Bibliography: Social Media (page 128 of 144)

Arduser, Lora (2016). Flipping the Class: A New Media Pedagogy, Business and Professional Communication Quarterly. Business communication evolves and adapts to suit the times, and today's workplace documents are increasingly multimodal. Therefore, business and professional communication specialists need to adapt to a new media workplace ecology–one that requires proficiencies with technologies such as video production, digital animation, and sound. Business and professional writing teachers, in turn, need to adopt teaching methods that include working with evolving technologies and be willing to teach multimodal skills to students. In this article I offer a case study of a flipped learning pedagogy to teach multimodal skills in the professional writing classroom.   [More]  Descriptors: Business Communication, Business Skills, Case Studies, Teaching Methods

Lwin, May O.; Vijaykumar, Santosh; Lim, Gentatsu; Fernando, Owen Noel Newton; Rathnayake, Vajira Sampath; Foo, Schubert (2016). Baseline Evaluation of a Participatory Mobile Health Intervention for Dengue Prevention in Sri Lanka, Health Education & Behavior. Challenges posed by infectious disease outbreaks have led to a range of participatory mobile phone-based innovations that use the power of crowdsourcing for disease surveillance. However, the dynamics of participatory behavior by crowds in such interventions have yet to be examined. This article reports results from a baseline evaluation of one such intervention called "Mo-Buzz", a mobile-based crowdsource-driven socially mediated system developed to address gaps in dengue surveillance and education in Colombo, Sri Lanka. We conducted a 30-minute cross-sectional field survey (N = 404) among potential users of "Mo-Buzz" in Colombo. We examined individual, institutional, and cultural factors that influence their potential intention-to-use "Mo-Buzz" and assessed if these factors varied by demographic factors. Descriptive analysis revealed high perceived ease-of-use (PEOU; M = 3.81, SD = 0.44), perceived usefulness (PU; M = 4.01, SD = 0.48), and intention-to-use (PI; M = 3.91, SD = 0.46) among participants. Analysis of variance suggested participants in the 31 to 40 years age group reported highest PEOU, whereas the oldest group reported high perceived institutional efficacy (M = 3.59, SD = 0.64) and collectivistic tendencies. Significant differences (at the p < 0.05 level) were also found by education and income. Regression analysis demonstrated that PU, behavioral control, institutional efficacy, and collectivism were significant predictors of PI. We concluded that despite high overall PI, future adoption and use of "Mo-Buzz" will be shaped by a complex mix of factors at different levels of the public health ecology. Implications of study findings from theoretical and practical perspectives related to the future adoption of mobile-based participatory systems in public health are discussed and ideas for a future research agenda presented.   [More]  Descriptors: Communicable Diseases, Public Health, Intervention, Foreign Countries

Teo, Timothy (2016). Modelling Facebook Usage among University Students in Thailand: The Role of Emotional Attachment in an Extended Technology Acceptance Model, Interactive Learning Environments. The aim of this study is to examine the factors that influenced the use of Facebook among university students. Using an extended technology acceptance model (TAM) with emotional attachment (EA) as an external variable, a sample of 498 students from a public-funded Thailand university were surveyed on their responses to five variables hypothesized to predict their actual use of Facebook. Data were analysed using structural equation modelling and the results showed that perceived usefulness (PU), attitude towards technology use (ATU), and EA had direct and significant influences on actual use, while perceived ease of use (PEU) was an indirect determinant of Facebook use. EA has direct and significant influences on all core variables in the TAM: PU; PEU; ATU; and actual use. Together, the PU, ATU, and EA explained 35.1% of the variance in students' usage of Facebook. Relatively, the variation in ATU and PU accounted by their determinants amounted to 55.5% and 50.2%, respectively.   [More]  Descriptors: Social Media, College Students, Emotional Response, Computer Attitudes

Annansingh, Fenio; Veli, Thomas (2016). An Investigation into Risks Awareness and E-Safety Needs of Children on the Internet: A Study of Devon, UK, Interactive Technology and Smart Education. Purpose: This paper aims to investigate children interaction in cyberspace and their use of Web 2.0 technologies. It sought their perception of internet risks as well as their knowledge and experience with electronic safety (e-safety) measures. It also considered parents', teachers' and other stakeholders' perception of internet risks, e-safety procedures and children's practices while online. Design/Methodology/Approach: The research adopted a mixed method approach which involved the use of questionnaires and semi-structured interviews. The results were presented and analysed using descriptive statistics, while the interviews utilised coding and data structuring. Findings: This research highlighted that e-safety policies and procedures have not kept up to date with technological advances. Children were also developing an online presence, and because it was considered normative behaviour, they were not always cautious. Consequently, society was reactive when dealing with the internet risk issues. Hence, more resources were needed to educate parents and children on safe practices on the internet. Research Limitations/Implications: This is an exploratory study and further research should be conducted for broader generalisations. Practical Implications: The paper makes a number of practical recommendations for education providers and parents to raise awareness of internet risks and e-safety initiatives. Originality/Value: This paper further extends the body of theory on e-safety and provides new insights into the risks exposure of children on the internet. It also highlights the limitations of e-safety initiatives.   [More]  Descriptors: Internet, Child Safety, Web 2.0 Technologies, Attitude Measures

