Bibliography: Social Media (page 127 of 144)

Clement, Che Kum (2014). The Academic and Social Life Styles of Students and Teachers of Higher Education Institutions in Bangladesh as Consequences of Using Social Network Sites, Association Supporting Computer Users in Education. With the emergence of social network sites (SNS), students and teachers of higher education institutions all over the world have been making efforts to meet up with the demands of these information and communication technology (ICT) tools. This paper presents the findings of a study conducted at four private universities in Bangladesh with the aim of exploring the consequences of SNS to the academic and social life styles of students and teachers of these institutions. Random sampling of students and teachers from these institutions was done to get data of the research study. Qualitative and quantitative research methods were used for the study. The findings of the study indicated that the academic and social life styles of students and teachers had several consequences due to their integration with social network sites. However, the positive consequences overweighed the negative consequences. The findings further confirmed that students easily made social interactions with friends and formulated group discussions to exchange academic ideas, and teachers also shared course related materials and assignments with their students. It may be concluded that, even though with few drawbacks, SNS has positive consequences in teaching-learning and on the social life styles of students and teachers of Bangladesh higher education institutions. The findings of the research suggested that students and teachers should continue to use SNS so as to exploit more benefits associated with them. Again as the sample of the study was so small, findings of the study may not be generalized to all Bangladesh higher education institutions. [For full proceedings, see ED571297.]   [More]  Descriptors: Foreign Countries, College Students, College Faculty, Life Style

Joksimovic, Srecko; Hatala, Marek; GaÅ°evic, Dragan (2014). Learning Analytics for Networked Learning Models, Journal of Learning Analytics. Teaching and learning in networked settings has attracted significant attention recently. The central topic of networked learning research is human-human and human-information interactions occurring within a networked learning environment. The nature of these interactions is highly complex and usually requires a multi-dimensional approach to analyze their effects. Therefore, the main goal of this research is the development of a theoretical model of networked learning that allows for a comprehensive and scalable analysis of how and why learners engage in collaboration in networked communities. The proposed research method, anticipated research outcomes, and contributions to the learning analytics field are discussed.   [More]  Descriptors: Data Collection, Data Analysis, Educational Research, Interaction

Del-Moral, María-Esther; Guzmán-Duque, Alba-Patricia (2014). "CityVille": Collaborative Game Play, Communication and Skill Development in Social Networks, Journal of New Approaches in Educational Research. This paper has as its aim to analyze how CityVille, a videogame hosted on Facebook and oriented to the construction of a virtual city, can favor collaboration between gamers along with the exchange of strategies, equally contributing to learning transfer and skill acquisition. The first step consists in identifying the opportunities which the said game can offer in order to develop skills and promote learning formats linked with planning and resource management, after which a presentation is made of the opinions expressed by a sample of gamers (N = 105)–belonging to the Fans-CityVille community–about the priorities established by them to communicate with their neighbors and the skills that they believe to have acquired playing this game. 85.7% of them state that they communicate with others to share strategies and expand their city. Unlike women, who value collaboration, men prioritize competition. Designing their city has enhanced a number of gamer skills in different proportions: creative skills (71.4%); organizational ones (68.0%); skills associated with decision-making and problem-solving (67.0%); and interpersonal skills through interaction with others (61.9%). The CityVille game mode favors skill development and helps to create a ludic atmosphere of collaboration and optimal strategy exchange through communication between neighbors by strengthening their mutual relationships. Its formula moves away from the often-criticized competitive practices of other games.   [More]  Descriptors: Video Games, Social Media, Simulated Environment, Educational Games

Zanoni, Greta (2016). The Community as a Source of Pragmatic Input for Learners of Italian: The Multimedia Repository LIRA, This paper focuses on community participation within the LIRA project–Lingua/Cultura Italiana in Rete per l'Apprendimento (Italian language and culture for online learning). LIRA is a multimedia repository of e-learning materials aiming at recovering, preserving and developing the linguistic, pragmatic and cultural competences of second and third generation Italians living abroad. The paper addresses a crucial issue in teaching pragmatics, namely, how to combine the intrinsic variability of this area with the need to employ a standard reference system and to provide clear corrective feedback to learners. Can user experience, interaction, and active participation in the community foster collaborative knowledge and develop pragmatic competence? [For the complete volume, "New Perspectives on Teaching and Working with Languages in the Digital Era," see ED565799.]   [More]  Descriptors: Community Involvement, Italian, Second Language Learning, Multimedia Instruction

