for self-learning as a

new finding to microblogging associated with learning styles. It primarily refers to

seeking background information for general understanding to a topic or subject, so as

52

to plan detailed search strategies with other information systems probably.

Consequently, a basic perception about microblogging useful for informal learning

purposes was produced via examining the experiences of seeking, sharing and using

information over Sina weibo. In addition, the research also found some criticisms on

the educational usage of microblogging, because its technical issues on the limitation

of information visualization technologies and short messages, as well as problems of

information environment in terms of the quality. The issues were found through

comparing the experiences on using discussion forums and instant messager - QQ.

Therefore, the findings of the study indicate the application of microblogging for

learning uses to be disputed, and it is suggested that the possibility of microblogging

for learning cannot only examine the application itself, but also compare with other

web2.0 technologies, which may make further insights into how to use

microblogging to impact the effective web-based learning.

Besides, there are some valuable implications for developers of Sina weibo or other

the developing microblogging applications. As the research found, although

microblogging has advantages over discussion forums and instant messaging,

nothing is perfect. Depending on the comparison among three web2.0 applications:

discussion forums, QQ, Sina weibo; the result found that Sina weibo cannot allow to

transfer or download documents which is important to students who need to

exchange learning materials online. It is worth for developers to consider, even

attempt to achieve, in fact, because exchanging resources online not only benefits

students, but also is helpful for more people. Further, Application developers should

take the issues about how to refine and maintain a favorable information

environment into the consideration of future development of Sina weibo, that reflects

in controlling and managing information quality. Eventually, the technical problem is

regarded as one of the serious drawbacks of Sina weibo, including information

classification and structure design for conversation, which is needed to overcome and

improve.

53

Therefore, according to the above all, it is concluded that the application of

microblogging system promotes effective collaborative learning, meanwhile, the

possibility of self-learning has been achieved through that abundant event stream and

searching platform support learners to seek information by themselves; however, it

should not ignore that there are shortcomings of microblogging, in particular

technical problems.

5.45.45.45.4 LimitationsLimitationsLimitationsLimitations ofofofof researchresearchresearchresearch

As the research focuses on the impact of microblogging on learning only, and

students learning outside classroom is regarded as informal learning that differs from

formal learning, so that the result cannot represent all learning activities. Furthermore,

all participants are students without teachers leading to lack of perspectives and

suggestions from educators, in fact, teachers play an important role in the process of

student learning, thereby, the findings only can be generalized for learning rather

than the pedagogy. Finally, although Sina weibo is similar to the well-known

microblogging application Twitter, it is still on the stage of developing that behind

Twitter due to Sina weibo is found later than Twitter, therefore, it is possible that the

research would find more and new issues on the microblogging system in relation to

learning, and tend to be more suitable for microblogging applications which is newly

developed that may encounter similar conditions.

5.55.55.55.5 StrengthStrengthStrengthStrength andandandand weaknessweaknessweaknessweakness ofofofof thethethethe researchresearchresearchresearch

The research was conducted by interviews to obtain in-depth views on

microblogging used in learning context, which has dealt with how web2.0

applications are associated with students' learning styles including collaborative and

independent learning, indicating information technology would be in accordance

with learning needs and processes in web-based environment; while advantages and

54

disadvantages of Sina weibo have been examined to discuss the effect of

microblogging system in relation to student learning; as a result, research has

explored the attitude of students towards using microblogging in web-based learning.

However, it is possible that questions designed in the interview are weak to examine

some relations resulting in irrelevant data, consequently, the research did not find the

relationship between students' academic background and their information seeking

behavior for learning in web2.0 environment. Furthermore, a small size of sample

could not represent the general perception. Therefore, it is suggested that

questionnaires survey could be used as a supplementary method to test and refine the

current results in future work.

5.65.65.65.6 RecommendationsRecommendationsRecommendationsRecommendations forforforfor socialsocialsocialsocial mediamediamediamedia usingusingusingusing forforforfor learninglearninglearninglearning

On the basis of web2.0 technologies, a wide range of social media tools play a role of

enhanced information and communication platform to support and promote human

dynamic interaction. The key of applying these web2.0 applications to learning is

that needs to pay attention to distinguish what features of them are helpful for

improving the process of learning. For instance, discussion forums relying on

Bulletin Board System provide various information services, including publishing

long messages, sharing study resources by uploading and downloading, searching

internal information, discussing topics mutually, which is beneficial to develop the

understanding of knowledge. While QQ based on instant messaging system allowing

to generate acquaintances relationships and ask for help immediately among peers or

friends. In contrast, Sina weibo by microblogging system supports a fast way of

posting messages, sharing ideas and exchanging thoughts, so as to achieving a quick

discussion, and that mobile applications promote the convenience, even probably

making waves to mobile learning in the future.

55

Given the importance of communication in the process of learning, and combined

with above different information systems and technologies to view, tutors and

students should be aware of how to use web2.0 applications to facilitate collaborative

efforts, because making use of web2.0 platforms would contribute to collective

learning, reflective and critical thinking, and knowledge sharing. As for tutors'

responsibility of facilitating student learning by Sina weibo, it is suggested that:

� Joining in collaborative activities in order to guide students' discussions.

� Observing students' performances on the discussion task.

� Giving the feedback to students' statement.

� Posting some tips of learning on courses or any other subject constantly.

� Initiating interesting topics to motivate students to discuss.

For the students who want to be with help of Sina weibo for after-school learning

could practice as following:

� Using user-defined tags or hashtag to mark and classify personal messages.

� By means of mobile phones to access information quickly.

� Establishing or take part in a "Group" to share opinions under posts, or publish a

statement as a separate topic post to invite group members involving in.

� Using concise and comprehensive sentences to show a elaborate idea due to the

quite limited characters.

� Try to explore and use functions that are new or inactive, such as "Promotions"

feature and advanced search, because Sina weibo is still developing which may

exploit more intelligent functions to deal with information.

As a consequence, students could consolidate knowledge through learning from

others wisdom and in the process of exchanging opinions.

56

Eventually, web2.0 applications have a huge impact upon encouraging the effective

learning, in particular collaborative learning, it cannot instead of formal learning on

courses, but to be as a supplementary to traditional education.

5.75.75.75.7 FutureFutureFutureFuture researchresearchresearchresearch

Since it is a preliminary research on Sina weibo associated with the student learning

outside school, and the study is only from the perspective of Chinese students to

discuss web-based learning, it is suggested that the further research could investigate

the perceptions about how microblogging (Sina weibo) in relation to teaching and

learning from educators, tutors or instructors to extend to education as a whole, and

that a quantitative survey for students' blogging behaviors with learning also would

be expected to examine the current results. In addition, to be specific, due to Sina

weibo is still developing, it is necessary to investigate its information technology in

terms of communication facilitation or system operation, which is pertinent to

assessing satisfaction of learning in the microblogging platform.

Word count: 13436

57

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AppendixAppendixAppendixAppendix 1111 InterviewInterviewInterviewInterview guideguideguideguide

1. What is your academic background?

2. How often do you use Discussion Forums, QQ and Sina weibo?

3. Do you think the three tools are similar or different and why?

4. What are similarities and differences of them?

5. Have you used them to search information for your academic learning? If not,

why?

6. Which one is the most appropriate and effective tool to assist your learning? And

why do you think so?

Probable extended outline /Sub-questions:

� What is your learning style or learning habit? Such as collaborative learning ,

self-study, group or individual learning？

� Do the three tools be suitable for your learning style?

� Do they satisfy your learning needs?

7. How to use them to help you collect information related to learning needs?

8. As Sina weibo available, are there any different experiences that affect your

learning process over the web?

9. To compare with discussion forums and QQ, to what extent, does Sina weibo

provide useful information on learning?

10. Could you please use some examples to explain what kinds of information that

you have founded useful for learning?

11. To what extent, do you think Sina weibo can contribute to improve or enhance

your learning effective? If not, why?

Probable extended outline /Sub-questions:

� Searching function

� Interface design

66

12. How do you think there are some overlap functions among forum ,QQ and Sina

weibo?

Probable extended outline /Sub-questions:

� Instant chatting for QQ and Sina weibo

� Send "private" messages for Forums and Sina weibo

� Group discussion for QQ and Sina weibo

13. Are there any benefits of Sina weibo added alongside the university forums?

(For students at the East China Institute Of Technology)

Probable extended outline /Sub-questions:

Do you like Sina weibo be in cooperation with forums, and why? If not, why?

14. To compare with discussion forum and QQ, how well the information efficiency

is when using Sina weibo for your learning objectives?

Probable extended outline /Sub-questions:

� Information environment

� Information quality (reliable, validity, rough,elaborate etc.)

67

AppendixAppendixAppendixAppendix 2222 InterviewInterviewInterviewInterview transcripttranscripttranscripttranscript

In order to keep the authenticity of data sources, all transcripts presented as original Chineseversion, and the language combined Chinese with English is a special language characteristics ofChinese students who are studying abroad, language features is kept the in the followinginterview transcripts.

