Bibliography: Social Media (page 125 of 144)

Paulsen, Thomas H.; Anderson, Ryan G.; Tweeten, Jaclyn F. (2015). Concerns Expressed by Agricultural Education Preservice Teachers in a Twitter-Based Electronic Community of Practice, Journal of Agricultural Education. Student teaching is an important capstone experience in which preservice teacher candidates begin to learn the skills they need to become effective teachers. During this experience, candidates develop concerns for themselves as well as for their students. As preservice teachers encounter challenges and obstacles, it is important for them to communicate these concerns. Preservice teachers from Iowa State University participated in a Twitter-based electronic community of practice to express their teaching concerns. This study was designed to identify preservice teachers' concerns and determine if they aligned with Moir's (1990/2011) phases of first-year teaching. By understanding preservice teachers' concerns in real time, teacher educators can better address the candidates' self-adequacy concerns throughout the teacher preparation program. We recommend that preservice teachers express their concerns during student teaching through an electronic community of practice so teacher educators can address concerns in a timely manner.   [More]  Descriptors: Preservice Teachers, Telecommunications, Handheld Devices, Communities of Practice

Gettman, Hilary J.; Cortijo, Virginia (2015). "Leave Me and My Facebook Alone!" Understanding College Students' Relationship with Facebook and Its Use for Academic Purposes, International Journal for the Scholarship of Teaching and Learning. Facebook is by far the most ubiquitous social network in the world. While it has been studied extensively in its native social context, only recently has its use for academic purposes begun to be examined in earnest. In this study we utilize both qualitative and quantitative methodologies in multiple sections of required freshmen and senior courses at a liberal arts college (n = 245). To help delineate factors that cause students to accept (or resist) the use of Facebook by their professors, we draw from the well-established technology acceptance literature, adapting constructs known to predict acceptance and use of technology. Further, we develop new measures of "appropriateness" and "social purposes" to account for the unique context of integrating Facebook into college coursework. We provide recommendations for best practices, find a possible negative "Facebook Effect," and show that the use of technology acceptance models is a promising avenue for future research.   [More]  Descriptors: Social Media, Teaching Methods, Student Attitudes, Technology Uses in Education

Sun, Jerry Chih-Yuan; Kuo, Cian-Yu; Hou, Huei-Tse; Lin, Yu-Yan (2017). Exploring Learners' Sequential Behavioral Patterns, Flow Experience, and Learning Performance in an Anti-Phishing Educational Game, Educational Technology & Society. The purposes of this study were to provide a game-based anti-phishing lesson to 110 elementary school students in Taiwan, explore their learning behavioral patterns, and investigate the effects of the flow states on their learning behavioral patterns and learning achievement. The study recorded behaviour logs, and applied a pre- and post-test on phishing knowledge and a flow state measurement to analyze the learning process. The study used lag sequential analysis to infer the students' behavioural patterns. The results showed that the learning materials used in this study can enable learners' flow experience, whereby they can acquire anti-phishing knowledge through trial and error via a repeated "learning with gaming" behavioral pattern. We recommend that future educators and researchers on this topic appropriately increase the level of difficulty of the games used, and design learning materials with flexible difficulty based on learners' flow states.   [More]  Descriptors: Educational Games, Electronic Learning, Educational Technology, Elementary School Students

Prestridge, Sarah (2017). Conceptualising Self-Generating Online Teacher Professional Development, Technology, Pedagogy and Education. In 2012, a research project was implemented to investigate the possibility and effectiveness of instituting a personalised and virtually networked mode of professional development to promote teacher confidence and competence with information and communications technology and its use as a key component of teachers' pedagogy. The aim of the project was to examine an online mode of professional development where a network of teachers was built without any face-to-face contact and where the approach for professional development was personalised and self-directed. Six geographically dispersed schools in Queensland were involved, with 12 teachers participating over the school year supported by a mentor. Findings reveal that teachers operated in an independent manner, acknowledging community but taking from rather than contributing to the generation of co-created knowledge. Implications drawn from the case studies suggest that greater milestone-setting, multiple levels of leadership and special interest groups are required to support interaction between users and content while still maintaining an agile approach.   [More]  Descriptors: Faculty Development, Online Courses, Teaching Methods, Computer Simulation

