Bibliography: Social Media (page 122 of 144)

Domínguez-Vergara, Julio A.; Ybañez-Carranza, Jessenia (2016). Addiction to Social Networks and Social Skills in Students from a Private Educational Institution, Journal of Educational Psychology – Propósitos y Representaciones. This research aims to determine the relationship between addiction to social networks and social skills in students of a private educational centre. A correlational descriptive study where the sample was represented by 205 students from 1st to 5th grade of junior high school was conducted. Two instruments were used: "Goldstein Social Skills Checklist" and "Scale of Attitudes toward Social Networks", this was adapted and validated for the population. It is concluded that addiction to social networks of the Internet has a significant relationship (p <0.01) with social skills, indicating that the greater the addiction to social networks is, a low level of social skills in adolescents is perceived.   [More]  Descriptors: Addictive Behavior, Interpersonal Competence, Social Media, Junior High School Students

Cleveland, Simon; Jackson, Barcus C.; Dawson, Maurice (2016). Microblogging in Higher Education: Digital Natives, Knowledge Creation, Social Engineering, and Intelligence Analysis of Educational Tweets, E-Learning and Digital Media. With the rise of Web 2.0, microblogging has become a widely accepted phenomenon for sharing information. Moreover, the Twitter platform has become the tool of choice for universities looking to increase their digital footprint. However, scant research addresses the viability of microblogging as a tool to facilitate knowledge creation practices among higher education students. This paper proposes a model to explain how students, as digital natives, leverage the features of the Twitter microblogging for the transfer of knowledge. Finally, the paper examines the dark side of Twitter as a privacy-leaking platform and issues a call to higher institutions for specific security policies to prevent nefarious use.   [More]  Descriptors: Web 2.0 Technologies, Privacy, Electronic Publishing, Social Media

Lamm, Kevan W.; Rumble, Joy N.; Carter, Hannah S.; Lamm, Alexa J. (2016). Agricultural Opinion Leader Communication Channel Preferences: An Empirical Analysis of Participants of Agricultural and Natural Resource Leadership Development Programs, Journal of Agricultural Education. In the information rich society of the 21st century consumers have had access to many different communication channels where they can find information about agricultural topics. Individuals seek information that fulfills their needs and opinion leaders have been identified as a solution to communicating with audiences about complex topics. However, previous research has neglected to focus on the most effective means of communicating with opinion leaders. Using level of opinion leadership as a predictor of communication channel preference within a Uses and Gratifications framework a sample of 3,234 agricultural opinion leaders were surveyed. Descriptive statistics revealed that web pages and meetings are most preferred while Twitter, conference calls, and other communication channels are least preferred amongst agricultural opinion leaders. Furthermore, inferential statistics illuminated the importance of clearly defining an intended audience. Specifically, although opinion leaders are differentiated from non-opinion leaders within their networks there are additional levels of opinion leadership that may warrant consideration when selecting a communication channel.   [More]  Descriptors: Communication Strategies, Leadership Training, Predictor Variables, Agricultural Occupations

Burwell, Catherine; Miller, Thomas (2016). Let's Play: Exploring Literacy Practices in an Emerging Videogame Paratext, E-Learning and Digital Media. This article explores the literacy practices associated with Let's Play videos (or LPs) on YouTube. A hybrid of digital gaming and video, LPs feature gameplay footage accompanied by simultaneous commentary recorded by the player. Players may set out to promote, review, critique or satirize a game. In recent years, LPs have become hugely popular with young audiences, and currently make up over half the top hundred channels on YouTube. The authors identify LPs as emerging videogame paratexts with pedagogical potential. In particular, they ask how LPs function as sites of new literacies. They answer that question by discussing two key characteristics of LP practices: their emphasis on processes of meaning-making within games; and their mobilization of literacies associated with remix and appropriation. The final section of the article explores how LP practices might inform literacy instruction in schools.   [More]  Descriptors: Video Games, Literacy, Educational Practices, Educational Games