Interviewee: SHa

请描述一下你的专业背景？

我现在是在谢大读 Information management，主要就是学习怎样成为一个好的 informationliteracy，是个偏向文科的专业；查找筛选和总结信息的技能对这个专业的核心，所以经常

会到网上去搜索各种信息来完成学校的课程要求，很多工具都需要用到，比如：搜索引擎

百度和谷歌，论坛，学校提供的 academic database

你平时多长时间用一次论坛，QQ 和新浪微博？

QQ和微博每天登录多次用的较频繁，论坛根据论坛种类来看，基本上每天都会用到

你觉得这三种工具对你而言是相似的还是完全不同的？

对我来说虽然有一点相似之处，但大多数还是不同的，比如说 QQ 更用于跟朋友交流，微

博用来看新闻，娱乐，也会用于跟同学交流一些学习上学术的问题，论坛可以 search 资料

一般去论坛收集哪些类型的资料？

手机信息相关的资料，电脑方面如软件；最近比较以学术为主，因为在写毕业论文

请说个你上论坛的例子，国内的校园论坛或在英国这边的都可以

这边经常会使用谢大学联论坛，里面有很多找房子，卖二手物品等的生活信息多；我也有

看过关于学习类的，有特意搜索关于我这个专业的问题，看到有人发了提问帖，但下面没

人回答，所以没什么用。但学校的 Uspace 很不错，可以用 uspace 联系到平时生活中不认

识的同学，这是在 e-commence 课程时感受到的， 通过 follow up 同学可以看到他们更新

的信息，用于学术交流很方便，且有老师来引导，老师会回答问题提供课外信息，信息使

用率还算高，老师提的问题，学生也会很认真的回答，这样的信息容易被大家 share。相对

于 Sina 这个比较占优势，但这个只针对于问题讨论，不能收索到其他额外信息。学校内部

的学习系统 MOLE 对课后学业很有帮助，可以下载课件，在论文期，有 Q&A，有老师解

答，非常有帮助，提供的信息直接和学习挂钩

那其它两个工具主要用于什么？

新浪微博主要用于娱乐，很少用于搜索有关学习方面的信息，多用于娱乐因为它提供娱乐

信息多，但学习方面偶尔会有，因为我关注了一些与我专业相关的围脖，所以这种时候多

我 academic learning会有些帮助。QQ就是和朋友纯聊天。

这三者相比你觉得哪个对于你的课后学习更有用？

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我更倾向于 Sina 和论坛，QQ 就只是聊天

为什么？

新浪信息范围广，与论坛比，SINA 信息量更大，更新比较快，旁边有 24小时新闻更新和

热点，而且新浪微博有 app可以用在 mobile device上，但论坛的信息分类更好，便于查找，

我不是很喜欢 SINA 如新鲜事，热门话题的分类排版，有点儿杂，涵盖量太广难于找到想

要的信息，论坛想对比较干净简单，比如说找软件，有写好型号；还有别人的经验和方法；

但在论坛里提问，回答率不高。

这三种工具是否符合和能满足你的学习习惯和需求？

有吧。如果突然间有疑问，在 QQ上可以问同学，有 group discussion可以在 QQ群里讨论，

传递资料也很方便，新浪微博大家都在用，需要大家一起帮忙时@朋友也可以用转发功去

扩散信息, 比如在做 questionnaire的时候邀请朋友做调查，但由于文字限定导致不方便

论坛可以收索资料或者提问，有时候别人回答的概率不一定，就去查资料。

相比而言，你觉得多大程度上微博可以用来帮助的课外学习？

它以有趣的方式提供关于各类信息，这样就比较不闷，而且可以关注自己感兴趣的点，比

如

我有关注一些谢大的官方微博，谢大图书馆，提供 IC的相关信息，如 IC 提供的新设备新

电脑苹果电脑，IC今天人比较多，最近谢大的交流活动展览，lecture等等；提供学习信息

为主，也会提供为中国留学生的信息，或一些大新闻事件。Task complex 和 workload，更

愿意用于哪个工具来查询收集信息

多大程度上可以提供有用的在学习方面的信息？

我要查找比较常识的信息 sina 可以有帮助，因为它有大量新闻，但这要根据问题的难以复

杂程度和功课量，当遇到比较复杂的问题时，就会用 Google scholar, 学校 database，web ofknowledge。微博是不可能帮我找到学术资料，比如英文文献。

新浪微博出现后，与以前相比，你平时的一些上网习惯有没有发生改变？

Sina 出现之前用的多的是 QQ，人人，MSN， Sina 出现后大家都很少上以人人校内了，觉

得新的工具出现会比较新鲜

对于一些重叠的功能在论坛，QQ和微博间，你觉得哪个更好？

我觉得是新浪，因为视觉效果比论坛好。

SINA 处于发展阶段有些新功能：对话功能，没发现；置顶，不知道；

你是怎样使用它们去搜集你想要的信息的？

用新浪和论坛收索 general information，之后会在做深度收索去确认信息的可靠性，搜索时

主要就是偏向于通篇浏览，或者是通过分类信息来浏览。

你觉得新浪微博是否可以成为一个辅助性的学习工具？

要看它提供的版块，分布，信息内容，总体信息环境还不错，但也有掺杂一些不文明信息，

有各种类型的广告，评论中有也不干净信息，没有人审核过滤这些信息。觉得 sina比论坛

更难管理控制，用 sina的人太多，很难去控制把握信息的对与错，目前不适合用于学术上，

除非另外开一个新的版块。

69

Interviewee: SHb

请描述一下你的专业背景？

我是学信息管理的，有关信息方面如何利用信息是它达到最大的效用化；算文理综合，文

相对较多，理科方面有设计方面，选修课有数据设计，但由于是选修课涉及这些方面，所

以还偏文科性

你平时多长时间用一次论坛，QQ 和新浪微博？

每天都在用它们,喜欢去关于游戏的论坛，和 financial times 金融方面的，它们把国外的文

章翻译成中文,比较有趣因为有些的视野和角度看问题.

你觉得这三种工具对你而言是相似的还是完全不同的？

首先对用户的定义不同，虽然都是最终目标是寻求稳定的客户群，但 QQ 用于聊天，现在

已拓展成商务性质的聊天，视频会议等，偏于日常娱乐，长时间的大信息量的交流。而新

浪微博的信息量虽然小但就是想要献出自己达到一种参与感，也是娱乐，但更倾向于简便

快捷速食的感觉。论坛的话，个人认为是最好的，有非常稳定的用户族群，都是兴趣相投

的一群人，在一起交流更有共鸣。三个都是不同的用户群，功能性的本质是一样的，都是

以信息为载体来交流和传播

为什么使用新浪微博？

起初是朋友推荐，因为大家都在玩，所以自己就转移到新浪，方便与朋友联系，后来看到

各种有趣的东西，然后用习惯了

有无使用这三种工具去搜索信息满足你的课外学习？

QQ和 Sina有。经常使用 QQ群做 group work。比如新浪微博上会浏览到一些关于论文的注意事项，语法，词汇替代词

论坛是根据情况来定，有针对性的，如果是专门的 academic论坛就非常好用，但我不常用

因为觉得学校的资源足够用于平时学习了。

学校都提供了哪些资源来满足你的学习需求？

我举个例子吧，学校有内部系统MUSE 和 U-Space，都有老师指导比较好，尤其是 U-Space建立在跟邮箱绑定的基础上，一般论坛不会这样，所以学校这个很好，随时可以知道帖子

的更新状态和消息，学术方面有老师在比较好, 但觉得学校 uspace的版面比较乱，不便于

使用

与新浪微博相比你更喜欢哪个版面？

U-Space 就像个论坛一样，但我接触的校外论坛又有些不一样，论坛大多偏成熟的模式，

可视化，版面蛮简洁，极端的例子‘隐藏主题’有很多人刷帖，导致服务器崩溃，信息量

过大不能承载；而新浪是动态的，自动下层，但 interface还是论坛较好.

