Bibliography: Social Media (page 117 of 144)

Wang, Zhijun; Anderson, Terry; Chen, Li; Barbera, Elena (2017). Interaction Pattern Analysis in cMOOCs Based on the Connectivist Interaction and Engagement Framework, British Journal of Educational Technology. Connectivist learning is interaction-centered learning. A framework describing interaction and cognitive engagement in connectivist learning was constructed using logical reasoning techniques. The framework and analysis was designed to help researchers and learning designers understand and adapt the characteristics and principles of interaction in connectivist learning contexts. In this study empirical evidence to support and further develop this framework is presented. This study analyzed 6 weeks of data harvested from the daily newsletter, Twitter, and a Facebook group in a well-known cMOOC led by George Siemens and Stephen Downes. These text transcripts were analyzed using a deductive approach of qualitative content analysis. This study revealed the main activity patterns of participants as they engage in four levels of interaction (operation interaction, wayfinding interaction, sensemaking interaction, and innovation interaction) during the MOOC. Generally the framework serves as a conceptual model to understand and to analyze the interaction in this cMOOC, although some implied interaction is hard to recognize and categorize. The relationship of the four levels of interaction and the role of each element in the framework were explored with the intent of offering the framework as a conceptual and analytic tool to guide both researchers and practitioners in designing and studying connectivist learning.   [More]  Descriptors: Online Courses, Learning Processes, Interaction, Social Media

Karal, Hasan; Kokoc, Mehmet; Cakir, Ozlem (2017). Impact of the Educational Use of Facebook Group on the High School Students' Proper Usage of Language, Education and Information Technologies. This study examines impact of the educational use of Facebook group on the high school students' proper usage of language. The study included thirty students who attend 11th grade in a high school in Trabzon, Turkey. Firstly, preliminary data about Facebook usage of students were obtained to understand the factors that motivate students to use Facebook and whether they use them for the educational purpose or not. Then, a Facebook group was created, in which a literature teacher was assigned as the guide of the group. This study lasted twelve weeks. The students' assignments such as compositions, poems, and vignettes, discussions, the teacher's views and observation, data from the interviews with participants were analyzed in this study. Results from this study indicated that that Facebook group was effective on issues such as development of writing abilities of students, communication and cooperation between teacher and students, and cooperation and communication among students. The original idea for this research was to determine that proper usage of language can be improved in social context if Facebook group is created as a flexible online community with interactive and reflective activities, effective tool of sharing and communication. This study demonstrates how Facebook can successfully be used in educational environment appropriately.   [More]  Descriptors: Social Media, Language Usage, High School Students, Foreign Countries

Dovchin, Sender (2017). Uneven Distribution of Resources in the Youth Linguascapes of Mongolia, Multilingua: Journal of Cross-Cultural and Interlanguage Communication. Drawing on offline and online casual interactions in the context of youth in Mongolia, on the Asian periphery, this article looks at youth mixed language practices from the perspective of "linguascapes" in order to capture the current flows of transnational linguistic resources in relation to other social landscapes. The study seeks to contribute to current discussions of the sociolinguistics of globalization by investigating to what extent and in what way resources make up linguascapes among youth groups with different access to resources. The main implication of this study is that youth linguascapes in Mongolia are fundamentally diverse, as a result of the combination of varied transcultural resources. At the same time, these resources are unevenly distributed and unequally localized.   [More]  Descriptors: Language Usage, Global Approach, Sociolinguistics, Foreign Countries

Richardson, John M. (2017). The Promposal: Youth Expressions of Identity and "Love" in the Digital Age, Learning, Media and Technology. The "promposal" is a growing, North American high school ritual in which one graduating senior asks another to the prom in a creative, witty, public performance that is recorded and posted online. A "YouTube" search for "promposal" yields over 49,000 hits, with videos receiving up to 8,000,000 views. What does the promposal reveal about the construction of gender and identity amongst teenagers in the digital era and the nature of the voices channelled, expressed or spoken? In a study of high school students' responses to the promposal as well as a discourse analysis of "YouTube" videos, this paper argues that: students use promposals to achieve social aims by constructing and presenting desirable identities and voices across multiple platforms; the performances of gender seen in online promposals tend to draw upon, reflect, and reify traditional, hegemonic patterns of behaviour and to amplify the male voice; and promposals are a means of announcing the debut of young people as productive contributors to the neo-liberal economy as they prepare to leave high school.   [More]  Descriptors: Handheld Devices, Social Media, Identification (Psychology), Adolescents