Alnujaidi, Sulaiman (2017). Social Network Sites Effectiveness from EFL Students' Viewpoints, English Language Teaching. This study investigated the relationship between EFL students' experience, attitudes, perceptions, and expectations toward the effectiveness of Social Network Sites (SNS), namely, Facebook, Twitter, YouTube, Instagram, Flickr, Classmates, Academica, MySpace, English baby, and Google+, in English language learning. A survey of 103 participants from different higher education institutions in Saudi Arabia was conducted. The study's results revealed that the participants had an average SNS experience. The findings also indicated that participants had overall positive attitudes, perceptions, and expectations toward SNS. In addition, the correlations between experience and attitudes, and experience and expectations were statistically significant. Data analysis also showed that the correlations between attitudes and perceptions, attitudes and expectations, and perceptions and expectations were statistically significant. However, experience did not significantly correlate with perceptions. The findings also indicated that the model of the three variables (attitudes, perceptions, and expectations toward SNS) predicting the variable (experience in SNS) was statistically significant: The significant predictor was expectations.   [More]  Descriptors: Social Media, English (Second Language), Second Language Instruction, College Students

Suarez-Warden, Fernando; Barrera, Salvador (2017). Communicative Learning Aided by AR for Activity with Students within a Group HCI, EURASIA Journal of Mathematics, Science & Technology Education. Communicative learning progress in industry and education must gain focus and commitment otherwise innovation efforts by new technologies and recent researches will produce scarce results. Frequently, it appears gaps in quality and efficiency due to lack of ideas assimilation, matter that can be noticed. Investigators may discourse about platforms which serve as communication medium for instructor and participants. The objective is to propound Human-Computer Interaction group activity where it is crucial to display program key contents through Twitter. The inputs are goals and instructions related to a scheduled task for a session. Messages and comments are managed by the students in classroom to accomplish learning actions, announcements deployed with basic schoolroom equipment (projector, speakers, laptops, Wi-Fi). A case with new .EXE code is developed containing main commands and targets of the activity aided by Augmented Reality. This paper alludes to some data structure architectures, communication layers and configuration of system.   [More]  Descriptors: Computer Simulation, Simulated Environment, Man Machine Systems, Communication Skills

Patterson, Michael C. (2017). A Naturalistic Investigation of Media Multitasking While Studying and the Effects on Exam Performance, Teaching of Psychology. The present study investigated the use of multiple digital media technologies, including social networking platforms, by students while preparing for an examination (media multitasking) and the subsequent effects on exam performance. The level of media multitasking (number of simultaneous media technologies) and duration of study were used as predictors of exam performance in a sample of 441 college students. Analysis of the data indicated that students with low level of media multitasking (0-2 digital technologies) scored significantly better on the exam than students with a high level of media multitasking (7 or more digital technologies). There were no significant difference in the duration of study time between low-level media multitaskers and high-level media multitaskers.   [More]  Descriptors: Testing, Performance, Study Habits, Study Skills

Hwang, Wu-Yuin; Kongcharoen, Chaknarin; Ghinea, Gheorghita (2017). Influence of Students' Affective and Conative Factors on Laboratory Learning: Moderating Effect of Online Social Network Attention, EURASIA Journal of Mathematics, Science & Technology Education. According to aptitude theory, the measures of aptitude include not only cognitive factors but also affective factors (i.e., emotions) and conative factors (i.e., motivation) that can influence students' learning achievement (LA). Therefore, this study employed structural equation modelling from experimental data of 96 college students to investigate the effects of affective factors and conative factors on LA using online social network (OSN) attention as a moderating factor. The results confirmed that there are significant differences between student engagement and LA for overall group and student engagement, affective scores, and LA for the high OSN attention group. There are no significant differences for the low OSN attention group. Moreover, learning achievement can better facilitate the effects of the affective and conative levels for students with high rather than low OSN attention. In conclusion, the moderation of OSN attention shows that there are relationships that differ significantly across the high and low OSN attention groups.   [More]  Descriptors: Academic Aptitude, Affective Behavior, Student Motivation, Emotional Response