Read, Timothy; Bárcena, Elena; Kukulska-Hulme, Agnes (2016). Exploring the Application of a Conceptual Framework in a Social MALL App, This article presents a prototype social Mobile Assisted Language Learning (henceforth, MALL) app based on Kukulska-Hulme's (2012) conceptual framework. This research allows the exploration of time, place and activity type as key factors in the design of MALL apps, and is the first step toward a systematic analysis of such a framework in this type of app in the future. Firstly, the selected conceptual framework is discussed, emphasising the adequacy of its development (or even adaptation) for the systematised design of mobile apps for second language learning. Secondly, the prototype of the Audio News Trainer (ANT) app, which aims at developing oral and written competences in a mixed individual-social modality, is presented in terms of its formal features and its functionality. Finally, some preliminary findings are presented together with suggestions for further development. [For the complete volume, "New Perspectives on Teaching and Working with Languages in the Digital Era," see ED565799.] [The research presented in this article has been supported by the SO-CALL-ME Project (with funding from the Spanish Ministry of Science and Innovation; FFI2011-29829).]   [More]  Descriptors: Social Media, Computer Oriented Programs, Handheld Devices, Second Language Learning

Bentley, Kelvin (2016). Speaking Personally–With Russ Poulin, American Journal of Distance Education. Russ Poulin is director of policy and analysis for Western Cooperative for Educational Telecommunications (WCET), the Western Interstate Commission for Higher Education (WICHE) Cooperative for Educational Technologies. He has been an outspoken advocate of treating distance education fairly in state and federal regulations. In recent years, he has researched and proposed improvements to distance education's role in federal aid processes, state authorization, teacher preparation, regular and substantive interaction, and other regulations. Kelvin Bentley currently serves the Tarrant County College District in Fort Worth, Texas, as the vice president of academic affairs for the district's Tarrant County College District Connect Campus, which oversees all online learning courses and programs and a cohort-based Weekend College. Kelvin has experience leading online learning initiatives for two- and four-year institutions, has served as a Fulbright Specialist in distance education as recently as 2010, and serves on the WCET Steering Committee representing two-year colleges. In this brief interview, Kelvin Bentley asks Russ Poulin to share a little bit of background on WCET, his past work, and his thoughts on distance education.   [More]  Descriptors: Distance Education, Higher Education, Educational Technology, Educational History

Smith, Anna; West-Puckett, Stephanie; Cantrill, Christina; Zamora, Mia (2016). Remix as Professional Learning: Educators' Iterative Literacy Practice in CLMOOC, Education Sciences. The Connected Learning Massive Open Online Collaboration (CLMOOC) is an online professional development experience designed as an openly networked, production-centered, participatory learning collaboration for educators. Addressing the paucity of research that investigates learning processes in MOOC experiences, this paper examines the situated literacy practices that emerged as educators in CLMOOC composed, collaborated, and distributed multimediated artifacts. Using a collaborative, interactive visual mapping tool as participant-researchers, we analyzed relationships between publically available artifacts and posts generated in one week through a transliteracies framework. Culled data included posts on Twitter (n = 678), a Google+ Community (n = 105), a Facebook Group (n = 19), a blog feed (n = 5), and a "make" repository (n = 21). Remix was found to be a primary form of interaction and mediator of learning. Participants not only iterated on each others' artifacts, but on social processes and shared practices as well. Our analysis illuminated four distinct remix mobilities and relational tendencies–"bursting," "drifting," "leveraging," and "turning." "Bursting" and "drifting" characterize the paces and proximities of remixing while "leveraging" and "turning" are activities more obviously disruptive of social processes and power hierarchies. These mobilities and tendencies revealed remix as an emergent, iterative, collaborative, critical practice with transformative possibilities for openly networked web-mediated professional learning.   [More]  Descriptors: Large Group Instruction, Online Courses, Educational Technology, Technology Uses in Education

