Bibliography: Social Media (page 123 of 144)

ConceiÃßão, Simone C.O.; Lehman, Rosemary M. (2016). Students' Perceptions about Online Support Services: Institutional, Instructional, and Self-Care Implications, International Journal on E-Learning. As online education becomes wide spread among institutions of higher education in the U.S., student support services are often overlooked. This paper presents a study that investigated support strategies perceived as important by online students in higher education in the U.S. Data were collected by surveying 439 students. Using purposeful sampling, students in higher education institutions who had taken at least one online course were recruited. Recruitment was conducted using listservs, a Website, Twitter, and Facebook. Data were collected through a web-based survey program. Three types of support strategies emerged as important to students: instructor, family, and friends; institutional; and self-care. The paper concludes with institutional, instructional, and self-care implications for online student support services.   [More]  Descriptors: Student Attitudes, Student Surveys, Social Media, Online Courses

Waghid, Zayd (2016). A Pedagogical Approach to Socially Just Relations in a Grade 11 Economics Class, South African Journal of Education. Post-apartheid schooling in South Africa is challenged with the task of contributing towards social justice, as has been evident from the emergence of a plethora of education policies following the promulgation of the South African Schools Act in 1996. One of the most significant ways in which social justice can be cultivated in schools, especially where exclusion and marginalisation have been in ascendancy for decades, is through improved pedagogical activities, which receive focus in this article. The article focuses on investigating how the learning goals for Grade 11 Economics with the aid of an educational technology, in particular Facebook, engender opportunities for socially just relations in the classroom. The researcher is concerned with how these learning goals are related to three underlying aspects of Economics education, namely sustainable development, equity (including equality) and economic development, and how they may or may not engender opportunities for social justice. Critical discourse analysis is the research approach used to analyse learners' comments on Facebook in relation to their understandings of three films. It was found that it is possible to teach and learn education for social justice in the classroom. Learners treated one another equally; enacted their pedagogical relations equitably; and learnt to become economically aware of their society's developmental needs. Thus, it is recommended that education for social justice be cultivated in school classrooms through the use of Facebook.   [More]  Descriptors: Grade 11, Economics, Foreign Countries, Social Justice

Amin, Noraziah Mohd; Abdul Rahman, Noor Azam; Sharipudin, Mohamad-Noor; Abu Bakar, Mohd Saifulnizam (2016). The Practice of "Grammar Naziness" on Facebook in Relation to Generating Grammar Learning: A Motivation or Demotivation in Updating Statuses in English on Facebook, PASAA: Journal of Language Teaching and Learning in Thailand. It is common for learners of English to make grammatical errors in their English Facebook posts that can be noticeable on their walls, which this perhaps as a result, influences the other Facebook users who know about the language to perform the unofficial duty as grammar Nazis and correct the errors. Thus, this research aims to examine if Malay learners of English from UiTM are motivated or demotivated to practice their English on Facebook by posting more statuses in English after receiving corrective feedback from their Facebook friends who act as grammar Nazis. Since the learners are aware that there are other Facebook users who seem to be concerned about their errors, do Malay learners of English welcome such concern and perceive it as a motivational drive that will encourage them to update more statuses in English on Facebook, as a strategy of learning English (through corrective feedback) or not? To find the answer to this question, a questionnaire survey was conducted with 100 UiTM students who are active Facebook users. The findings showed that the respondents in majority welcomed the corrective feedback provided by their Facebook friends who acted as grammar Nazis for the grammatical errors committed by the respondents in writing their Facebook statuses in English.   [More]  Descriptors: Grammar, Social Media, English (Second Language), Second Language Learning

Annamalai, Nagaletchimee (2016). Exploring the Writing Approaches in the "Facebook" Environment, Teaching English with Technology. The following is a qualitative case study investigating the writing approaches that are evident when a group of ESL students were to complete their narrative writing task in the "Facebook" environment. Six students and a teacher interacted in the "Facebook" environment to revise and improve the quality of their essays. Data in this study were derived from the online interaction archives and scores of the narrative essays. Drawing on qualitative data of the online interactions, product and genre approaches were evident. Process approach did not appear in the findings although time and space were available for students and the teacher to communicate with their peers and teacher. The implication of this study is that the teacher should also be given a checklist when they are engaged in online writing activities. Also it is important for teachers to consider the different level of thinking skills based on Bloom's Taxonomy while guiding students to write their essays. There were also emerging themes that were related to students' confidence and duration of task.   [More]  Descriptors: Qualitative Research, Case Studies, Writing (Composition), Social Media