你怎样使用它们来获取信息的？

QQ上不能收索 只能交流讨论

新浪微博收索收不到有用，但有一些其它共能，比如收藏，置顶 --知道但不用；微话题热

门话题功能，功能好，但信息太无聊，从商业角度上很正确；投票功能，有参与过投票，

但觉得自己不会用这个功能来帮助做决策； 名人堂，这个功能不是往学术界发展，而是偏

70

向于人物传记，即使名人开设围脖仍以生活娱乐商务为主；高级搜索，此功能不好，没有

google好用，分类很奇怪。论坛搜索，我偏向于通篇浏览，消遣为主，偶尔会去搜索学术

信息，提供高级搜索，但还是 google更好。

你平时有怎样的学习习惯？比如独立自学还是喜欢和朋友一起学习

我喜欢独立学习，更专心一些，偶尔和朋友讨论，但不是经常，是为了避免分心

Coursework 是 group的时候就必须和同学一起讨论合作，会用 QQ 和新浪微博联络

三个比较， 新浪微博在多大程度上提供满足学术信息？

新浪很弱，QQ也较弱, 论坛会比较好些，更有争对性因为有板块分类，比较清楚。

虽然围脖信息量更多，但对于学术相关的不够，比如要找 literature不可能找到整篇，但可

以浏览到简介，比较 basic information和中心思想。

你怎样看待三个工具间重叠的功能？

重叠的部分应该是交流，我更愿意用 QQ，因为简单，而围脖需要私信，虽然有及时聊天，

但用起来比较麻烦。

你觉得新浪微博的信息有效率怎样？

基本没什么有效，大多数无用，只是看一下

你觉得新浪微博能否有潜力进入到教育领域？

我觉得新浪不可能发展成学习工具，觉得很难，真正好的东西都发表在博客，需要大的空

间来承载长的文字和思想。如微访谈，一个点对面，围脖有字数限定字数太少，不便于交

流讨论。目前来看，从 database，信息的传播和新浪运营模式来考虑，肯定不现实；有许

多广告，娱乐，新闻，所以信息不可能集中在 academic 那方面 ；娱乐的时候不想讨论学

习，先入为主，一开始是娱乐就不适合于作为学习。

71

Interviewee: SHc

请描述一下你的专业背景？

我是国际贸易管理专业的，主要学习对外贸的管理，marketing这类涉及到的东西。基本上

偏文科，少数有设计到计算的科目，如 accounting有计算；写论文和坐 coursework的时候

特别需要查找信息。

这三种工具的使用频率？

QQ和围脖天天用， 论坛只是偶尔，大概一周一次吧

觉得三种工具相似还是不同？有哪些相似和不同？

三个工具对我来说不太一样，QQ 找朋友聊天，围脖分享各种心情照片，论坛用于自己关

注的信息和新闻。使用微博是因为同学推荐，特别到英国之后，大家都是英国同学比较多，

可以试试关注状态，有好笑的视频和笑话供娱乐。有没有关注名人：我有关注唐诗宋词这

一类的学术类的，围脖，有助于提高培养自己的综合素质，只是自己的兴趣爱好与专业课

程无关

可否用三种工具收索过学习类信息？

在国内大学时有用国内校园论坛，国内学环境专业是理科，查找实验与课程相关的信息，

查找关于专业方面的问题发到论坛上，有人解答，会筛选批判的眼光看别人的回答，会提

供一些思路，有时看完就结束，除非那个人提供的答案比较有意义就会继续讨论，或者对

别人的回答有新的疑问。而 QQ主要是可以用来问同学好友，也有老师，但老师不太会再

QQ 解释问题。论坛有个板块是专门老师回答学生问题，我会去看别人的帖子，会找到别

人问得问题正好是我想问得。用围脖建立微群挺有效的，但是要召集一群类似的人。与国

内的校内论坛比，参与的人更多，包括国内外的，而校园论坛仅限于校内人的参与。

你哪个工具最合适最有效用于帮助课外学习或查找资料？

以前是论坛，现在觉得谢大提供的资源就已经足够了。

可以说说学校都提供了什么资源或帮助对你课后学习有用？

比如说MOLE：我感觉挺好，在写论文时可能会遇到的问题以及老师的对作业的具体要求

都会再MOLE里找到答案，或者是进MOLE里再 Q&A 的平台向老师提问问题，并且大家

都可以看到老师回答其他同学的答案。

你平时的学习方式是怎样的？不如独立学习，小组讨论等等

我觉得讨论挺好，喜欢讨论，因为自己的观点有限。讨论的时候如果有老师应该会更好，

但我比较喜欢很同伴讨论，老师在气氛比较紧张不敢发言，导致一些想说的想法表达不出

来，同伴间更自由；以前我用过的论坛没有老师去监督。

哪个工具更能帮助你学习交流？现在来说是论坛，因为对于围脖功能目前来说不是完全了

解熟练。现在没有想过把围脖用于学习，主要用于娱乐。我突然想到一点围脖可以关注一

些名人或是和专业相关的领域人物，如关于这个专业的著作，这些很有帮助，就会知道哪

些方面饱受争议哪些问题已解决

你对于三个工具某些重叠的功能有怎样的看法？

下载材料会去论坛， 但对于 QQ 比如说班级里的群组，有人会上传东西到共享空间供大

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家下载，围脖里没有下载功能；对于视频和图片功能：图片功能，不如想查找书或杂志，

围脖里给一本书的大概信息，如果给出书的封面会比较有更准确的信息；Tag功能很方便，

对于学习方面定位蛮准，但如果对于其它信息分类定位得不是很准；建群功能习惯用 QQ，

但如果有外国朋友就会迁就他们的使用习惯如MSN, FACEBOOK

对比一下了利用三个工具收集到的信息，它们的质量如何？

QQ 信息准确性高，因为有自己相同专业的人；论坛，在老师解答那块儿比较靠谱，如果

只是其它会员或同伴的回答，那么质量就没那么高叻但自己会判断，信息回馈量不是特别

大，因为只有同专业的人会来回来其他人不怎么会理睬；围脖的信息比较杂多，需要自己

去选择筛选，有时候会出现矛盾的答案信息来自于不同的人，这时自己就比较难判断，造

成新困扰然后又要继续去查找新的信息。总体来说的话，围脖和论坛差不多， QQ 给的信

息量很窄，只有班级里的那么几十个人，信息有限，做 groupwork用 QQ，建立群比较方便

那信息环境呢？

围脖整体来说是比较健康向上，看自己的关系人群，也有敌对关系，比如对一些比较有争

议的话题，网友说话比较没有分寸

相比较而言，你喜欢它们各自的哪些功能？

因为我用围脖大多浏览，偶尔交流，留留言，自己很少发表帖子，如果看见有用的信息会

去 share，还可以@, 可以跟特定的人去分享，比较方便，我比较喜欢这个@功能，围脖可

以让更多人知道信息，而 QQ 只是一对一，同时围脖@功能直接方便比论坛，@之后肯定

会有朋友回复或转发，但论坛里只能等待别人的回复，有时候没人来回复； 并且通过这种

关注人方式可以得到很多信息，给自己看到了事物的不同面，不同想法，会拓宽自己的想

法；微博微群可以讨论；论坛的排版以板块形式展现，从要查找的内容来看，论坛更方便，

板块里仍然有分类；围脖以主题形式展现，只是习惯问题；我挺喜欢旁边的话题，有时候

不知道发生了什么事情，热门话题很好用；我喜欢围脖的收藏功能，收藏以后还可以自己

分类，很清楚方便。

有了新浪微博后，有没有一些体验会影响到你通过网络学习的方法或习惯？

会有，喜欢刷围脖，但偏向于娱乐，可也繁重时会很喜欢刷围脖。很少能遇到和自己专业

相关的信息。刷新方式很方便，不是整页刷新。

对于微博是否有潜力作为辅助性的网络学习工具，谈谈你的看法？

我觉得围脖潜力挺大，可以关注一些先关领域的代表人物，可以创建微群邀请来自各个学

校的国内外的来对比相关知识和理论，就会比较全面丰富，国内查不到的资料英国查不到

的资料，也许微群里一些人可以愿意帮助你从他们学校的数据库里查找一些资料。

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Interviewee: SHd

请描述一下你的专业背景？

我是学信息管理的， 第一学期学习帮公司分析信息系统以及帮它们发现问题，设计出一个

新系统软件，其它的还有教你怎样用合理的方法找到质量好的信息，怎样去评估信息好坏

你平时多长时间用一次论坛，QQ 和新浪微博？

QQ和围脖较常用，QQ每天挂着，微博每天刷，没围脖前刷人人，有了之后就不玩人人了，

因为围脖可以关注到明星，人群范围广，不仅是学生还有名人，论坛不怎么用。

觉得三种工具相似或不同？

不同，QQ 主要是和朋友，和认识的圈子的人交流聊天，信息比较窄；微博范围更广，接

触不同的人，获得信息的种类量大一些。

那论坛呢?我不怎么逛论坛，少有的经验就是学联论坛，里面有房屋出租，二手买卖，旅游等信息，

但关于学习方面的就是论文代写，proof reading 广告，教写论文的广告要收费的。我自己

也发过帖子，看到过别人的帖子，如关于 HM，计算机求辅导，然后有人会给出意见，已

经毕业的人，或有广告。在 SIC的时候就从论坛里找到有关 research methods的复习资料，

但关于 IM较少，一般是 HM比较多。

为什么使用新浪微博? 通常用微博来干什么？

跟风，别人在玩推荐就跟着玩；还有就是因为有明星名人，可以看到名人的一些八卦，最

主要是可以看到明星的一些动态通常微博关注的偏娱乐，但会关注商业成功人士（于洪明，

马云），微博上比较少有关于学术和论文的信息，如果有会去看。有了围脖大家都不用人人

了，都转向围脖。

怎样看待它们功能重叠？（比如 QQ和微博都可以在线聊天）

现在不习惯用围脖聊天功能，所以用 QQ，但现在围脖聊天功能很方便，因为大家现在都

爱用挂围脖，所以偶尔用围脖聊天能找得到人，有时候 QQ 找不到时围脖上能找到，围脖

更潮，QQ好像过时了，QQ 只有中国人才用个，围脖有外国人

你通常的学习方式是怎样的？

和同学讨论或自学都有，讨论挺喜欢的。

你怎样使用这三种工具来帮助你课外学习的？

我比较喜欢用MOLE去搜索学校内部的论文 dissertation；用 QQ和围脖留言，约同学讨论，

但有时不能及时得到回复；打字好烦交流比较慢，视频节约时间和费用。围脖的功能关注

收藏很方便，话题微话题的分类清晰方便搜索感兴趣的话题信息。

相比较而言，你觉得微博多大程度上提供了有用的信息帮助你学习？

与论坛相比的话我已 Uspace: e-commence为例吧，对 coursework有帮助，方式是好的，大

家都互相学习，同学积极是为了分数，评分标准，但如果与 coursework不挂钩，我觉得中

国人都不爱互动，为了分数才会去讨论，若作为一种习惯，目前来说中国人还没有形成这

种方式，没有 QQ和围脖那么普及，由于文化不同，中国人不善于用这种方式讨论，但老

外由于教育和技术发达，他们比较熟练习惯这种方式去讨论很有用，但我觉得如果用习惯

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后，应该也会喜欢用。论坛还是容易使用，不难。与围脖比较还是围脖更好，好看，色彩

