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A Study on Online Friendship Paradox of Social Journalism Educators

By Dr. Swaminathan NagarathinamAssociate ProfessorMadurai Kamaraj UniversityFacebook.com/snagarathinam

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• A group for Social Journalism Educators (SJE)

• They are teaching social media and integrating it into their journalism curricula at the high school or higher education level.

• It consists of 310 members mostly from USA. Raju Narisetti, Sree Srinivasan, Vadim Lavrusik are few prominent members.

SOCIAL JOURNALISM EDUCATORS A Facebook Group

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• They discuss about…

• Facebook

• Twitter

• And other social media websites

• Many of them using these features for their classes to teach social media.

• They allow only the teachers of social media into the group

• Association of Communication and Media Educators (ACME) in India. Manish Verma Promoted 149 members group.

• ACT-TNP also having a members Facebook page.

SOCIAL JOURNALISM EDUCATORS A Facebook Group

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• Most people believe that they have more friends than their friends have.

• The friendship paradox is the phenomenon that most people have fewer friends than their friends have, on average.

• This phenomenon can be applied more generally to social networks including Facebook.

• In spite of its paradoxical nature, the phenomenon is true in real life also.

FRIENDSHIP PARADOX A Phenomenon of Friendship Network

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• It is essential that friendship is a two way thing: if X is Y’s friend, then Y is X’s friend.

• If you count how many friends "X" has, and comparing it to the average of how many friends X's friends have. The friends of "X" will have chance to have more friends than X’s friends on average.

• Everybody else now knows someone more popular than they are.


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• Average number of friends – An example.

• X


• X is having 3 friends. The average number of friends of X’s friends is 5.3 (16/3).

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• Epidemiologists use friendship paradox phenomenon to identify the new infections.

• People who are more connected to one another and are therefore more likely to exposed to diseases infections like the flu early.

• Instead of going through the random sample on public epidemiologists prefer to go the people who have more number of friends.


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• If you have more number of people you will have more exposure

• It may be an exposure to disease

• Or Knowledge

• This presentation about knowledge (infection) sharing among group members… and not disease infection.


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Obviously the average number of friends in a facebook group is higher than the number of friends we have

1. Social Journalism Educators have a higher preference for their specific professional affiliation.

RQ-1: Do SJE Group members prefer to post their questions to random choice of their friends

or in SJE facebook group?

RQ-2: What is the reason behind this getting connection?

RQ-3: What are the issues of knowledge they have been sharing?

Hypotheses Research Questions RQs

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2. Professional affiliation has higher chance to get professional information.

RQ-4: Do the SJE Group members like to answer the irrespective of they know members personally posts or not ?

RQ-5: Did the SJE Group members professionally equip by the answers of the group members?

Hypotheses Research Questions RQs

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• The methodology consists of two parts. The Content Analysis through the observation of discussion threads of Face book Social Journalism Educators.

• Another one was an online survey conducted among the Social Journalism Educators of USA.

• July 21, 2011 to December 9, 2011. Total number of 156 discussions (Units) of 44,672 words were analyzed for identifying the common issues and factors of the forum.

• 16 American educators responded to the survey.Through SURVEYMONKEY.COM

METHODOLOGY Survey among USA Journalism Educators & Content Analysis

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• 62.5 per cent of the educators (respondents) in the SJE forum belong to 30 - 39 age group.

• 87.5 per cent of the SJEs teach social media at school level. 50 per cent of them teach graduate level also. Only 12.5 per cent of them teach post graduate level.

• The group consists of 310 members. Only 50 percent of the respondents met less than 10 persons in person the group members earlier.

• 81.3 per cent respondents did not meet anyone in real life after introduction in face book. Friendship Paradox works here.

RESULTS AND ANALYSIS Survey

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• 75 percent of the respondent members feel they have been professionally equipped by the discussion in the group (RQ-5).

• 87.5 per cent of the educators say that they are keen in answering the questions if fellow group members post in the group (RQ-4).


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• Another key finding that the members of the group had preferred to post their information in need of clarification in the group and they negated of going a random choice of other educators who are not the members of this specialized group (RQ-1).

• 87.5 per cent of the members responded that they prefer SJE face book group for clarifications.


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• Another result of the survey indicates that 87 per cent of the Social Journalism Educators face book group member surely intended to answer or respond to the queries of members whether they know him/her personally or not (RQ-4).

• Most of the members (75 per cent) consider the group meant for knowledge sharing. They also said that being in the group is “Feel-Good” feel for them (RQ-2).


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• The members replied for a question that they are in the group to know anyone who teaches the same they teach.

• They liked to have an appropriate peer group. Members opinioned that the group enables them in exchanging class room ideas with like-minded professors, sharing resources, strategies and experiences.

• They had a feel good when they get support, get know clarifications, advice from the group.


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• They are interested in having meaningful conversations. A member opined in the survey that he is in the network for avoiding re-inventing the wheel.