Fessler, Nicholas J. (2012). YouTube, iTunes U and You. Postcards from the Podium, Accounting Education. A number of incidents occurred over a period of time which prompted the author to innovate regarding the delivery of his courses. First, he had begun to teach a course without the use of a textbook. While he had developed a comprehensive workbook to supplement the classes, the author had some concern for those students who might miss class but would not have a textbook to help them catch up. The following semester foul weather (snow and ice) arrived the day he was to teach the first class of a course. The university did not cancel classes, but the author began receiving e-mails from a number of students who would not be able to attend. He taught the class as scheduled, but also wanted to help those students who missed an important and foundational class period. Later, thanks to university budget cuts, the class section of one of my courses was significantly increased. The author was concerned about foot-traffic through his office and so was prompted to think about ways to provide students with resources they could access before visiting, particularly if they missed class. Finally, the author was given advance notice that he would be teaching a student with a vision-disability who would not always be able to read what he wrote on the board (some days she could see better than others). What assistance could he provide for this student? In response to each of the above-described incidents, the author thought that recording a semester-long series of class sessions could provide the solution. For the first two incidents he created audio-only recordings; for the third and fourth incidents he created video recordings. This Postcard describes the authors efforts to create the recordings and how he then used iTunes U and YouTube to make these recordings available to students. The author has attempted to highlight the lessons learned so that the "Postcard" might be useful to others who decide to pursue this route.   [More]  Descriptors: Technology Uses in Education, Educational Technology, Audio Equipment, Video Technology

Batista, Miguel Angel Herrera (2013). Using Facebook as a Virtual Classroom in a Public University in Mexico City, International Association for Development of the Information Society. Since Information and Communication Technologies have been developed, many changes have taken place in society. Social Networks certainly have changed communication habits, especially among young people. Nowadays, Social Networks are used as a communication system every day. In most countries, university students use this communication and interaction media to share information, images, videos, music, etc. but essentially, they use Social Network to socialize. In Mexico, probably more than 90% of the students between 17 and 25 years old have their own Facebook space. In this way, almost every student in the university knows how to use the social network, especially Facebook, nevertheless, none of them knows how to use virtual classrooms like Moodle, for example. This is a big problem for universities which are interested in using virtual classrooms. That is the case of Metropolitan Autonomous University, in Mexico City that is interested in using Moodle to support academic activities. That is why we decided to change the paradigm: if we can't take students to virtual classroom, we can take classroom to students. In this way we empowered Facebook as a virtual classroom. In this paper we describe our experience in using Facebook, no just as a communication media, but as a real virtual classroom, in a public university in Mexico City. [For the full proceedings, see ED562127.]   [More]  Descriptors: Educational Technology, Technology Uses in Education, Social Media, College Students

Townsel, Andrae (2015). Principals' Perceptions of Social Networking Access, Its Relationship to Cyberbullying, the Importance of Student Achievement, and the School Environment, ProQuest LLC. The purpose of this study was to examine the principals' perceptions of social networking access and its relationship to cyberbullying, the importance of student achievement, and the school environment across the United States. This research provides some evidence on how principals perceive and understand the threat of cyberbullying and its subsequent negative effects that take place in the school environment. The theoretical framework used for this study was the attribution theory. A sample of 3,484 public school principals was used in the School Survey on Crime and Safety: Principal Questionnaire 2009-10 School Year. The researcher found that limited access to social networking sites increased incidents of cyberbullying in the school environment. [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: www.proquest.com/en-US/products/disserta…   [More]  Descriptors: Principals, Administrator Attitudes, Social Media, Bullying