Pool, Jessica; Laubscher, Dorothy (2016). Design-Based Research: Is This a Suitable Methodology for Short-Term Projects?, Educational Media International. This article reports on a design-based methodology of a thesis in which a fully face-to-face contact module was converted into a blended learning course. The purpose of the article is to report on how design-based phases, in the form of micro-, meso- and macro-cycles were applied to improve practice and to generate design principles. Design-based research traditionally is associated with multiple iterations of design, development and revision over a long period of time. This challenges the idea of design-based research being an appropriate methodology for a short-term thesis or dissertation. We argue that graduate students who are limited by time constraints can also conduct educational design-based research as long as the relevant phases are followed, which can produce significant, appropriate and effective design principles. This article suggests that the scope of design-based research should not be limited to long-term projects only, which restricts the value of implementing this methodology to improve practice.   [More]  Descriptors: Research Methodology, Blended Learning, Synchronous Communication, Mixed Methods Research

Rezende da Cunha, Fernando, Jr.; van Kruistum, Claudia; van Oers, Bert (2016). Teachers and Facebook: Using Online Groups to Improve Students' Communication and Engagement in Education, Communication Teacher. This paper reports on how teachers, from different cities in Brazil, used groups on Facebook and how communication between teachers and students was affected by using such groups. This study is framed under the Cultural Historical Activity Theory (CHAT) perspective, and is conceived from a methodological background that invites participants to collaborate during the research. We examined posts from the groups on Facebook from February 2013 to June 2014 by a qualitative approach, together with coding the open-ended qualitative data and comparing their distribution, and analyzed responses to a questionnaire for teachers by the end of the research. Our findings suggest the teachers used the groups for different purposes, which led to an improvement in communication between teachers and students–online and in-classroom–and in students' engagement in the classrooms.   [More]  Descriptors: Foreign Countries, Social Media, Teacher Student Relationship, Technology Uses in Education

Ioannou, Andri; Vasiliou, Christina; Zaphiris, Panayiotis (2016). Problem-Based Learning in Multimodal Learning Environments: Learners' Technology Adoption Experiences, Journal of Educational Computing Research. In this study, we enhanced a problem-based learning (PBL) environment with affordable, everyday technologies that can be found in most university classrooms (e.g., projectors, tablets, students' own smartphones, traditional paper-pencil, and Facebook). The study was conducted over a 3-year period, with 60 postgraduate learners in a human-computer interaction course, following a PBL approach to teaching and learning. First, this article contributes a detailed description of how PBL can be enacted in a multimodal, technology-rich classroom. Second, the study presents evaluation data on learners' technology adoption experience while engaging in PBL. Overall, the participants positively endorsed the learning environment, rating their experience highly on scales of communication and interaction, reflection, perceived learning, and satisfaction. In addition, quantitative content analysis of Facebook use documented how the physical and digital tools in the environment, coupled with the capability of Facebook as a recordkeeping and communication tool, were integral part of the PBL process.   [More]  Descriptors: Problem Based Learning, Classroom Environment, Universities, Educational Environment

Royo-Vela, Marcelo; Hünermund, Ute (2016). Effects of Inbound Marketing Communications on HEIs' Brand Equity: The Mediating Role of the Student's Decision-Making Process. An Exploratory Research, Journal of Marketing for Higher Education. A context of increased competition between higher education institutions (HEIs) for attracting potential national and international students has led universities to implement marketing communication strategies. Those strategies which are used to some extent include, among others, interactive inbound marketing. The purpose of the present exploratory study is to identify how HEIs can develop to improve their image and awareness by using new interactive marketing communication tools mediated by the student's decision-making process. To conduct our investigation, we used both a qualitative (seven semi-structured interviews) and a quantitative survey (n = 121) methodology. Based on data analysis, we found that among the areas investigated, interactive marketing communication tools have a great impact on postgraduate students' decision-making process with a corresponding change of perception of the university and attitudes towards the brand. Therefore, even unknown universities with a limited budget can increase their brand awareness and brand image for prospective and current students by using such tools.   [More]  Descriptors: Marketing, Semi Structured Interviews, Graduate Students, Decision Making