Arabaci, I. Bakir (2017). Investigation Faculty of Education Students' Cyberloafing Behaviors in Terms of Various Variables, Turkish Online Journal of Educational Technology – TOJET. Today, internet-based information technologies are sine qua non of effective learning and teaching. By the use of multiple multi-media tools in education, learning environment is enriched, persistence of learning is ensured and the boringness of the course is prevented. However, the purposeless use of internet in classrooms leads students to get disconnected from the course and become distracted, the prevention of motivation, and discipline problems. In particular, the fact that smart mobile phones have become widespread and students come to classroom with their mobile phones can lead to the spread of cyberloafing behaviors during courses. The cyberloafing behaviors in education refer to the fact that students use the internet within course hours for the things irrelevant to the course. This research aims to investigate the states of showing cyberloafing behaviors in these courses of the faculty of education students taking Computer I and II courses. The students taking computer I and II courses in different departments of Firat University Faculty of Education and 1st and 4th grade students in the Computer Instructional Technologies (CIT) department constitute the study population of the research. According to research findings, although students stated that the idea of being engaged in cyberloafing during the course cannot be accepted, it was concluded that they followed their e-mail, participated in discussion groups, and that further cyberloafing behaviors were shown by male students in terms of gender variable, the students in the upper class in terms of class variable, the students who are experts in using the internet, those with more internet seniority and those with personal computers.   [More]  Descriptors: Foreign Countries, Telecommunications, Handheld Devices, Technology Uses in Education

Mihci, Can; Donmez, Nesrin Ozdener (2017). The Need for a More Efficient User Notification System in Using Social Networks as Ubiquitous Learning Platforms, Turkish Online Journal of Distance Education. While carrying out formative assessment activities over social network services (SNS), it has been noted that personalized notifications have a high chance of "the important post getting lost" in the notification feed. In order to highlight this problem, this paper compares within a posttest only quasi-experiment, a total of 104 first year undergraduate students, all of which are prospective ICT teachers, in two groups. A formative assessment system in the ubiquitous learning context is delivered over an SNS in both groups. In the first group, the SNS has been used for the entire assessment task. In the second group, the questions have been delivered and responses were received over mobile phone "SMS" messages, while the SNS was used solely for providing feedback. The cases were compared in terms of voluntary participation rates and academic success. Both response rates and academic success have been significantly higher in the SMS group. When asked their reasons for not responding to questions; the SNSonly group frequently reported "not noticing the questions being sent." This may indicate a flaw in message design for using social networks as LMS's. Sensible use of push-messages is advised.   [More]  Descriptors: Electronic Learning, Efficiency, Formative Evaluation, Comparative Analysis

Menzies, Rachel; Petrie, Karen; Zarb, Mark (2017). A Case Study of Facebook Use: Outlining a Multi-Layer Strategy for Higher Education, Education and Information Technologies. Many students are looking to appropriate social networking sites, amongst them, Facebook, to enhance their learning experience. A growing body of literature reports on the motivation of students and staff to engage with Facebook as a learning platform as well as mapping such activities to pedagogy and curricula. This paper presents student opinions of the use of a Facebook strategy within higher education through the use of focus groups. Results show that the Facebook strategy is useful in promoting collaborative learning alongside the face-to-face delivery of content. Participants rebuked the perceived blurring of educational and social purposes, which is prevalent in the literature, with the current structure allowing a clear divide between their different uses of the site. The development of further guidelines for the use of Facebook for education is encouraged and recommendations are provided.   [More]  Descriptors: Case Studies, Social Media, Social Networks, Focus Groups

Khodary, Manal Mohamed (2017). Edmodo Use to Develop Saudi EFL Students' Self-Directed Learning, English Language Teaching. This study aimed at exploring the effect of Edmodo use on developing Saudi English as a Foreign Language (EFL) students' Self-Directed Learning (SDL). It employed a quasi-experimental design that included a one group design. The participants (n = 45) were all fifth level students at Languages and Translation Department, Arar Faculty of Education and Arts, Northern Border University, Kingdom of Saudi Arabia. They were pre-tested before the treatment by using the pre Personal Responsibility Orientation to Self-Direction in Learning Scale (PRO-SDLS). They were post-tested after the treatment by using the post PRO-SDLS. The researcher taught the participants during the treatment which based on allowing them to use Edmodo in carrying out a project. The results revealed that a statistically significant difference in the participants' SDL between the pre PRO-SDLS and the post PRO-SDLS in favor of the post PRO-SDLS. Hence, it can be concluded that Edmodo helped the participants develop their SDL on the post PRO-SDLS. Some recommendations and suggestions for further research were included.   [More]  Descriptors: Foreign Countries, English (Second Language), Second Language Instruction, Independent Study