Jandric, Petar; Taylor, Astra (2016). Unschoolers of the World, Unwork! Grassroots Lessons and Strategies against 21st Century Capitalism, Journal for Critical Education Policy Studies. This conversation explores unschooling through theory and personal experience of Astra Taylor, who examines deschooling alongside the continua of Freedom/Oppression, Personal Control/Personal Autonomy, Solitude/Boredom, Privilege/Social Reproduction, Socialisation/Democracy. Taylor reveals complex relationships between the main strands of her work: film-making and activism. She analyses the dual nature of the contemporary university, and defines it as a place of oppression and freedom. Taylor explains own preference for activism over academic work, talks about her involvement in Occupy Wall Street Movement, and describes her experience as one of the founders of the Rolling Jubilee campaign. Taylor moves on to argue that there is a need to augment traditional trade unions in the US, and introduces an alternative organization called the Debt Collective. In her analyses Taylor pays particular attention to digital media, which serve as important vehicles for her activism. It is here that she develops a sophisticated theory of cultural work in the digital context, the rising tensions between amateurs and professionals, market-oriented platforms for social networking, and political economy of digital work including but not limited to personal branding. Finally, Taylor shows that contemporary social movements have a lot to learn from their historical counterparts, links the past and the present of activism, and asserts that the contemporary left is going to have to refight some old battles on the new networked terrain.   [More]  Descriptors: Social Systems, Democracy, Unions, Freedom

Godfrey, Roxie V. (2016). Digital Citizenship: Paving the Way for Family and Consumer Sciences, Journal of Family and Consumer Sciences. With the progress of digital technologies and applications being used in schools, family and consumer sciences (FCS) educators have a collective responsibility to teach what it means to be a responsible digital citizen in the virtual world. The nine elements of digital citizenship developed by Ribble (2015) offer a framework for teaching students to develop an understanding of technology and its appropriate use. It is a way for students to understand how to build safe virtual spaces and communities, demonstrate respect for others, manage personal information, and understand digital laws. This article reports on the importance of teaching digital citizenship in FCS programs. Recognizing the need for digital citizenship and how closely it aligns with the field, FCS educators are encouraged to implement these elements into FCS curriculum.   [More]  Descriptors: Consumer Science, Citizenship Education, Citizenship Responsibility, Media Literacy

Bagarukayo, Emily; Ssentamu, Proscovia; Mayisela, Tabisa; Brown, Cheryl (2016). Activity Theory as a Lens to Understand How Facebook Develops Knowledge Application Skills, International Journal of Education and Development using Information and Communication Technology. Uganda's higher education system has generally been criticized for concentrating on theory leading to a mismatch between training received and practical skills required by employers. Studies have documented the inability of graduates from some programmes at Makerere University in applying knowledge in the work environment. This could partly be attributed the use of traditional teaching methods, which do not adequately develop higher order cognitive skills and knowledge application in real life situations. Therefore, the study explored how technological approaches can be adopted to produce better graduates with ability to apply knowledge in real life situations. The study aimed to explore 1) how Facebook affords students to transfer knowledge acquired in the lecture room to the workroom and 2) the usefulness of Activity Theory (AT) as a lens to analyze how students interact with Facebook to develop knowledge application skills. Current methods of knowledge application were reviewed to identify gaps, strengths and effectiveness of Facebook learning activities guided by AT which is a useful social learning theory for studying transfer and knowledge application in new contexts among activity systems. Second year Bachelor of Information Technology students interacted with Facebook as a mediating tool to post videos installing an operating system on the page and interact with peers and their lecturer. Analysis of students' interaction with Facebook activities, practices and implications, and the potential of AT for research, development and dissemination is presented. Findings show the usefulness of AT in clarifying how interactions in Facebook and contradictions occur. Finally, limitations of using AT in understanding how Facebook develops knowledge application skills and recommendations for future research are highlighted.   [More]  Descriptors: Foreign Countries, Social Media, Higher Education, Knowledge Level

Magolis, David; Briggs, Audra (2016). A Phenomenological Investigation of Social Networking Privacy Awareness through a Media Literacy Lens, Journal of Media Literacy Education. This research study focused on the social networking site (SNS) awareness of undergraduate students, examining their experiences through the type and extent of the information shared on their SNSs in order to discover the students' experiences with SNS privacy. A phenomenological research approach was used to interview eight undergraduates to explore the question, "what is the nature of undergraduate students' social networking privacy?" Each recorded interview lasted up to one hour in duration and was transcribed verbatim. A thematic analysis of the interview data revealed that all of the participants were aware of their online privacy, but each had different views about protecting it. The participants that "shared" demographic information on SNSs wanted to be seen and were not worried about their privacy being violated. The participants who were worried about their privacy being violated by someone physically locating them still felt comfortable sharing their personal information. Participants shared at least one type of information about themselves on a SNS but also developed their own settings to protect parts of their privacy.   [More]  Descriptors: Undergraduate Students, Social Media, Information Dissemination, Sharing Behavior