丰富，还可以装扮主页，有照片 video，虽然 U-Space也有 video功能但是版面不好看。微

博采集人气是个兴趣点，粉丝数是发围脖的动力，如果粉丝数多也代表着你的信息质量受

认可就比较有动力，说明你的能力你的信息引起比人注意。目前没在围脖上看到有用的有

关学术帮助的信息，还是比较会去学校图书馆，因为这类信息在微博上少而且质量不太好，

信息面向大众化的就不怎么稀奇。

比较一下微博和论坛的信息环境和质量哪个更有好更有助于学习？

围脖信息是各种各类的，论坛更 focus，所以信息质量是论坛更好；我感觉围脖就是娱乐工

具，有些围脖做的想商业化，它们的目的就是为了盈利，赚人气，但论坛环境比较干净如

U-Space，但围脖更自由轻松，希望围脖能够变成学术和娱乐二合一。

你觉得围脖是否可以运用到教育或学习环境中？

围脖有潜力，如果可以结合到 academic，是挺好的，因为娱乐和学术二合一更好，节约时

间，不用分开去登录去不同的页面， 但目前来说学术方面的信息提供不够，而且会有一些

问题，比如学校资源保密性和版权性问题，学校不可能把自己图书馆内部的资料分享到围

脖上，设计到一些私密问题。

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Interviewee: SHe

请描述一下你的专业背景？

我是 IM的研究生 information management，主要会有一些档案管理，电子商务课程，IM的

基础课程等，大多和信息打交道，研究信息行为的，信息搜索信息检索，而且他很贴合当

代的商业需求，如电子商务，business intelligence。

你平时使用 QQ，论坛和新浪微博的频率？

基本 QQ和微博天天都用，论坛基本不用，豆瓣大概两三天上一次

它们对于你来说是类似还是不同的？

完全不同。论坛是用来看八卦了解周边娱乐新闻；朋友推荐用了微博后发现微博信息很及，

尤其看新闻时事，涵盖面广，所以一直用，但信息量不是很大，不够具体，所以微博用来

了解当下时时的新闻的，QQ是和朋友交流。

你微博中得关注人群是哪些？主要同学，其次各式各样的新闻，一些常用生活娱乐搞笑或

是电影推荐；QQ只有同学，围脖和 QQ交流熟人，论坛直接和信息接触。

会不会用三种工具来帮助学习?不会用微博来查找关于学习的东西，因为微博主要是用于了解新闻的，学习上不动的问题

会用 QQ 问同学，或者用 email 问老师，还有一些论坛会介绍工作一些的东西，但如果是

自己研究问题的话首选用 google。

为什么不想用微博来 ask for help？这是种习惯，因为 QQ 从中学就开始用起，作为聊天工具 QQ 比围脖更方便一些，不如有

时候文字描述不清楚时可以用 QQ 的视频和声像功能来进行交流解决；论坛提供别人的经

验，可以从给别人的帖子里借鉴他人的经验，如果是要问问题的话没有 QQ及时

觉得哪个最适合于学习？

如果自学，我还是觉得论坛比较有用，阅读量大，在平时浏览论坛能看到很多各方各面以

前和现在的东西，能看到别人在下面的评论，能涵盖很多别人的信息，但我不会参与讨论，

只是去看参考一下，如果回应多还蛮有用的；同一个帖子，论坛涵盖的是长内容信息量比

围脖大更 reliable，微博是短文字，信息不够，只是发一个大概，但缺少细节，可以通过这

个平台看到别人的推荐书籍或杂志。围脖涵盖的信息各方各面的东西。一方面我没有用围

脖刻意的去找 academic information, 因为其他途径可以满足，一般用 email和 QQ，微博用

的少。

你平时的学习习惯或风格是哪种？这是三个工具能否满足或符合你的学习风格？

我喜欢自学，但有时候需要做 groupwork的时候会喜欢参与讨论，QQ 里有小组讨论，越来

越好用，因为群组可以用视屏会议。最近用微博发问卷很方便，同学传同学，扩散性很好，

QQ只能联系单一的一个人，而围脖发出去所有人都看得到，比 QQ一个个发要方便。微博

@功能很温暖，不只是对@的人有帮助，也顺便让其他人看到信息。

新浪微博有没有影响到或是改变一些你利用网络学习的习惯？

有了微博之后我觉得更喜欢看网络信息，然后喜欢分享，让大家知道我在干什么。微博上

可以了解到别人的每一刻的信息状态，而 QQ不行，QQ 签名通常都是表示这一段时间状态。

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对比一下微博和论文你觉得各自有什么优势？

如果是 Interface，微博的界面很清晰，有分组，功能都界面上一目了然，某些网站的论坛

界面也不错主要看设计。论坛的回复程度蛮高的，like uspace，同学老师给的建议和点子很

有帮助。论坛的好处是可以让同学整理出一个有逻辑的好的言论，而不是像平时生活中想

到什么就说什么，Uspace作为学生之间交流的工具还蛮不错，传作业的地方给老师看然后

老师在给 feedback。在 uspace里有老师的参与相当有帮助。如果有老师加入到微博会非常

有帮助，围脖涵盖面广，有老师发起的小组里讨论课题会很有效，因为老师更权威，同学

只是激发一些灵感想法，在老师那儿能得到比较信任的答案。微博和论坛总体来说比较健

康，都有管理员来管理，必要时刻管理员会关闭评论（有段时间政治事件比较敏感）

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Interviewee: SHf

请描述一下你的专业背景？

我是学人力资源的，关于 management general 方面的都学，还有关于 industrial relations，employee employer之间的关系，偏文科性的 theory。

它们三个的使用频率？

我每天使用三个工具。

它们对于你而言是类似的工具还是完全的不同？

大方向是一样的，都用于娱乐。论坛常用的是豆瓣，里面长和不认识的人打交道。

我觉得 academic是相对而言，QQ 是和朋友交流聊天的，豆瓣论坛里有很多相册影评对于

学 media 的人来说这些信息就是非常 academic，只是跟我的专业不对口；微博是要看加的

关注，因为明星名人多，为了看明心名人，后来朋友多了，围脖上得朋友更多， QQ 上找

不到的人在微博上去找，微博上是常用联系人和推荐联系人，我最近关注的有李开复这样

的企业家，他们提供的信息有些很有用，看你 follow，还有要花心思去找肯定能找到有用

的信息，但是对于我就比较喜欢用于娱乐。

你怎样用它们来帮你进行课外学习的？

我喜欢用豆瓣论文，比如说初步的信息可以从网上了解大致的意思和方向，然后知道去找

哪些书，如果 google 找不到话，就会去豆瓣上发帖子，回答的人不会很多但还是能碰到有

人愿意解答，如百度知道就很快，大家分享信息的渠道比较多；在豆瓣里找信息蛮容易方

便，但是需要自己去摸索一些功能，否则不知道功能如小组。标签定位等都很方便，豆瓣

的书很全，电影音乐的信息都非常全。围脖搜索话题有时候会看到有用的信息，有时候会

通过围脖去搜索一些记不清的话题信息，但搜出来的结果有些杂，所以需花时间自己找和

筛选，一般能找到；但我非常喜欢#hashtag#相当于自己的一个标签功能，在围脖中加标签.其它论坛会去每个版块去搜索想要的信息，不太用高级搜索因为利用标签来索索很方便，

分类很细，包括有作者的标签（书）。

你平时的学习习惯属于哪种？我习惯于独立学习。

当遇到问题时喜欢用哪种工具来帮助解决？怎样使用它们的？

如果 QQ 上找不到人会再围脖上@或私信，因为觉得围脖是大家闲来无聊都会用的工具，

所以就会用围脖找人，但是后来发现私信比较慢因为私信要对方在线才可以找到人，如果

对方在上网的话也可以用 QQ联系，这个时候就有点冲突了。当周围的朋友同学大家都不

知道了才会上论坛区寻找答案，更大群众的帮助，但基本上不太会。我觉得MOLE 不错，

老师上传文件很方便，仅仅是关于 academic 的需求会私底下用 QQ和同学传输学习资料；

跟人互动是围脖，跟信息互动是论坛，论坛信息量更大。

谈谈你对三个工具中某些重叠功能的看法？对比一下它们

自己的信息更愿意在围脖上分享给朋友（by 图片和 video），但关于公众的事物就会再论坛

里讨论，如八卦，论坛里一定会找到和你有共同兴趣爱好的 topic 容易产生共鸣。可以找

到不认识的人但有同样兴趣爱好，有共鸣的东西无论人不认识都是好的，论坛交流面更广，

信息量也很大，论坛的所有评论在打开帖子时就能看到，但围脖不一定，需有主观意识的

去点击，想看评论必须要去点击“评论”才能看到。论坛更多的是讨论性质，一般版主发

一两句话，大家就会展开讨论得出很多东西，但围脖展现的是已成的观点，呈现的是已成

的事实。

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对比一下三个网络平台它们的信息环境如何？（比如信息质量，信息的有效率，信息量等