Olmedo-Moreno, Eva María; López-Delgado, Adrian (2015). Apps. Accessibility and Usability by People with Visual Disabilities, International Association for Development of the Information Society. The increasing use of ICT devices, such as smartphones and tablets, needs development of properly software or apps to facilitate socio-educative life of citizens in smart cities: Adaptive educational resources, leisure and entertainment facilities or mobile payment services, among others. Undoubtedly, all that is opening a new age with more information and autonomy for each individual, but the point is if these apps are accessible for the whole population. And when we talk about accessibility in an App, we are not only considering if the user is able to switch it on or unfold it main menu, we consider interface aspects that can present difficulties for some users. This study analyzes accessibility and usability of 15 Apps for people with visual dysfunction, because this difficulty has the greatest influence on the effective and efficient use of them. Data are collected through a descriptive scale made by a deductive-inductive process on four categories with a wide use of Apps. Social and specifically social-networking category is the largest consider accessibility on their apps, being highly demand by users and cost-effective for companies. Other categories are evaluated as completely inaccessible by users. [For the full proceedings, see ED562093.]   [More]  Descriptors: Technology Uses in Education, Visual Impairments, Usability, Educational Technology

Luo, Tian (2015). Instructional Guidance in Microblogging-Supported Learning: Insights from a Multiple Case Study, Journal of Computing in Higher Education. Microblogging tools such as Twitter show potential to enrich classroom experience and benefit student learning. Research shows that instructional guidance is particularly necessary in computer-assisted learning environments, but no research has been done to study the effects of instructional guidance in microblogging-based learning. Using a multiple-case study design, the researcher examined student learning in terms of the amount of participation, ability to focus on task, and depth of thinking in guided, semi-guided, and unguided modes. The findings suggest that in guided environments, students achieved higher levels of learning, especially with respect to focusing on task and depth of thinking. Variations in depth of learning existed between the semi-guided and the guided mode. Students' perceptions of the benefits and challenges of using microblogging across three cases were also analyzed. The study has implications for future research on using microblogging tools for educational purposes and pedagogical practice.   [More]  Descriptors: Electronic Publishing, Telecommunications, Social Media, Technology Uses in Education

Northey, Gavin; Bucic, Tania; Chylinski, Mathew; Govind, Rahul (2015). Increasing Student Engagement Using Asynchronous Learning, Journal of Marketing Education. Student engagement is an ongoing concern for educators because of its positive association with deep learning and educational outcomes. This article tests the use of a social networking site (Facebook) as a tool to facilitate asynchronous learning opportunities that complement face-to-face interactions and thereby enable a stronger learning ecosystem. This student-centered learning approach offers a way to increase student engagement and can have a positive impact on academic outcomes. Using data from a longitudinal quasi-experiment, the authors show that students who participated in both face-to-face on-campus classes and asynchronous online learning opportunities were more engaged than students who only attended face-to-face classes. In addition, the findings show that participation in the asynchronous setting relates significantly and positively to students' academic outcomes (final grades). The findings have notable implications for marketing education.   [More]  Descriptors: Learner Engagement, Asynchronous Communication, Social Media, Student Centered Learning

Makos, Alexandra; Lee, Kyungmee; Zingaro, Daniel (2015). Examining the Characteristics of Student Postings That Are Liked and Linked in a CSCL Environment, British Journal of Educational Technology. This case study is the first iteration of a large-scale design-based research project to improve Pepper, an interactive discussion-based learning environment. In this phase, we designed and implemented two social features to scaffold positive learner interactivity behaviors: a "Like" button and linking tool. A mixed-methods approach was used to examine communicative and cognitive characteristics of notes. Additionally, we develop and apply a new metric for cognitive complexity that acknowledges a range of cognitive behavior valuable to a learning community. The findings suggest that the Like and linking functions positively cultivated and sustained interactive behaviors among students, which also led to an increase in the cognitive complexity of student contributions to the online discussion. Suggestions for future iterations of this project are offered.   [More]  Descriptors: Computer Mediated Communication, Social Networks, Social Media, Scaffolding (Teaching Technique)

Syn, Sue Yeon; Sinn, Donghee (2015). Repurposing Facebook for Documenting Personal History: How Do People Develop a Secondary System Use?, Information Research: An International Electronic Journal. Introduction: This study investigated a type of post-adoptive system use behaviour that is derived from the original purpose of the system. We defined this type of post-adoptive use as a secondary system use as it is different from the primary use of the system for which the system was intended. We focused on the way that Facebook can be used to document personal lives, in addition to using it as a social networking tool, as one example of secondary system use. The study tested the factors that influence a secondary system use. Method: An online survey was distributed through the Amazon Mechanical Turk to collect responses from Facebook users. Analysis: We created a research model, expanded from the technology acceptance model, to examine how users perceive usefulness of a secondary use and then use Facebook for a secondary purpose. The model was tested with partial least squares and path analysis. Results: The research model provides a baseline for understanding the formation of a secondary system use within information systems. The findings show that users develop a secondary system use in the post-adoptive stage of system exploitation. This behaviour is largely based on their primary use experience and the perception of its usefulness for both primary and secondary use. Conclusions: This study emphasises and explains the importance of secondary system use in the development of information technology. By learning more about users' post-adoptive use behaviour, system developers and information professionals can understand changes in system use and identify directions for future development of systems.   [More]  Descriptors: Social Media, Online Surveys, Use Studies, Technology Integration

