Research On The Influencing Factors Of Social Network Learning Behavior

With the rapid development and innovation of information technology, personalized, shared and socialized softwares were publically applied which provided informal learning with solid technology supports and changed the way people acquiring knowledge. Specifically,the development of social technology and its ubiquitous application in education, job and life not only changed the way of learning,but reshaped people's life style as well. The advancement of digital learning context motivated the popularity of social network learning. So far, social network learning had become part of people's lifestyle and daily life. This also holds true in the academia,researchers had already focused on the social network calculation, attempting to construct context for learning self-organization-supports and establish social network learning community which was effectively supported by self-organization learning by means of design of the cooperation mechanism and interactive behaviors. It is, however, required to discuss the factors influencing social network behavior first, apart from the social network context construction and mechanism design, since as long as the factors of learning behaviors were defined, the effective learning context and the mechanisms guaranteeing the development social network learning and self-organization can be possible. The present study, as an empirical study for the influential factors of social network learning behavior, attempted to seek for blending methods to solve the following research questions, 1) By reviewing the existing literature, theoretical background and its development of social network learning were defined, i.e., social network learning context,factors, processes, attributes and evaluations; 2) based on the given literature, the construct of social network learning behavior was modeled so as to explore the influences of such behavior; 3)by means of data mining, data analysis, the features of social network learning based on QQ group were analyzed; 4) factors of teachers' continual use of social network learning based on QQ group were discussed as well.The findings of the present study were as follows, 1) from the developmental trend of social network learning practice community, a sharp difference between active members and inactive ones was obtained. Factors like inappropriate distribution of opinion leaders, the topics and target learners attributed significantly to the development of teachers practice community based on QQ group; 2) from the features of social network behavior based on QQ group, some principled rules concerning teachers social learning behavior were obtained, namely, most of the communication methods were in the form of text, and also emotion icons (15.2%), pictures (15.2%), screen shots(0.6%) and web address (3.8) seemed to occur as well. Simultaneously, the length of interactive messages with emotion icons, pictures and web address was significantly longer than that of messages without them. 3) as far as teachers' continual use of social network learning is concerned,perceived cognition values as opposed to perceived community values was the major factor regulating teachers' social network learning based on QQ group. In the meantime, teachers perceived community impact, members' relationships attributed to social network learning process.Besides,compared with individual needs for community sense of belonging, satisfaction and continual use behavior, teachers' sense of community responsibility was one of the major factors influencing their social network activities.