Tucker, Jalie A.; Cheong, JeeWon; Chandler, Susan D. (2016). Selecting Communication Channels for Substance Misuse Prevention with At-Risk African-American Emerging Adults Living in the Southern United States, Journal of Child & Adolescent Substance Abuse. Natural health information sources used by African-American emerging adults were investigated to identify sources associated with high and low substance-related risk. Participants (110 males, 234 females; M age = 18.9 years) were recruited using respondent-driven sampling, and structured interviews assessed substance use, sources of health information, and preferences for help. Friends and social network sites were associated with higher risk, whereas teachers/schools were associated with lower risk (ps < 0.025). Despite risks associated with friends, more participants preferred receiving help from friends than the other sources. The findings inform targeted prevention messages that are sensitive to contextual and audience characteristics.   [More]  Descriptors: African Americans, Late Adolescents, Young Adults, Substance Abuse

Bondy, Jennifer M.; Pennington, Lisa K. (2016). Illegal Aliens, Criminals, and Hypersexual Spitfires: Latin@ Youth and Pedagogies of Citizenship in Media Texts, Social Studies. This article aims to broaden the ways we conceptualize citizenship and implement citizenship education in social studies. To do so, the authors explore media texts as a curricular and pedagogical site for teaching lessons about citizenship. Specifically, the authors investigate how media drafts the boundaries of citizenship for Latin@ youth, and influences how young people come to understand who is and who is not perceived as a citizen entitled to rights and freedoms. Media texts, like formal social studies curricula, are powerful and enduring educators that shape how students know the world and imagine their place in it. Therefore, this article addresses how social studies teachers can integrate media texts into the classroom to explore representations of Latin@s and the impact that media has on our citizenship identities and experiences.   [More]  Descriptors: Social Studies, Citizenship Education, Social Media, Mass Media Use

Marshall, Joanne M.; Marsh, Tyson E. J. (2016). The "Affirmative Action Hire": Leading Inclusively in Diverse Religious Communities, Journal of Cases in Educational Leadership. This case tells the story of a new principal who wants to lead inclusively by including people of all religious and non-religious beliefs. When she questions some of the existing practices in her school, she faces resistance from school members and from the community, who question her identity, her intentions, and her authority. The case is intended for use in leadership courses and highlights some dilemmas of inclusive leadership around religion, as well as those found in the intersectionality of religion, race, and gender.   [More]  Descriptors: Affirmative Action, Principals, Administrator Attitudes, Religion

Orawiwatnakul, Wiwat; Wichadee, Saovapa (2016). Achieving Better Learning Performance through the Discussion Activity in Facebook, Turkish Online Journal of Educational Technology – TOJET. This study was conducted to see the effectiveness of using Facebook for expressing opinions on given topics to improve students' oral proficiency and critical thinking skills in an English class at a private university. The participants were 80 students enrolled in a course which emphasized the use of English for expressing ideas. Three research questions were formulated to evaluate the effectiveness of teaching and learning. Data were collected by two small group discussion tests, a questionnaire and postings in Facebook. The results indicated that students achieved better performance in the second small group discussion test. There were positive correlations between students' final score and their participation while satisfaction was not found to be correlated to both final score and number of postings. Also, they had a high level of satisfaction with the discussion activity they did in Facebook. The findings suggest that different learning activities be included in future courses to allow students to practice more on discussion, making them improve not only their critical thinking, but language skills as well, and in evaluating those activities, we need to take students' participation into consideration.   [More]  Descriptors: Social Media, Group Discussion, Thinking Skills, Critical Thinking