WaÃümann, Ingolf; Nicolay, Robin; Martens, Alke (2016). Connectivist Communication Networks, International Association for Development of the Information Society. Facing the challenges of the digital age concerning lifelong learning, this contribution presents an approach to dynamically establish Connectivist communication networks. According the statement "the pipe is more important than the content within the pipe" by Georg Siemens, learning in digital age includes the connection of people to share required information. For this purpose, the Wiki-Learnia learning platform, which collects context information about users, is combined with the InterLect software, which identifies topics and semantic relations of contents. Based on mapping of both data sources, a wide range of matched users can be found for a specific content-related communication channel. By analyzing the course of conversation at runtime, participants can adaptively be added and removed from communication. Consequently, the presented solution serves as a just-in-time learning approach for finding direct help by experts. [For full proceedings, see ED571332.]   [More]  Descriptors: Information Networks, Constructivism (Learning), Learning Strategies, Courseware

Kanthawongs, Penjira; Jabutay, Felicito Angeles; Upalanala, Ruangrit; Kanthawongs, Penjuree (2016). An Empirical Study on the Impact of Self-Regulation and Compulsivity towards Smartphone Addiction of University Students, International Association for Development of the Information Society. Apart from Internet addiction, smartphone addiction has played important roles in students' lives as observed in recent studies. There are positive and negative aspects in using smartphones especially in higher education. University administrators or instructors should take into account what factors are affecting students' smartphone addiction in order to limit its negative effect and introduce more innovative measures such as developing ways of teaching and learning in digital age using smartphones. The aim of this study is to investigate the impact of self-regulation and compulsivity towards smartphone addiction of university students in two private universities in Thailand. 157 survey questionnaires were collected during April to May 2016 and analyzed with multiple regression analysis. Although the conceptual model explains 60.40% of the variance in smartphone addiction, only compulsivity is found to have significant determinant of smartphone addiction. Self-regulation has no significant effect on smartphone addiction. [For full proceedings, see ED571332.]   [More]  Descriptors: Handheld Devices, Telecommunications, Addictive Behavior, Foreign Countries

Gutiérrez Porlán, Isabel; Serrano Sánchez, José Luis (2016). Evaluation and Development of Digital Competence in Future Primary School Teachers at the University of Murcia, Journal of New Approaches in Educational Research. This paper presents the findings of a study carried out in the academic year 2014-2015 at the faculty of Education of the University of Murcia with first year degree students in Primary Education studying Research and ICT. The study started with the application of the DIGCOM questionnaire to analyze the digital competences of 134 students. The questionnaire served as an initial task to help students reflect on their digital competences. The subject was developed around tasks which adopted a transversal approach and used the nature of the contents itself to direct and improve students' digital competencies. Finally, the initial questionnaire was reformulated and run in order to ascertain the students' self-perception of their improvement in these competencies through the tasks they had performed. Below we present the tasks carried out, the organization of each subject and the most relevant data regarding the self-perception of digital competencies of the future primary school teachers enrolled at the University of Murcia. The data reveal, on the one hand, that the students participating consider themselves to be competent in the most basic aspects of digital competencies and, on the other, their perception that the work done in the subject has helped them quite a lot in improving their competencies.   [More]  Descriptors: Foreign Countries, Preservice Teachers, Elementary School Teachers, Questionnaires