Tekinarslan, Erkan (2017). Relationship between Problematic Internet Use, Depression and Quality of Life Levels of Turkish University Students, Journal of Education and Training Studies. The relationship between problematic Internet use (PIU), depression and quality of life levels of individuals is a growing concern in many societies. One of the main purposes of this study was to examine the relationships or correlations among PIU, depression and quality of life levels of Turkish undergraduate students. Furthermore, this study sought to investigate whether correlated variables; if any, simultaneously predicted students' quality of life levels on different domains of WHOQOL-BREF-TR in a significant manner. Moreover, this research examined whether some or any of study variables had a mediating effect in relationships between domains of WHOQOL-BREF-TR and other study variables. The data collected from 758 undergraduate student participants (431 female and 327 male) attending different faculties and colleges at a public university in Turkey. A demographical information form, the Beck Depression Inventory, the World Health Organization's Quality of Life-BREF (WHOQOL-BREF-TR) and Online Cognition Scale (OCS) were used to collect data from the undergraduate Turkish students. The results indicated that the students' PIU and depression levels were negatively associated with quality of life levels and positively associated with each other in a significant manner. Moreover, the results of hierarchical regression analysis revealed that PIU levels of the students on the "diminished impulse control" dimension partially mediated the relationships between depression and quality of life levels on all domains of WHOQOL-BREF-TR.   [More]  Descriptors: Quality of Life, Depression (Psychology), Anxiety, Measures (Individuals)

Kelsey, Louise; Uytterhoeven, Lise (2017). Scratch Nights and Hash-Tag Chats: Creative Tools to Enhance Choreography in the Higher Education Dance Curriculum, Research in Dance Education. This paper reports on a focused collaborative learning and teaching research project between the Dance Department at Middlesex University and partner institution London Studio Centre. Informed by Belinda Allen's research on creative curriculum design, dance students and lecturers shared innovative learning opportunities to enhance the development of the creative dance graduate. The key motivation was to explore practices in the modules on both institutions' undergraduate programmes in which choreography is located. Interdisciplinary, peer and audience discussions surrounding students' work were fostered during Scratch nights and via hash-tag chats on Twitter. In this discussion we demonstrate that these discursive and participatory practices have value for future dance artists entering the professional field. We evaluate the research outcomes with focus on language, critical confidence and risk taking with the view of better shaping students' overall learning opportunities in a collaborative dance network to support their individual development as artists.   [More]  Descriptors: Dance, Dance Education, Higher Education, Foreign Countries

Barczyk, Casimir C.; Duncan, Doris G. (2017). Facebook Enhanced College Courses and the Impact of Personality on Sense of Classroom Community, Information Systems Education Journal. The impact of personality type on students' sense of classroom connectedness was examined in a study of university-level business courses that used Facebook to enhance classroom learning. The study was conducted using an independent measures static group comparison research design. Nearly 600 students registered in six different business courses at the regional campuses of two major universities participated in a study lasting one term. The study focused on the extent to which the Big Five personality variables–extroversion, agreeableness, openness, neuroticism, and conscientiousness–impacted students' sense of connectedness in Facebook-enhanced and non-enhanced courses. Correlation and regression analyses demonstrated that extroversion and agreeableness were related to sense of connectedness, a significant pattern for students in the Facebook-enhanced group. Future research opportunities and provisos are discussed.   [More]  Descriptors: Social Media, Personality Traits, Teaching Methods, Educational Technology

Maben, Sarah; Helvie-Mason, Lora (2017). When Twitter Meets Advocacy: A Multicultural Undergraduate Research Project from a First-Year Seminar, International Journal of Teaching and Learning in Higher Education. Two professors share how they combined Web 2.0, multicultural themes, and undergraduate research in a first-year seminar. The professors explain the "perfect storm" of a project in which undergraduate students collected and analyzed tweets from advocates for various multicultural causes to produce their first collegiate research project. Capitalizing on student interest in social networking, professors aimed to meet multiple student learning objectives and satisfy an overarching theme of multiculturalism for the first-year seminar at a university in the southwestern United States. Students analyzed Twitter handles for causes or individuals advocating for causes related to social, political, and humanitarian efforts. Using basic qualitative and quantitative approaches, students wrote undergraduate research papers and presented their findings about how their cause and advocates used Twitter. The article provides project and assessment rubrics, ideas for improvement, and tools for replication.   [More]  Descriptors: Undergraduate Students, Web 2.0 Technologies, First Year Seminars, Qualitative Research

Ng, Wan (2013). Conceptualising mLearning Literacy, International Journal of Mobile and Blended Learning. Research into the educational application of mobile technologies has increased dramatically in recent years. Much has been written about mobile learning and its various pedagogical practices and issues as well as the theoretical frameworks that have been developed to underpin the studies in the reports. However, little has been written about the literacy associated with learning with mobile devices and whether there is a place for its development in education. This conceptual paper seeks to explore mLearning literacy, the digital literacy associated with learning with mobile devices, and asks the question: What is mLearning literacy and what are its implications for educators? In the paper, the author will argue that fundamental to learning with mobile devices is the need to develop the associated digital literacy in students. The author proposes that being mLearning literate would empower students to learn more independently and more safely when using mobile devices and their applications.   [More]  Descriptors: Telecommunications, Handheld Devices, Technology Uses in Education, Educational Technology

Johnes, Geraint (2013). Tweet Sensations: Investigating the Potential Use of Sentiment Analysis in Higher Education in the UK, Higher Education Review. Online social networking sites offer a rich data set which can be used by organisations to enhance their understanding of how stakeholders form their opinions about the organisation's offerings. Using data about British universities collected from twitter, this paper reports the results obtained by conducting a sentiment analysis, and suggests ways in which universities could benefit from such analyses.   [More]  Descriptors: Higher Education, Foreign Countries, Universities, Social Media