Blonder, Ron; Rap, Shelley (2017). I Like Facebook: Exploring Israeli High School Chemistry Teachers' TPACK and Self-Efficacy Beliefs, Education and Information Technologies. The goal of this research was to examine how Israeli chemistry teachers at high school level use Facebook groups to facilitate learning. Two perspectives were used: Teachers' TPACK (Technological Pedagogical Content Knowledge) and the self-efficacy beliefs of chemistry teachers for using CLFG (chemistry learning Facebook groups). Three different case studies were chosen and qualitative and quantitative research tools were used to learn about the teachers' self-efficacy beliefs and knowledge. More specifically, a validated questionnaire for measuring teachers' self-efficacy beliefs for using Facebook and for integrating Facebook into teaching was developed. We show that the initial beliefs (not based on a real acquaintance of Facebook) were replaced by more realistic efficacy-beliefs after the teachers started to work with the CLFG and that the technological support provided to each teacher, together with their mastery experience, supported the development of strong self-efficacy beliefs regarding the use of CLFG. Teachers' TPACK was investigated by analyzing their interviews and the interactions in their CLFG. We found that the notion regarding what constitutes learning in the CLFG had not changed during the experiment but rather, the teachers knew better how they can facilitate this leaning. In addition they better integrated links to videos and visualizations that supported understanding abstract chemistry concepts. Interestingly, the intervention that was conducted did not influence teachers' perceptions of learning; however, it was found to serve as an additional tool for supporting their self-efficacy beliefs by providing vicarious experience for the teachers. We therefore recommend performing a longer intervention in the future.   [More]  Descriptors: Social Media, Secondary School Teachers, Secondary School Science, Science Teachers

Kahne, Joseph; Bowyer, Benjamin (2017). Educating for Democracy in a Partisan Age: Confronting the Challenges of Motivated Reasoning and Misinformation, American Educational Research Journal. This article investigates youth judgments of the accuracy of truth claims tied to controversial public issues. In an experiment embedded within a nationally representative survey of youth ages 15 to 27 (N = 2,101), youth were asked to judge the accuracy of one of several simulated online posts. Consistent with research on motivated reasoning, youth assessments depended on (a) the alignment of the claim with one's prior policy position and to a lesser extent on (b) whether the post included an inaccurate statement. To consider ways educators might improve judgments of accuracy, we also investigated the influence of political knowledge and exposure to media literacy education. We found that political knowledge did not improve judgments of accuracy but that media literacy education did.   [More]  Descriptors: Democracy, Surveys, Adolescents, Young Adults

Nunes, Clarisse; Miranda, Guilhermina Lobato; Amaral, Isabel (2017). Social Network to Support Parents and Teachers of Students with Multiple Disabilities, Journal of International Special Needs Education. This study aimed to analyze how the Social Software tools could respond to the needs of parents and teachers of students with multiple disabilities in improving their practices, as well as provide information and resources related to the topic of multiple disabilities. The study was implemented in Portugal and involved 45 participants: 25 special education teachers, 5 regular education teachers, and 15 parents of children with multiple disabilities. Using the NING platform, we built a social network, which we set in motion by creating online spaces to share experiences and thoughts. These spaces sought to respond to the needs and difficulties reported by the participants. We adopted a Design-Based Research methodology and used several data collection methods and analysis techniques. The results showed that several dimensions were crucial to create this Social Network, such as the tools, the moderation and the management of the social network and the participation of the teachers and parents involved. It also confirmed that the flexibility of the tools used led to the development of a stimulating environment that allowed sharing experiences and knowledge about multiple disabilities. The teachers' participation revealed progress over time. The most active participants assumed attitudes of "creator" and "critic," whereas the roles of "collector," "spectator" and "inactive" were taken on by those with a more passive attitude. The teachers exhibited more active attitudes than parents. The teachers' assessment of the social network was positive for all the aspects under study and they felt that their participation had a significant impact on teaching practices. Results indicate that parents did not actively get involved in the social network, which shows that virtual contacts may not properly serve their needs. We infer that parents need a different approach, more focused on supporting and less on learning. Overall, the study indicated that the Social Software allowed co-created knowledge among teachers, sharing of experiences, thoughts and resources, along with supporting better connections and cooperative learning. Nevertheless, such co-creation can only be achieved if participants take an active role in the use of the Social Network.   [More]  Descriptors: Social Networks, Multiple Disabilities, Family Programs, School Support

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