Wortley, Amy; Dotson, Elizabeth (2016). Stand Up Comics: Instructional Humor and Student Engagment, Journal of Instructional Research. This paper examines the use of instructional humor in higher education settings and makes connections between the levels of student achievement in academics and the influence of appropriate instructional humor. The work of prominent researchers such as Wanzer, Frymier, and Irwin (2010), and Segrist & Hupp (2015), who postulate that instructional humor and student information processing are intimately connected, drives much of the research foundation. Humor not only encourages student retention of information but serves to create a hospitable, welcoming atmosphere which makes learning more enjoyable for all involved. This closely corresponds with the work of Merolla (2006) and his research on decoding ability and humor production, and is expanded upon in terms of student psychological wellness (Conley, Travers, and Bryant, 2013). The connections between information retention and stress are shown to be alleviated in part by appropriate instructor humor usage.   [More]  Descriptors: Humor, Teaching Methods, Learner Engagement, College Students

Fry, Gerald W. (2016). Cultural Democracy in an Era of Internationalism and Subnationalism: A New Model for Effective Cultural Integration in Korea, Multicultural Education Review. The context for this paper is the rapid globalization and international migration occurring across the globe. An insightful metaphor for this era is "the death of distance." The influx of new migrants into countries such as Korea, Japan, Thailand, and the United States presents many challenges for those societies. In Minnesota, people of Karen culture from Myanmar (Burma) are arriving daily and the state currently has over 100,000 individuals of Hmong ethnicity. With its incredibly low fertility rate (lowest among OECD countries), Korea is necessarily needing to import large numbers of workers from diverse countries of the Asia-Pacific region such as Vietnam and the Philippines which presents many challenges for Korean educators and policy-makers. In the first part of the paper as background, the different genres of people moving across national borders are carefully differentiated. Among the major groups are so-called "gastarbeiter" (guest workers) and those working in another country for a defined period, actual migrants (legal and illegal), and various kinds of refugees and/or those seeking political asylum. In this paper, the focus is on permanent migrants. In the early 1970s, Ramírez and Castañeda developed the important construct of "cultural democracy" which unfortunately was largely ignored. The US government's focus, for example, has been on fostering political, not cultural democracy with many adverse effects. The concept of "cultural democracy" is far more relevant today than when it was developed. Cultural democracy is a key theoretical construct used in this paper. Other key theoretical constructs used are social contact theory developed by Allport and subsequently researched extensively by Thomas Pettigrew; the Protean individual developed by the political scientist, psychologist Lifton; and the important construct of intercultural competency. Drawing upon these four important theoretical frameworks, a model for effectively integrating new migrants in Korea is proposed for consideration and review.   [More]  Descriptors: Foreign Countries, Democracy, Cultural Pluralism, Immigration

Stucki, Iris (2016). The Use of Evidence in Public Debates in the Media: The Case of Swiss Direct-Democratic Campaigns in the Health Policy Sector, Evidence & Policy: A Journal of Research, Debate and Practice. This article analyses the reporting of evidence in Swiss direct-democratic campaigns in the health policy sector, assuming that an informed public helps democracy function successfully. A content analysis of the media's news reporting shows that of 5030 media items retrieved, a reference to evidence is found in 6.8%. The voter receives evidence in the form of substantiating arguments, equally distributed among proponents and opponents. Experts have the highest chance of providing evidence, but appear most rarely. Integrating more evidence might provide voters with the diversity of arguments needed to make a truly informed decision.   [More]  Descriptors: Debate, Social Media, Health Services, Public Policy

Palacio, May Antonette; Gustilo, Leah (2016). A Pragmatic Analysis of Discourse Particles in Filipino Computer Mediated Communication, Online Submission. As the English language continues to evolve through time, many of its structures and functions changed, which made it even realizable that the smallest unit in a discourse can play a crucial role in communication. Hence, this present study is an attempt to investigate the phenomenon and further delve into the discourse-pragmatic functions of discourse particles (DPs) in digital genres, particularly on Facebook, since DPs are commonly used by Filipino youths when posting and commenting online. Thirty tertiary-level students from different universities in Metro Manila, Philippines, were selected to participate in the present study. Using both qualitative and quasi-quantitative methods, results revealed a surprising number and interesting types of combined English and Filipino Relational DPs having several micro functions. Generally, they serve as a device that can let the interlocutors convey their emotions, relationships, and attitudes towards the receiver of their message. Discourse particles have crucial and prominent implications in the way Filipinos, particularly the youth, express their message, gain understanding of the received message, and establish speaker-receiver relationships and attitude on Facebook.   [More]  Descriptors: Foreign Countries, Discourse Analysis, Computer Mediated Communication, Discourse Modes

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