等）

微博上有些有用的，我无意中看到关于找工作的，谢大的官方博客，会有关于 IC的信息，

有时候会分享和收藏，收藏的一定会用到的信息，分享太杂找起来不方便。分享主要是为

了更多人看到，收藏主要是为自己；但发现现在围脖的质量下降了，没有更多新鲜的东西

了，有皮皮时光机可以定时刷，造成重复信息，刷得很累很烦，主要是广告以及有些重复

的新闻，比如一条有趣的微博可能被自己关注的人里重复转发很多次，而刷微博有时候会

影响学习。论坛就比较好，它展现的是帖子的标题，可以根据标题去筛选想要的信息，论

坛的排序以关注度排，新回复的就会排上去，后面有显示回复数，可以知道哪些帖子时关

注度高低。而围脖是以时间排序。微博的单条信息量没有论坛大，论坛可以发布长内容大

量的文字，所以论坛里更容易可以找到共鸣；此外，比如一个陌生人在微博上发的信息如

果你没关注他，就看不到，但在论坛上不用关注任何人就能看到任何人发布的信息。版面

比较和内容整理来看的话，围脖可以看头像，比较简单清晰，而论坛需要一个个过目标题

看起来比较乱，是文字标题。总得来说信息质量看自己的过滤程度。

对于微博是否有潜力作为辅助性的网络学习工具，谈谈你的看法？

我觉得微博是这个可能的，因为 QQ 建群有限制，不是所有人都可以建立，围脖有微群功

能，是大家都可以建，可以在里面讨论，发图片文字信息都可以。发围脖没有心理压力，

老师用围脖写个 tips 比博客方便，以前老师用博客都是长篇，老师现在可以用围脖去发布

一些心得。发围脖无压力。而且新浪和豆瓣合作，很方便的可以分享豆瓣上的信息，还可

以附加上自己的评论；但新浪上的信息不能直接分享到论坛里，只能把论坛里的信息分享

到新浪上。

79

Interviewee: ECIT1

请你描述一下你的专业背景？

资源勘查工程 主要是地质类。 野外工作比较多 构造地质学 结晶学及矿物学。 古生物

学 晶体光学 铀资源地质学 主要是了解地层构造 在野外工作的时候就可以分析什么成

矿条件什么的 就可以知道在哪有可能有什么类型的矿物出现 属于实践性大于理论

什么性质的工作跟你这个专业有关系？

勘查工程，物探之类的，还有采矿工程。

在你学习过程中如果遇到需要上网查找信息的情况，你通常喜欢用什么工具？

百度和谷歌。

为什么不用 QQ，sinaweibo和论坛？

QQ目前只用来聊天，微博一般都是看一些新闻，觉得微博的信息面比较广，想了解新闻 可

以关注记者，电视台，可以主动接受自己感兴趣的信息；论坛上可以下载很多资料。

一般使用这三种工具的频率?QQ 一般都是一上网就会用上；微博也会经常看看；论坛是有需要的时候，在上面找找资

料, 总的来说 QQ和微博基本是每天，论坛两三天用一次。

你觉得它们三个是相似的工具还是不同？

QQ和微博是差不多的，论坛不一样。论坛在专业知识上要比 QQ和微博靠谱些。QQ 和微

博主要是聊天的平台了

如果和同学讨论问题你喜欢用哪个工具？

QQ当然比较方便，QQ在大学生中是很普遍的聊天工具，微围脖在我同学中还没有那么普

遍，比如有些问题是关于老师在课上的一些课后问题，所以有时候问同学就行了，如果还

是没有找到问题的答案的话 就只有上论坛交流。

在论坛上问问题，等待回复的时间长不？别人提供的答案有用不？等待时间挺长的。提供

的答案很专业，但是有时候都等不及的。

为什么不使用围脖来做这类似的搜索和讨论行为?目前都没有使用微博的这项功能，一直都

是把微博作为一个了解信息的主要来源。

你一般使用围脖只是浏览信息？差不多了。

看到有用的信息会怎么处理？转发多。有关于什么生活小常识的会收藏，转发可以让更多

的人了解这条信息。

你觉得围脖的信息质量怎样？

就会有一些无中生有的，也会有一些乱七八遭的广告

当你在查找浏览围脖信息的时候，这类垃圾信息对你哪些影响呀？大影响还是没有。就是

有时看到觉得挺讨厌的，最多的是淘宝的广告

会不会影响你看围脖的情绪和耐心？ 不会，因为广告也不是每天都有。

会不会延长你刷围脖的时间？ 一般看到垃圾广告直接忽略的、所以一般不会。

你有问题会不会上围脖发问？目前没有试过，因为 QQ是才开始上网就接触了，根深蒂固

了，用习惯了的东西改起来挺麻烦的，之后可能会尝试一下。在聊天功能上 QQ 还是比微

博方便些，比如视频和语音。

80

你平时是偏向于独立学习还是喜欢和朋友一起学习？

看情况，有时候有很多问题要和同学讨论的，但临近考试周的时候就比较喜欢独立学习了

你们之间交换学习资料用什么工具呀？QQ 或 邮箱，虽然围脖也有私信和收发文件功能，

但没有那么普遍，每个人都有 QQ，微博我们班的人好多的人都没有。

你觉得围脖有没有潜力发展成为一个可以帮助你搜索学习信息和交流的工具？

按照目前的趋势来说 我觉得很有可能，因为使用的便捷性应该会越来越高，当然是越方便

的东西越好用了。

81

Interviewee: ECIT2

请描述一下你的专业背景？

我是学建筑学的，主要是学建筑设计，逆面平面设计，属于工科偏艺术的方向

你平时使用 QQ，论坛和新浪微博的频率？

几乎每天都用这三个工具，但 QQ 接触最频繁，上学上班就会习惯性的第一打开电脑，因

为使用时间长 QQ的朋友比较多，聊天用的比较多。但现在接触微博也很频繁，因为身边

用微博朋友比较多，只要发生什么大事微博第一时间就会有报道，信息更新的很快，很简

短大家都在聊。提供的信息比较快信息量大，而且能够关注有兴趣的事物。

你觉得它们对于你而言是类似还是不同三种工具？

不同。QQ 用于聊天比较多，主要用于生活娱乐。论坛最早就用于接触资料别人的心得体

会，以及别人共享的资源，可以知道一些自己不知道到的东西。而围脖更新比较快，刷新

的频率比较高，比论坛更局限，只有 140个字，不能直接下载资料的功能。对我而言，我

在围脖上回关注“建筑大师”建筑界比较出名的人的围脖，或相关软件的围脖，会提示告

诉我有哪些相关的或最新软件的更新，相对比较快速的接触到这些新鲜资讯，相比较论坛

而言，论坛的信息更新速度没有围脖快，但论坛可以很全面的把一个建筑的所有相关效果

图展现出来，而围脖只能单一的展现某个面的图，只是看一个效果。

能否描述一下你通过这三个不同的平台来进行课外学习的过程？

我会先记下这条信息的兴趣点，然后去其他网站搜寻更多的信息，比如建筑更新大师的作

品更新比较快，很多时候需要从更了解到新的建筑设计，学校找不到这类资源就会从网上

去搜索了解最新的消息，如 2008年奥运会建筑的一些关于平面和逆面设计的东西学校找不

到这类资料就主要上网趣找。我们这个专业的团队性的合作学习比较多。会用 QQ群讨论，

偶尔会用微博去分享一些东西，如果是自己喜欢感兴趣的地方就愿意去互动讨论，微博因

为有微群，而且现在用的人比较多，使用频率比论坛比较多，频繁刷微博会发现更多的兴

趣点，论坛涉及面比较窄，论坛比较专供行强，而微博各方面都有，我觉得这样比论坛更

好，更能全面的接触事物；每天除了要关注朋友的状态，还可以看到明星，专业相关微博，

我会有分组关注；而且微博刷新方式很方便直接可以看到有多少条更新的信息，但是论坛

要刷新整个页面，想对而言微博这个方式更简单直接。虽然 QQ 的聊天连贯性强，微博在

关注朋友其他新闻时顺带着聊天，但 QQ的私隐性更强。

对比一下三个工具，哪些功能可以给你的课外学习带来帮助？

虽然我喜欢@功能，但在微博里@名人向他们提问，但是从来没收到过答复，而论坛里发

问题贴会有回复，老师也会介绍一些好的论坛，和论坛里交流的人群都是不认识的但都来

自同专业的同圈子的；论坛里别人给的意见虽然不是很专业但可以作为参考，但有时候要

等很久回复，偶尔会有当天就得到回复，总的来说论坛里能找很多有用的资料。微博的积

极性没有论坛高，大家在围脖里讨论问题的积极性不高，不怎么愿意在围脖上讨论问题，

可能是个习惯问题，我觉得微博的高级搜索应该分得更细一些，但微博界面设计比较不错，

因为可以自己分类，而论坛是管理员分好类了然后直接按照已分好的类别去查看，有时会

错过一些帖子，楼主管理员管理不好会觉得乱七八糟，而微博可以自己管理就比较清晰，

不容易漏掉信息。

82

对于微博是否有潜力作为辅助性的网络学习工具，谈谈你的看法？

我觉得微博是很有这个可能的，因为微博可以借鉴一下人人网上的东西。虽然目前关于学

习信息的整理与总量还不是很完善，但是视频和图片可以很好的满足我的需求，有很精彩

的内容

83

Interviewee: ECIT3

请描述一下你的专业背景以及平时学习的信息来源？

我是学建筑学的，信息来源书本和网络这两个方向。

你平时使用 QQ，论坛和新浪微博的频率？

基本每天都会用三个工具。但侧重点不太一样，QQ 上基本上联系人都在上面，也会有它

的邮箱，论坛偏向于专业知识，比较学术，微博偏娱乐，但是微博的信息量很大看你自己

怎么去使用，我觉得是他们的功能定位不一样。

平时有没有借助微博来帮助学习？

这个比较少，对我而言微博使用来放松，分享和朋友的心情状态，算即使消息的比较多，

虽然有一些关于建筑知识的帖子，但是只有 140个字太少了，很多知识点写不进去，导致

信息有限，我觉得还是功能定位得问题，更侧重即时性。

你在网上是怎样来借助这是哪个平台来搜寻关于你专业方面的信息？

图片有专门的网站可以搜索如百度图片，如果方向确定后就有一些专业的官方网站和论坛

相结合在一起会提供相关有用的信息，有些信息是要付费的，而微博是各种都有通过关键

字搜索相当于一个大的搜索引擎，搜索出来的信息是参差不齐的。

描述一下你借助这三个平台来进行课外学习的过程？

喜欢和老师讨论，用 QQ或 email，或电话联系，用 QQ来在线传送学习资料，或是 QQ 上

咨询朋友然后交流一些大概的想法，然后到论坛上专项的搜索，网上会有些挺无私的分享，

个人觉得论坛信息质量更高，有些学术性的论坛有主办单位和专业人士在论坛里帮人解答，

但一般我通常会去个人对个人呢同领域的人来互相回答讨论问题，大家都不认识，根据问

题的性质和内容如果是新问题，回复很快，而且也可以解决问题，但如果是一些老问题就

没什么回复，最好去查找别人已经问过的帖子看。而微博的话，我喜欢关注娱乐类和资讯

类，不会在微博上问问题，因为有字数限制，微博是信息很杂需要筛选，所以专业信息量

的话论坛更多。

觉得微博的信息环境怎样？（相比较 QQ和论坛而言）

有部分有用的关于专业知识的信息，但需要挖掘因为微博是个综合类的信息平台，而论坛

是有针对性的，我觉得围脖信息主要在于自己关注的感兴趣的点有哪些，论坛相对于微博

来说在专业知识上更加专注，所提供的知识点和专业问题能够很全面的阐述出来，在回复

过程中也可以插入图片链接。但微博有移动性，促进了及时行。

你觉得新浪微博与论坛合作的形式怎样？

我经常使用的是 QQ联合登录而不是微博，因为 QQ 的植入性更强，因为用户基数的问题

用的人多（论坛里的消息可以通过 QQ发给朋友）虽然微博也有此渠道，但是习惯于用 QQ。

QQ更全面，有工作伙伴，但围脖我只加自己的朋友没有工作伙伴，侧重点不同。

它们三个多大程度上能达到你的学习目标？

QQ和论坛可以，微博效果不是很明显，可能是个习惯问题，QQ和论坛用的时间很长习惯

这种方式，更喜欢 QQ，使用了很多年，微博是去年才开是使用，QQ 更大众，对人们的黏

84

性很大分不开，仍然有很多人没有微博，大环境和事实是可以没有微博但不可以没有 QQ；

对于微博是否有潜力作为辅助性的网络学习工具，谈谈你的看法？

潜力还是有的，因为它改变了生活方式，围脖算一个新的宣泄点，有的一手消息就是这么

发表出来的，及时方便快捷。比如微博的收藏很好，因为微博更新太快了，一会儿就找不

到了

有些关于学习技巧的微博很好比如每日英文， 每天接触的量不大，但感觉挺舒服的，一次

性的信息量和分类问题是微博的局限性，但这同时也是定位问题，可能是个人使用习惯问

题觉得微博一下子杂七杂八的信息全都涌现出来。根据所处环境，如果在外面的时候，微

博就非常方便学习，如果在室内，就比较喜欢用论坛。

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CompleteCompleteCompleteComplete thisthisthisthis formformformform ifififif you are an undergraduateundergraduateundergraduateundergraduate orororor aaaa postgraduate-taughtpostgraduate-taughtpostgraduate-taughtpostgraduate-taught studentstudentstudentstudent whoplans to undertake a research project which requires ethics approval via the University EthicsReview Procedure.