• The group members satisfied and professionally equipped by the comments and answers to the queries raised by them. Members responded that they posted 3-5 questions and they received good responses.

• A member opined that every time he posts, he receives useful information (RQ-5).


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• The members preferred to post their clarifications and doubts in the SJE group for its relative anonymity. One said that no one will judge him for asking a 'stupid question.’

• For a question on the belief of SJE members on volunteering of fellow members to answer the questions whether they know each of them personally or not, members expressed that the group members have been quick to share expert advice.

• A member shared opinion that he has been impressed by the generosity of strangers (Friendship paradox works).


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• In a content analysis of threads of Social Journalism Educators (RQ-3) reveals that Resource Sharing (16.98%), Advice / Suggestion / Information Requests (11.94%), Forthcoming Events (10.69%), Information on Class Room Activities (10.06%) Teaching Tools (6.28%), Technical Information on Social Media (5.66%) and Curriculum (4.4%) dominate the conversation.

RESULTS AND ANALYSIS Content Analysis

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• Courses (3.70%), on attended event (2.51%), career opportunities (3.14%), text books (2.51%), research (2.51%), feedback on a teaching work (2.51%), Co-curricular (2.51%), and on ethical issues (2.51%) also got a place at some important level.

• Issues on Plagiarism (1.25%), Privacy (1.25%), policy (1.25%) and tips for journalists (0.62%) also discussed.


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• On every discussion on seeking advice, suggestion or information, the group received the highest percentage (22.69%) of comments. Information on Class room activity also received 21.71 per cent of comments. These two important discussion threads also received the highest per cent of Likes (25.49 and 21.07 percentages) also.

• Resource sharing conversation (8.55%) and technical information (8.22%) received good response of comments. Forthcoming events and curriculum discussions are also received (6.25% and 5.75% respectively) good comments.


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• An analysis of correlation coefficient reveals that there is a strong positive linear correlation (0.866) between Posts and Likes.

• There is a strong positive linear correlation (0.940) between Comments and Likes for comments.

• There is a positive linear correlation (0.676) between the Posts and Comments.

• Likes for posts and Likes for comments are weak (0.275) correlated.


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• GOING BY CASES

• Katy Bartzen Culver raised a plagiarism issue and she discussed that many (students) swear that they've never been advised about what they can and cannot pull verbatim from documentary sources for stories and alt story forms.

• This post pulled a good response, many of the teachers expressed on how to respond.

• Robert Quigley asked - Is there a textbook I should be checking out? for writing for online publications.

• Some suggested for practicals and less with books some suggested books. For Gary Metzker question, he received a comment quoting a right book for his clarification.


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• Marcus Messner raised a question. Making a few iPads available for students to share or giving an iPad to every student.

• Max cacas said that only one iPhone and iPad is enough for his friend to conduct a class.

• Jeremy Littau asked about the hardware minimums for students who bring own device. To answering the Esther Vargas replied about a pre-syllabus survey among students.

• Ingrid Sturgis raised an ethical question about using photos from social media pages of the person being charged with the stabbing. Also should we use the photos from the social media pages of the person who was killed.


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• Robert Quigley said yes. And Peg Achterman said that it is a bit like we used to do in the pre-digital social networking days - asking to see someone's yearbook to get photos of a classmate....although so much more. It's a tough one.

• Andy Price asked about the 'new' developments and ideas in Social Media that you will be introducing to your students this year.

• It has yielded a meaningful response with ideas, practices and experiences.


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• Steve Klein shared his class room activity. He surprised that NO ONE remembered that Osama bin Laden had been killed (responses when I mentioned it at the end of the exercise ranged from, "Oh yeah!" to blank stares he wrote.

• Steve Fox answered that whenever he teaches Introduction, he does a weekly Current Events Quiz. Others also suggested how we overcome from the issue.

• Doug Spoon asked about the copyright issues involved with all this reblogging and other forms of aggregation.

• Pamela Cytrynbaum explained that It's not aggregation that's bad. It's stealing that's bad.


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• In an another conversation initiated by Doug spoon, which yielded good response on conducting social media classes alongwith writing skills.

• Sue Burzynski Bullard used Twitter for her editing class. she asked SJE to share the experiances about how to use twitter again for a covering Live events.

• Members suggested www.twitvid.com, www.twitpic.com for further continuation.


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• Mark W. Smith suggested to teachers to create a Facebook Page, just not use a personal profile to interact with students. But this post received a surprise answer - If you're a student living in Missouri, you'd better not be Facebook friends with any of your teachers – because that will soon be against the law.


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OFFICIAL VIDEO OF FACEBOOK It works on friendship or friendly experience

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Thanks

Gutenberg introduced Printing Press

Zuckerberg introduced Face Book – We thank both for their contributions.

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Thank you so much

Dr.S.Nagarathinam09600 930723

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