Ito, Mizuko; Soep, Elisabeth; Kligler-Vilenchik, Neta; Shresthova, Sangita; Gamber-Thompson, Liana; Zimmerman, Arely (2015). Learning Connected Civics: Narratives, Practices, Infrastructures, Curriculum Inquiry. Bringing together popular culture studies and sociocultural learning theory, in this paper we formulate the concept of "connected civics," grounded in the idea that young people today are engaging in new forms of politics that are profoundly participatory. Often working in collaboration with adult allies, they leverage digital media and emerging modes of connectivity to achieve voice and influence in public spheres. The rise of participatory politics provides new opportunities to support connected civics, which is socially engaged and embedded in young people's personal interests, affinities, and identities. We posit three supports that build consequential connections between young people's cultural affinities, their agency in the social world, and their civic engagement: 1. By constructing hybrid narratives, young people mine the cultural contexts they are embedded in and identify with for civic and political themes relevant to issues of public concern. 2. Through shared civic practices, members of affinity networks lower barriers to entry and multiply opportunities for young people to engage in civic and political action. 3. By developing cross-cutting infrastructure, young peopleoften with adultsinstitutionalize their efforts in ways that make a loosely affiliated network into something that is socially organized and self-sustaining. Drawing from a corpus of interviews and case studies of youth affinity networks at various sites across the US, this paper recasts the relationship between connected learning, cultural production, and participatory politics.   [More]  Descriptors: Popular Culture, Learning Theories, Civics, Politics

Spears, Julia; Zobac, Stephanie R.; Spillane, Allison; Thomas, Shannon (2015). Marketing Learning Communities to Generation Z: The Importance of Face-to-Face Interaction in a Digitally Driven World, Learning Communities: Research & Practice. This article aims to identify the marketing strategies utilized by Learning Community (LC) administrators at two large, public, four-year research universities in the Midwest. The use of digital media coupled with face-to-face interaction is identified as an effective method of marketing LCs to the newest population of incoming college students, referred to as Generation Z. The students who fall into the Generation Z population are identified as technologically savvy and highly attuned to the variety of digital platforms available to share, gather, and exchange information. They expect to receive information through digital media. Findings on LC marketing success indicate that LC administrators should utilize current trends of conveying information through digital marketing strategies which serve to reinforce face-to-face interactions in order to recruit Generation Z students into LC programs.   [More]  Descriptors: Communities of Practice, Generational Differences, Interaction, Interpersonal Communication

Morgan, Hani (2015). Creating a Class Blog: A Strategy That Can Promote Collaboration, Motivation, and Improvement in Literacy, Reading Improvement. Today an increasing number of teachers have successfully implemented blogging with students ranging from kindergarten through high school (Hungerford-Kresser, Wiggins, & Amaro-Jimenez, 2012). Although research on blogging is scant, existing studies suggest it can benefit students in various ways (Meinecke, Smith, & Lehmann-Willenbrock, 2013). For example, some teachers have designed blogging projects to promote dialogue, reflection, social networking, and improvement in reading and writing (McGrail & Davis, 2011). Additionally, blogs can help teachers stay organized and use less paper (Richardson, 2010). Allowing students to blog is a way for teachers to integrate new literacies into the curriculum, helping them adhere to the recommendations and standards of important educational organizations. The International Reading Association (2009), for example, urges teachers to use information and communication technologies (ICTs) to prepare students for successful participation in today's digital environment. The National Council for Teachers of Mathematics likewise encourages teachers and students to use technology to enrich student learning (Hossain & Wiest, 2013). This article first discusses how blogging helps students collaborate and improve academically. Then, to help educators interested in integrating this technological method into their teaching, it presents ideas, strategies, and guidelines for starting a classroom blog.   [More]  Descriptors: Web 2.0 Technologies, Social Media, Cooperative Learning, Technology Integration

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