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www.sheffield.ac.uk/ris/other/gov-ethics/ethicspolicy/further-guidance/universityprocwww.sheffield.ac.uk/ris/other/gov-ethics/ethicspolicy/further-guidance/universityprocwww.sheffield.ac.uk/ris/other/gov-ethics/ethicspolicy/further-guidance/universityprocwww.sheffield.ac.uk/ris/other/gov-ethics/ethicspolicy/further-guidance/universityprocwww.sheffield.ac.uk/ris/other/gov-ethics/ethicspolicy/further-guidance/universityprocwww.sheffield.ac.uk/ris/other/gov-ethics/ethicspolicy/further-guidance/universityprocwww.sheffield.ac.uk/ris/other/gov-ethics/ethicspolicy/further-guidance/universityprocwww.sheffield.ac.uk/ris/other/gov-ethics/ethicspolicy/further-guidance/universityproc

edure2/reviewerscedure2/reviewerscedure2/reviewerscedure2/reviewerscedure2/reviewerscedure2/reviewerscedure2/reviewerscedure2/reviewersc TheTheTheTheTheTheTheThe EthicsEthicsEthicsEthicsEthicsEthicsEthicsEthics AdministratorAdministratorAdministratorAdministratorAdministratorAdministratorAdministratorAdministrator reservesreservesreservesreservesreservesreservesreservesreserves thethethethethethethethe rightrightrightrightrightrightrightright totototototototo consultconsultconsultconsultconsultconsultconsultconsult thethethethethethethethe ChairChairChairChairChairChairChairChair ofofofofofofofof thethethethethethethetheacademicacademicacademicacademicacademicacademicacademicacademic departmentdepartmentdepartmentdepartmentdepartmentdepartmentdepartmentdepartment’’’’’’’’ssssssss EthicsEthicsEthicsEthicsEthicsEthicsEthicsEthics ReviewReviewReviewReviewReviewReviewReviewReview PanelPanelPanelPanelPanelPanelPanelPanel (or(or(or(or(or(or(or(or equivalent)equivalent)equivalent)equivalent)equivalent)equivalent)equivalent)equivalent) ofofofofofofofof s/hes/hes/hes/hes/hes/hes/hes/he hashashashashashashashas concernsconcernsconcernsconcernsconcernsconcernsconcernsconcerns thatthatthatthatthatthatthatthatprojectsprojectsprojectsprojectsprojectsprojectsprojectsprojects classedclassedclassedclassedclassedclassedclassedclassed asasasasasasasas lowlowlowlowlowlowlowlow riskriskriskriskriskriskriskrisk shouldshouldshouldshouldshouldshouldshouldshould inininininininin factfactfactfactfactfactfactfact havehavehavehavehavehavehavehave beenbeenbeenbeenbeenbeenbeenbeen classedclassedclassedclassedclassedclassedclassedclassed asasasasasasasas potentiallypotentiallypotentiallypotentiallypotentiallypotentiallypotentiallypotentially highhighhighhighhighhighhighhigh risk.risk.risk.risk.risk.risk.risk.risk.

IfIfIfIf youryouryouryour SupervisorSupervisorSupervisorSupervisor hashashashas classedclassedclassedclassed thethethethe projectprojectprojectproject asasasas potentiallypotentiallypotentiallypotentially ‘‘‘‘highhighhighhigh riskriskriskrisk’’’’::::� Email this form, together with other documents where applicable, to your department’s

Ethics Administrator; and���� Ask your Supervisor to sign and date AnnexAnnexAnnexAnnex 2222 of this form and provide a paper copy of it

to your department’s Ethics Administrator.Ethics Administrators are listed at:

1

www.sheffield.ac.uk/polopoly_fs/1.99105!/file/Ethics-Administrators.pdf

UniversityUniversityUniversityUniversityUniversityUniversityUniversityUniversity ResearchResearchResearchResearchResearchResearchResearchResearch EthicsEthicsEthicsEthicsEthicsEthicsEthicsEthics ApplicationApplicationApplicationApplicationApplicationApplicationApplicationApplication FormFormFormFormFormFormFormFormforforforfor UndergraduateUndergraduateUndergraduateUndergraduate &&&& Postgraduate-TaughtPostgraduate-TaughtPostgraduate-TaughtPostgraduate-Taught StudentsStudentsStudentsStudents

IIII confirmconfirmconfirmconfirm thatthatthatthat IIII havehavehavehave readreadreadread thethethethe currentcurrentcurrentcurrent versionversionversionversion ofofofof thethethethe UniversityUniversityUniversityUniversity ofofofof SheffieldSheffieldSheffieldSheffield‘‘‘‘EthicsEthicsEthicsEthics PolicyPolicyPolicyPolicy GoverningGoverningGoverningGoverning ResearchResearchResearchResearch InvolvingInvolvingInvolvingInvolving HumanHumanHumanHuman Participants,Participants,Participants,Participants, PersonalPersonalPersonalPersonalDataDataDataData andandandand HumanHumanHumanHuman TissueTissueTissueTissue’’’’,,,, asasasas shownshownshownshown onononon thethethethe UniversityUniversityUniversityUniversity’’’’ssss researchresearchresearchresearch ethicsethicsethicsethics websitewebsitewebsitewebsiteat:at:at:at: www.sheffield.ac.uk/ris/other/gov-ethics/ethicspolicywww.sheffield.ac.uk/ris/other/gov-ethics/ethicspolicywww.sheffield.ac.uk/ris/other/gov-ethics/ethicspolicywww.sheffield.ac.uk/ris/other/gov-ethics/ethicspolicy

A1. Title of research project: To explore if the potential of Sina weibo used in learningoutside the classroom from the perceptions of Chinese Students

A2.A2.A2.A2. NameNameNameName ofofofof StudentStudentStudentStudent: YI FANDepartment: Information Management Email: YFan2@sheffield.ac.ukTel.: 07856452060

NameNameNameName ofofofof SupervisorSupervisorSupervisorSupervisor: Pamela A McKinney

A3.A3.A3.A3. ProposedProposedProposedProposed ProjectProjectProjectProject Duration:Duration:Duration:Duration:Start date: 2012/06 End date: 2012/09

A4.A4.A4.A4. MarkMarkMarkMark ‘‘‘‘XXXX’’’’ inininin oneoneoneone orororor moremoremoremore ofofofof thethethethe followingfollowingfollowingfollowing boxesboxesboxesboxes ifififif youryouryouryour research:research:research:research:

involves adults with mental incapacity or mental illness

involves prisoners or others in custodial care (e.g. young offenders)

involves children or young people aged under 18 years

involves using samples of human biological material collected before for another purpose

involves taking new samples of human biological material (e.g. blood, tissue) ****involves testing a medicinal product *

involves taking new samples of human biological material (e.g. blood, tissue) ****involves additional radiation above that required for clinical care ****involves investigating a medical device ****

* If you have marked boxes marked **** then you also need to obtain confirmation thatappropriate University insurance is in place. To do this email insurance@shef.ac.uk andrequest a copy of the ‘Clinical Trial Insurance Application Form’.

It is recommended that you familiarise yourself with the University’s Ethics Policy Governing ResearchInvolving Human Participants, Personal Data and Human Tissue before completing the followingquestions. Please note that if you provide sufficient information about the research (what you intendto do, how it will be carried out and how you intend to minimise any risks), this will help the ethicsreviewers to make an informed judgement quickly without having to ask for further details.

X

2

A5.A5.A5.A5. BrieflyBrieflyBrieflyBriefly summarise:summarise:summarise:summarise:

���� TheTheTheThe projectprojectprojectproject’’’’ssss aimsaimsaimsaims andandandand objectives:objectives:objectives:objectives:(this must be in language comprehensible to a lay person)

This research aims at investigating the feasibility of microblogging - Sina weibo inlearning context for Chinese students.

I will investigate Sina weibo that if it can be used for learning purposes from theperceptions of Chinese student, it is in terms of students' using experiences on Sinaweibo in the process of learning.

� TheTheTheThe projectprojectprojectproject’’’’ssss methodology:methodology:methodology:methodology:(this must be in language comprehensible to a lay person)

The research strategy would be qualitative research, and semi-structured intervieware designed as the instrument to collect data. During the research, all participants will beChinese students who are studying at the universities in China or UK.

A6.A6.A6.A6. WhatWhatWhatWhat isisisis thethethethe potentialpotentialpotentialpotential forforforfor physicalphysicalphysicalphysical and/orand/orand/orand/or psychologicalpsychologicalpsychologicalpsychological harmharmharmharm //// distressdistressdistressdistress totototoparticipants?participants?participants?participants?