Bull, Sheana; Ezeanochie, Nnamdi (2016). From Foucault to Freire through Facebook: Toward an Integrated Theory of mHealth, Health Education & Behavior. Objective: To document the integration of social science theory in literature on mHealth (mobile health) and consider opportunities for integration of classic theory, health communication theory, and social networking to generate a relevant theory for mHealth program design. Method: A secondary review of research syntheses and meta-analyses published between 2005 and 2014 related to mHealth, using the AMSTAR (A Measurement Tool to Assess Systematic Reviews) methodology for assessment of the quality of each review. High-quality articles from those reviews using a randomized controlled design and integrating social science theory in program design, implementation, or evaluation were reviewed. Results: There were 1,749 articles among the 170 reviews with a high AMSTAR score (=30). Only 13 were published from 2005 to 2014, used a randomized controlled design and made explicit mention of theory in any aspect of their mHealth program. All 13 included theoretical perspectives focused on psychological and/or psychosocial theories and constructs. Conclusions: There is a very limited use of social science theory in mHealth despite demonstrated benefits in doing so. We propose an integrated theory of mHealth that incorporates classic theory, health communication theory, and social networking to guide development and evaluation of mHealth programs.   [More]  Descriptors: Social Sciences, Teaching Methods, Telecommunications, Meta Analysis

Hammarfelt, Björn; de Rijcke, Sarah; Rushforth, Alexander D. (2016). Quantified Academic Selves: The Gamification of Research through Social Networking Services, Information Research: An International Electronic Journal. Introduction: Our study critically engages with techniques of self-quantification in contemporary academia, by demonstrating how social networking services enact research and scholarly communication as a "game". Method: The empirical part of the study involves an analysis of two leading platforms: Impactstory and ResearchGate. Observed qualities of these platforms will be analyzed in detail with concrete examples of gaming features in focus. Subsequently, we relate the development of these digital platforms to a broader "quantified self movement". Special attention will also be paid to how these platforms contribute to a general quantification of the academic (authorial) self. Theory: Theoretically we relate the "gamification" of research to neoliberal ideas about markets and competition. Our analysis then extends to long-standing and fundamental ideas about self-betterment expressed in the philosophy of Peter Sloterdijk. Findings: Our study shows how social networking services, such as ResearchGate and Impactstory, enact researchers as "entrepreneurs of themselves" in a marketplace of ideas, and the quantification of scholarly reputation to a single number plays an important role in this process. Moreover, the technologies that afford these types of quantifiable interactions affect the "unfolding ontology" of algorithmic academic identities. Conclusions: The gamification of quantified academic selves intensifies the competitive nature of scholarship, it commodifies academic outputs and it might lead to goal displacement and cheating. However, self-quantification might also serve as a liberating and empowering activity for the individual researcher as alternative measures of impact and productivity are provided by these platforms.   [More]  Descriptors: Social Media, Social Networks, Researchers, Games

McLaughlin, Virginia L.; West, Jane E.; Anderson, Jeffrey A. (2016). Engaging Effectively in the Policy-Making Process, Teacher Education and Special Education. Current political polarization and competing priorities complicate development of sound education policy. Particularly troubling is the disconnect between research and policy, as decision makers rely more on the work of think tanks and advocacy groups than the knowledge base of the profession. The mismatch between higher education and policy cultures is examined in terms of pace, career cycles, communication styles, information sources, and other factors. Implications for the scholarly community are discussed within a policy process framework with specific examples of effective advocacy. Recommendations include partnerships with strategic allies to gain resources and credibility, use of new communication styles and media, and preparation of leadership personnel for policy engagement.   [More]  Descriptors: Educational Policy, Policy Formation, Higher Education, Educational Change

Mayo, J. B., Jr. (2016). Adults' Complicity in Limiting Students' Understanding of Sex, Gender and Sexuality at School, Sex Education: Sexuality, Society and Learning. This article is a commentary on the seven papers in this special issue of "Sex Education." A compelling theme interwoven throughout all the articles in subtle and explicit ways is the role that adults play in the lives of students, particularly in the ways in which adults impact how students enact and respond to the multiple manifestations of sex, gender, and sexuality present throughout the school. It is also significant the degree to which well-meaning educators are simultaneously creators of change and complicit actors in sustaining discourses and power dynamics that run counter to their efforts to effect change.   [More]  Descriptors: Sex Education, Sexuality, Power Structure, Gender Issues

Leave a Reply

Your email address will not be published. Required fields are marked *