Slonka, Kevin J. (2014). Awareness of Malicious Social Engineering among Facebook Users, ProQuest LLC. With the rapid growth of Facebook, the social networking website is becoming a lucrative target for malicious activity. Users of Facebook therefore should be aware of various malicious attacks and know how to identify them. This research analyzed Facebook users' level of understanding in the domain of malicious social engineering on Facebook. The research examined differences in awareness among multiple generational groups; secondary research questions focused on how factors such as age, gender, education, Internet usage, and trust affected users' awareness of malicious activity. Results suggest that the Baby Boomer generation is the least aware of malicious social engineering tactics on Facebook, specifically in regard to the Donation scam category. In addition, education level and educational background are significantly associated with awareness. These findings indicate a need for future work to gain a deeper understanding of Facebook users' awareness of malicious social engineering and generate targeted training in order to increase said awareness. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:…   [More]  Descriptors: Social Media, Web Sites, Ethics, Deception

Sotomayor, Gilda E. (2014). Virtual Communities of Collaborative Learning for Higher Education, Journal of Educational Psychology – Propósitos y Representaciones. This article aims to outline and project three new learning scenarios for Higher Education that, after the emergence of ICT and communication through the Network-lnternet, have appeared under the generic name of virtual communities. To that end, we start from a previous conceptual analysis on collaborative learning, cooperative learning and related concepts taking place in these communities and serving as a basis for sorting them into three types in particular: communities of educational work, professional practice and scientific knowledge. Virtual communities where the activities undertaken and skills acquired are set as important parts of our personal learning development, which are necessary to build the knowledge society.   [More]  Descriptors: Communities of Practice, Computer Simulation, Higher Education, Computer Mediated Communication

Lee, Hye Yeon; Lee, Hyeon Woo (2016). Comparing Social Network Analysis of Posts with Counting of Posts as a Measurement of Learners' Participation in Facebook Discussions, Turkish Online Journal of Educational Technology – TOJET. With the currently growing interest in social network services, many college courses use social network services as platforms for discussions, and a number of studies have been conducted on the use of social network analysis to measure students' participation in online discussions. This study aims to demonstrate the difference between counting posts and social network analysis of posts as a form of learners' participation in online discussions. To accomplish the goal, the study analyzed students' participation in Facebook discussions using the two methods and compared their results with those of MANOVAs. The between-group difference was significant when participation was measured by closeness centrality, but it was not significant when participation was measured by the number of posts. Although whether participation was measured by closeness centrality or by the number of posts did not make a significant difference in terms of learners' self-regulated learning level, the observed power of the closeness centrality measurement was higher than that of the number of posts measurement. These findings imply that it is important for a relational analysis to consider participation in terms of, not only the interaction between actors, but also closeness centrality, by comparing the two measurement methods.   [More]  Descriptors: Social Media, Social Networks, Network Analysis, Student Participation

Metcalf, Amy; Layton, Margaret V.; Goslin, Trina L. (2016). Three Ways to Improve Student Presentations, TESOL Journal. Twenty-first-century students are adept at using technology, which means that incorporating appropriate technology into the classroom can excite and engage students and improve oral production and fluency, which Rossiter, Derwing, Manimtim, and Thomson (2010) have identified as missing from many language classrooms. Therefore, academic presentations can become more dynamic when teachers take advantage of the technology that students already know. These tools enhance the quality of student presentations, encourage students to vary how they convey information in class, and increase their fluency in formal academic presentations. Familiar technologies such as Facebook, Microsoft PowerPoint, and video can be used in unexpected ways to add variety to student presentations. Fakebook, PechaKucha, and Chautauqua, the three methods discussed here, connect reading, research, listening, and writing skills to lively oral production.   [More]  Descriptors: Student Improvement, Student Projects, Social Media, Technology Uses in Education

Nicholes, Justin (2016). Video-Sharing Website Writing as Identity Performance: Heuristic Inquiry into Experiencing Personally Meaningful Music, International Journal of Education & the Arts. Enacting heuristic phenomenological inquiry, this article explores the experience of watching a video of a live show of what was personally meaningful music for the researcher. In this study, personally meaningful music, defined as music integral to adolescent identity construction, was sung by and conveyed through the online "discoursal self" (Ivanic, 1998), or performed stage persona, of Mina Caputo, a transgender woman in the alternative-metal band Life of Agony. Data included a one-hour video of a live show and online comments. Data analysis involved heuristic and arts-based elements, involving explication of qualities of Mina Caputo's discoursal self, explication of themes in online comments, and creative syntheses of data into found poetry and flash fiction. General results include the majority of comments posted online representing identity performances that challenged dominant practices and discourses regarding transgender possibilities for self-hood. Results also describe how the experience of heuristic inquiry itself represented a process toward internal growth for the researcher. This paper presents a methodology useful for self-discovery related to the central phenomenon, provides empirical data of online transgender performance, and explores video-sharing website writing as identity performance.   [More]  Descriptors: Heuristics, Phenomenology, Video Technology, Music

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