The research will not refer to any physical and psychological ham to participants as it islow risk.

A7.A7.A7.A7. DoesDoesDoesDoes youryouryouryour researchresearchresearchresearch raiseraiseraiseraise anyanyanyany issuesissuesissuesissues ofofofof personalpersonalpersonalpersonal safetysafetysafetysafety forforforfor youyouyouyou orororor otherotherotherotherresearchersresearchersresearchersresearchers involvedinvolvedinvolvedinvolved inininin thethethethe project?project?project?project? (especially if taking place outside workinghours or off University premises)

NO.

IfIfIfIf yes,yes,yes,yes, explainexplainexplainexplain howhowhowhow thesethesethesethese issuesissuesissuesissues willwillwillwill bebebebe managed.managed.managed.managed.

3

A8.A8.A8.A8. HowHowHowHow willwillwillwill thethethethe potentialpotentialpotentialpotential participantsparticipantsparticipantsparticipants inininin thethethethe projectprojectprojectproject be:be:be:be:

����Identified?Identified?Identified?Identified?

Chinese students will be identified at where the universities in China and the university of

Sheffield, at the same time, Chinese students studying at the university of Sheffield should

have completed the undergraduate degree in China, and I will recruit participants at the

universities in China as well.

����Approached?Approached?Approached?Approached?

The way of contacting and inviting participants will be e-mail for Chinese students at theUniversity of Sheffield.

����Recruited?Recruited?Recruited?Recruited?

Yes, if there are Chinese students to be willing to accept the interview, they

will be allow to take part in, and their statements will be used as research data.

A9.A9.A9.A9. WillWillWillWill informedinformedinformedinformed consentconsentconsentconsent bebebebe obtainedobtainedobtainedobtained fromfromfromfrom thethethethe participants?participants?participants?participants?

YES x NO

IfIfIfIf informedinformedinformedinformed consentconsentconsentconsent orororor consentconsentconsentconsent isisisis NOTNOTNOTNOT totototo bebebebe obtainedobtainedobtainedobtained pleasepleasepleaseplease explainexplainexplainexplain why.why.why.why.Further guidance is at:www.sheffield.ac.uk/ris/other/gov-ethics/ethicspolicy/policy-notes/consent

The questionnaire will have a brief section at the start which will enable participants to choose

to take part based on the information that is given about the study. People taking part in

interviews need a full information sheet, but questionnaires just need to give a couple of

paragraphs of information at the start of the questionnaire.

A9.1.A9.1.A9.1.A9.1. This question is only applicable if you are planning to obtain informed consent:HowHowHowHow dodododo youyouyouyou planplanplanplan totototo obtainobtainobtainobtain informedinformedinformedinformed consent?consent?consent?consent? (i.e.(i.e.(i.e.(i.e. thethethethe proposedproposedproposedproposed process?):process?):process?):process?):

A10.A10.A10.A10. WhatWhatWhatWhat measuresmeasuresmeasuresmeasures willwillwillwill bebebebe putputputput inininin placeplaceplaceplace totototo ensureensureensureensure confidentialityconfidentialityconfidentialityconfidentiality ofofofof personalpersonalpersonalpersonal data,data,data,data,wherewherewherewhere appropriate?appropriate?appropriate?appropriate?

4

The computer-base data will be protected on my laptop with the password, and the

paper-based files will be locked in my private study place. In addition, all data will be

destroyed at the end of the project.

A11.A11.A11.A11. WillWillWillWill financialfinancialfinancialfinancial //// inininin kindkindkindkind paymentspaymentspaymentspayments (other(other(other(other thanthanthanthan reasonablereasonablereasonablereasonable expensesexpensesexpensesexpenses andandandandcompensationcompensationcompensationcompensation forforforfor time)time)time)time) bebebebe offeredofferedofferedoffered totototo participants?participants?participants?participants? (Indicate how much and onwhat basis this has been decided)

NO.

A12.A12.A12.A12. WillWillWillWill thethethethe researchresearchresearchresearch involveinvolveinvolveinvolve thethethethe productionproductionproductionproduction ofofofof recordedrecordedrecordedrecorded mediamediamediamedia suchsuchsuchsuch asasasas audioaudioaudioaudio and/orand/orand/orand/orvideovideovideovideo recordings?recordings?recordings?recordings?

YES x NO

A12.1.A12.1.A12.1.A12.1. This question is only applicable if you are planning to produce recorded media:HowHowHowHow willwillwillwill youyouyouyou ensureensureensureensure thatthatthatthat theretheretherethere isisisis aaaa clearclearclearclear agreementagreementagreementagreement withwithwithwith participantsparticipantsparticipantsparticipants asasasas totototo howhowhowhowthesethesethesethese recordedrecordedrecordedrecorded mediamediamediamedia maymaymaymay bebebebe stored,stored,stored,stored, usedusedusedused andandandand (if(if(if(if appropriate)appropriate)appropriate)appropriate) destroyed?destroyed?destroyed?destroyed?

Before do semi-structured interview, I will provide the full information sheet at the front of the

interview questions to participant who need to read. The information sheet will demonstrate

the way of data protection and dispositionduring the research.

Guidance on a range of ethical issues, including safety and well-being, consent andanonymity, confidentiality and data protection’ are available at:www.sheffield.ac.uk/ris/other/gov-ethics/ethicspolicy/policy-notes

ForForForFor UndergraduateUndergraduateUndergraduateUndergraduate &&&& Postgraduate-TaughtPostgraduate-TaughtPostgraduate-TaughtPostgraduate-Taught StudentsStudentsStudentsStudents

Student Declaration(The(The studentstudent completescompletes AnnexAnnex 11 ifif thethe SupervisorSupervisor hashas classedclassed thethe

studentstudent’’ss proposedproposed researchresearch projectproject asas ‘‘lowlow riskrisk’’))

TheThe SupervisorSupervisor needsneeds toto receivereceive anan electronicelectronic copycopy ofof thethe form,form, andand otherother documentsdocumentswherewhere appropriate,appropriate, plusplus aa signed,signed, dateddated paperpaper copycopy ofof thisthis AnnexAnnex 11 ‘‘thethe StudentStudentDeclarationDeclaration’’..

Full Research Project Title: ToToToTo exploreexploreexploreexplore ifififif thethethethe feasibilityfeasibilityfeasibilityfeasibility ofofofof thethethethe adoptionadoptionadoptionadoption ofofofofSinaSinaSinaSina weiboweiboweiboweibo inininin thethethethe higherhigherhigherhigher educationeducationeducationeducation ofofofof ChinaChinaChinaChinaInInInIn signingsigningsigningsigning thisthisthisthis StudentStudentStudentStudent DeclarationDeclarationDeclarationDeclaration IIII amamamam confirmingconfirmingconfirmingconfirming that:that:that:that:

� The research ethics application form for the above-named project is accurate to the bestof my knowledge and belief.

� The above-named project will abide by the University’s ‘Good Research PracticeStandards’: www.sheffield.ac.uk/ris/other/gov-ethics/good

� The above-named project will abide by the University’s ‘Ethics Policy Governing ResearchInvolving Human Participants, Personal Data and Human Tissue’:www.sheffield.ac.uk/ris/other/gov-ethics/ethicspolicy

� Subject to the above-named project being ethically approved I undertake to adhere to anyethics conditions that may be set.

� I will inform my Supervisor of significant changes to the above-named project that haveethical consequences.

� I will inform my Supervisor if prospective participants make a complaint about theabove-named project.

� I understand that personal data about me as a researcher on the research ethicsapplication form will be held by those involved in the ethics review process (e.g. mySupervisor and the Ethics Administrator) and that this will be managed according to DataProtection Act principles.

� IIII understandunderstandunderstandunderstand thatthatthatthat thisthisthisthis projectprojectprojectproject cannotcannotcannotcannot bebebebe submittedsubmittedsubmittedsubmitted forforforfor ethicsethicsethicsethics approvalapprovalapprovalapproval inininin moremoremoremore thanthanthanthanoneoneoneone department,department,department,department, andandandand thatthatthatthat ifififif IIII wishwishwishwish totototo appealappealappealappeal againstagainstagainstagainst thethethethe decisiondecisiondecisiondecision made,made,made,made, thisthisthisthis mustmustmustmust bebebebedonedonedonedone throughthroughthroughthrough thethethethe originaloriginaloriginaloriginal department.department.department.department.

Name of Supervisor: Pamela A McKinney

Name of student: YI FAN

SignatureSignatureSignatureSignature ofofofof studentstudentstudentstudent:::: YIYIYIYI FANFANFANFAN

Date:Date:Date:Date: 12-06-201212-06-201212-06-201212-06-2012

16

ForForForFor UndergraduateUndergraduateUndergraduateUndergraduate &&&& Postgraduate-TaughtPostgraduate-TaughtPostgraduate-TaughtPostgraduate-Taught StudentsStudentsStudentsStudents

Supervisor Declaration

(The(The SupervisorSupervisor completescompletes AnnexAnnex 22 ifif s/hes/he hashas classedclassed thethe studentstudent’’ssproposedproposed researchresearch projectproject asas potentiallypotentially ‘‘highhigh riskrisk’’))

TheThe EthicsEthics AdministratorAdministrator needsneeds toto receivereceive anan electronicelectronic copycopy ofof thethe form,form, andand otherotherdocumentsdocuments wherewhere appropriate,appropriate, plusplus aa signed,signed, dateddated paperpaper copycopy ofof thisthis AnnexAnnex 22 ‘‘thetheSupervisorSupervisor DeclarationDeclaration’’..

Full Research Project Title: insertinsertinsertinsert namenamenamenameInInInIn signingsigningsigningsigning thisthisthisthis SupervisorSupervisorSupervisorSupervisor DeclarationDeclarationDeclarationDeclaration IIII amamamam confirmingconfirmingconfirmingconfirming that:that:that:that:

� The research ethics application form for the above-named project is accurate to the bestof my knowledge and belief.

� The above-named project will abide by the University’s ‘Good Research PracticeStandards’: www.sheffield.ac.uk/ris/other/gov-ethics/good

� The above-named project will abide by the University’s ‘Ethics Policy for ResearchInvolving Human Participants, Data and Tissue’:www.sheffield.ac.uk/ris/other/gov-ethics/ethicspolicy

� Subject to the above-named project being ethically approved I will undertake to ensurethat the student adheres to any ethics conditions that may be set.

� The student or the Supervisor will undertake to inform the Ethics Administrator ofsignificant changes to the above-named project that have ethical consequences.

� The student or the Supervisor will undertake to inform the Ethics Administrator ifprospective participants make a complaint about the above-named project.

� I understand that personal data about the student and/or myself on the research ethicsapplication form will be held by those involved in the ethics review process (e.g. the EthicsAdministrator and/or reviewers) and that this will be managed according to DataProtection Act principles.

� IIII understandunderstandunderstandunderstand thatthatthatthat thisthisthisthis projectprojectprojectproject cannotcannotcannotcannot bebebebe submittedsubmittedsubmittedsubmitted forforforfor ethicsethicsethicsethics approvalapprovalapprovalapproval inininin moremoremoremore thanthanthanthanoneoneoneone department,department,department,department, andandandand thatthatthatthat ifififif IIII and/orand/orand/orand/or thethethethe studentstudentstudentstudent wishwishwishwish totototo appealappealappealappeal againstagainstagainstagainst thethethethe decisiondecisiondecisiondecisionmade,made,made,made, thisthisthisthis mustmustmustmust bebebebe donedonedonedone throughthroughthroughthrough thethethethe originaloriginaloriginaloriginal department.department.department.department.

Name of Supervisor: insertinsertinsertinsert namenamenamenameName of student: insertinsertinsertinsert namenamenamename

SignatureSignature ofof Supervisor:Supervisor: signsign herehere

Date:Date:Date:Date: insertinsertinsertinsert datedatedatedate

ModelModelModelModelModelModelModelModel ParticipantParticipantParticipantParticipantParticipantParticipantParticipantParticipant ConsentConsentConsentConsentConsentConsentConsentConsent FormFormFormFormFormFormFormForm

TitleTitleTitleTitle ofofofof Project:Project:Project:Project:ToToToTo exploreexploreexploreexplore ifififif thethethethe feasibilityfeasibilityfeasibilityfeasibility ofofofof thethethethe adoptionadoptionadoptionadoption ofofofof SinaSinaSinaSina weiboweiboweiboweibo inininin thethethethe higherhigherhigherhigher educationeducationeducationeducation ofofofofChinaChinaChinaChinaNameNameNameName ofofofof Researcher:Researcher:Researcher:Researcher: YIYIYIYI FANFANFANFAN

ParticipantParticipantParticipantParticipant IdentificationIdentificationIdentificationIdentification NumberNumberNumberNumber forforforfor thisthisthisthis project:project:project:project: PleasePleasePleasePlease initialinitialinitialinitial boxboxboxbox

1. I confirm that I have read and understand the information sheet/letter(delete as applicable) dated [insert date] for the above project and have hadthe opportunity to ask questions.

2. I understand that my participation is voluntary and that I am free to withdrawat any time without giving any reason. Insert contact number here of leadresearcher/member of research team (as appropriate).

3. I understand that my responses will be anonymised before analysis.I give permission for members of the research team to have accessto my anonymised responses.

4. I agree to take part in the above research project.

________________________ ________________ ____________________Name of Participant Date Signature(or legal representative)

_________________________ ________________ ____________________Name of person taking consent Date Signature(if different from lead researcher)To be signed and dated in presence of the participant

__YI FAN_________________ ________________ ___________Lead Researcher Date SignatureTo be signed and dated in presence of the participant

Copies:

Once this has been signed by all parties the participant should receive a copy of the signedand dated participant consent form, the letter/pre-written script/information sheet and anyother written information provided to the participants. A copy for the signed and dated consentform should be placed in the project’s main record (e.g. a site file), which must be kept in asecure location.

16

InformationInformationInformationInformation sheetsheetsheetsheet

1.1.1.1. ResearchResearchResearchResearch ProjectProjectProjectProject TitleTitleTitleTitle

To explore if the feasibility of the adoption of Sina weibo in the higher education of China

2.2.2.2. InvitationInvitationInvitationInvitation

You are being invited to participate in a research project. It is important for you to understandwhat content of the research will refer to and why it is being done before you decide if to takepart. Please to read the following information carefully, and you can ask or discuss any questionwith us if there is information that is not clear enough as well as you may want to know moreinformation. Please take time to decide whether or not you wish to participate. Thank you forreading this.

3.3.3.3. WhatWhatWhatWhat isisisis thethethethe projectprojectprojectproject’’’’ssss purpose?purpose?purpose?purpose?

At the age of information, Web 2.0 technologies has been applied to develop information andcommunication tools, whose functions extend to a wide range of domains includingentertainment, education, business and routine work. Common Web 2.0 tools are in terms oftechnologies that contains P2P, instant message, forums blogging and microblogging. Thisresearch aims at investigating the feasibility or potential of Sina weibo in higher education ofChina; to be specific, we are interested in exploring the functions of Sina weibo in learningcontext. Therefore, we need to employ questionnaire survey to collect data from Chinese studentsboth in China and UK. The research will last for three months, while the questionnaires andstructured interviews will be proceeded during the time of June and July.

4.4.4.4. WhyWhyWhyWhy havehavehavehave IIII beenbeenbeenbeen chosen?chosen?chosen?chosen?

You have been chosen because you are student who are studying in Chinese university or you areChinese student in the university of Sheffield who also have experiences of study in Chineseuniversity.

5.5.5.5. DoDoDoDo IIII havehavehavehave totototo taketaketaketake part?part?part?part?

It is up to you to decide whether or not to participate. If you do decide to take part you will begiven this information sheet to keep (and be asked to sign a consent form) and you can stillwithdraw at any time without it affecting any benefits that you are entitled to in any way. You donot have to give a reason.

6. WhatWhatWhatWhat willwillwillwill happenhappenhappenhappen totototo memememe ifififif IIII taketaketaketake part?part?part?part?

The research will have two parts, one is to do a questionnaire that will take about no more

26

than 30 minutes, the other is to do structured interview that will have N open-endedquestions which will be recorded by voice recorder and it will take about 20-40 minutes.

7.7.7.7. WhatWhatWhatWhat areareareare thethethethe possiblepossiblepossiblepossible benefitsbenefitsbenefitsbenefits ofofofof takingtakingtakingtaking part?part?part?part?

Although there are no immediate benefits for the participant in the project, it is possible thatthis work will remind and inform the participant in which the full of features for Sina weibo,and it is expected that the work will provide the understanding of microblogging as a Web2.0 tool in learning context of China.

8.8.8.8. WhatWhatWhatWhat ifififif somethingsomethingsomethingsomething goesgoesgoesgoes wrong?wrong?wrong?wrong?

The participant will be allowed to complain about anything of the research to the projectsupervisor whose contact details are given below. If the participant is not satisfied the results ofhandling complaints, you can contact the Registrar & Secretary of the University of Sheffield,whose contact details are shown on the website of university.

9.9.9.9. WillWillWillWill mymymymy takingtakingtakingtaking partpartpartpart inininin thisthisthisthis projectprojectprojectproject bebebebe keptkeptkeptkept confidential?confidential?confidential?confidential?

All information collected from the participant during the stage of research will be kept strictlyconfidential. The research is planned to carry out the anonymous way so your name will not beexposed in any public place. The voice records of the interview will be stored and protectedsecurely through the password of computer.

10.10.10.10. WhatWhatWhatWhat typetypetypetype ofofofof informationinformationinformationinformation willwillwillwill bebebebe soughtsoughtsoughtsought fromfromfromfrom memememe andandandand whywhywhywhy isisisis thethethethe collectioncollectioncollectioncollection ofofofof thisthisthisthisinformationinformationinformationinformation relevantrelevantrelevantrelevant forforforfor achievingachievingachievingachieving thethethethe researchresearchresearchresearch projectprojectprojectproject’ssss objectives?objectives?objectives?objectives?

We look for the information about user experiences of Sina weibo among students, so you couldprovide your perception on Sina weibo through answering questions in the questionnaire andinterview. It is associated with the evaluation and judgment of which whether or not Sina weibocould be appropriate for using in the learning context.

11.11.11.11. WhatWhatWhatWhat willwillwillwill happenhappenhappenhappen totototo thethethethe resultsresultsresultsresults ofofofof thethethethe researchresearchresearchresearch project?project?project?project?

The results of the research project will be as data to use for the dissertation of postgraduate forthe course of information management, and that will be stored into the database of the universityof Sheffield as well as would be possible to publish on the Internet. The participant could providethe contact details if you want to identify or be informed when the results are available.

12.12.12.12. WhoWhoWhoWho isisisis organisingorganisingorganisingorganising andandandand fundingfundingfundingfunding thethethethe research?research?research?research?

Information management department of the University of Sheffield is sponsoring this research forthe master degree.

36

13.13.13.13. WhoWhoWhoWho hashashashas ethicallyethicallyethicallyethically reviewedreviewedreviewedreviewed thethethethe project?project?project?project?

The project has been ethically reviewed and approved via information department's researchethics review process according to research ethics policy of the University of Sheffield.

14.14.14.14. ContactContactContactContact forforforfor furtherfurtherfurtherfurther informationinformationinformationinformation

If you want to enquire of any further information about the research, following are availablecontact details:

Researcher: Yi FanE-mail: yfan2@sheffield.ac.uk

Supervisor: Pamela A McKinneyE-mail: p.mckinney@sheffield.ac.ukp.mckinney@sheffield.ac.ukp.mckinney@sheffield.ac.ukp.mckinney@sheffield.ac.uk