McClean, Stephen; McCartan, Kenneth G.; Meskin, Sheryl; Gorges, Beronia; Hagan, W. Paul (2016). Reflections on "": An Online Video-Sharing Platform to Engage Students with Chemistry Laboratory Classes, Journal of Chemical Education. This paper describes the construction and development of, a YouTube clone website to facilitate video-sharing, social networking, and reflections of chemistry laboratory classes for year one students within the School of Biomedical Sciences at Ulster University. The practice was first introduced in the 2008/09 academic year and has developed until the present time. We reflect on our findings with regard to the production and sharing of short student-generated video documentaries on laboratory experiments, and attendant social networking. We found that students enjoyed the process of viewing, rating, and commenting upon colleagues' videos but that social networking did not happen spontaneously or organically. Students did find that learning and networking happened effectively when working in small groups to produce the final version of the video. The use of some of the videos as peer-generated learning objects was reported to be useful in helping engage year one, semester one students in their early days in tertiary education.   [More]  Descriptors: Science Instruction, College Science, Social Media, Educational Technology

Henderson, Michael; Finger, Glenn; Selwyn, Neil (2016). What's Used and What's Useful? Exploring Digital Technology Use(s) among Taught Postgraduate Students, Active Learning in Higher Education. This article explores the digital technologies that taught postgraduate students engage with during their studies, what these technologies are used for and how useful they are perceived to be. The article draws upon data gathered from a survey of 253 masters and postgraduate diploma/certificate students across two universities in Australia. Analysis of these data contrasts the varied use(fulness) of "official" university technologies such as learning management systems and library resources against "unofficial" technologies such as Wikipedia, Twitter, Facebook and free/open education resources. In particular, the data highlight notable differences between students by subject area, domicile, mode of study and academic performance. The data also highlight the perceived benefits of this technology use–with students primarily finding digital technology useful in terms of supporting the logistics of university study rather than matters of learning per se. The article concludes by considering what is missing from these current forms of technological engagement, particularly in comparison with wider discourses about the educational potential of recent digital technologies.   [More]  Descriptors: Foreign Countries, Educational Technology, Technology Uses in Education, Graduate Students

Hoban, Garry; Nielsen, Wendy; Hyland, Christopher (2016). Blended Media: Student-Generated Mash-Ups to Promote Engagement with Science Content, International Journal of Mobile and Blended Learning. The aim of this study was to gather university student perspectives on a new type of assessment task requesting them to create "blended media". Blended media is a new form of student-generated multimedia whereby students devise a narration or voiceover to explain a science concept complemented by any combination of visuals such as video, animation or still images that are original or created by others to enhance the explanation. In the assessment task all the students successfully made a blended media product in their own time using their own technology and only requiring one session of media instruction. Surprisingly, the three case students who volunteered to be interviewed stated that they had never made a media product for a science assignment before and enjoyed creating this new form of assignment because they found it engaging and interesting. It also required them to represent content in new ways. Blended media is an innovative way for students to make digital media that engages them with content and as an assessment task could be used in any subject.   [More]  Descriptors: Blended Learning, Multimedia Instruction, Multimedia Materials, Student Developed Materials

Albers, Peggy; Pace, Christi L.; Odo, Dennis Murphy (2016). From Affinity and Beyond: A Study of Online Literacy Conversations and Communities, Journal of Literacy Research. Digital technologies make possible new avenues for sharing and accessing literacy research and practices worldwide. Among the myriad of options available, web seminars have become popular online learning venues. The current investigation is part of Global Conversations in Literacy Research (GCLR), a longitudinal and qualitative study now in its fifth year. As a critical literacy project, GCLR investigates how a web seminar project uses developing technologies to disseminate innovative literacy research and present professional development that critically shapes literacy practices. With this in mind, the current study seeks to understand the following: (a) What kinds of knowledge sharing interactions (KSIs) occurred in GCLR web seminars focused on critical literacy? and (b) What types of community and social practices occur in web seminars? Data included synchronous chat transcripts from across seven web seminars, interviews with participants and speakers, and website analytics. Data analysis followed the constant comparative method and R, an open-access software that analyzes both qualitative and quantitative data. The study resulted in two findings: Three types of KSIs emerged: whole group, between individual, and smaller, nested affinity groups; and GCLR emerged as a distinct online community with unique social practices. KSIs generated and supported collaborative opportunities to exchange ideas, co-construct knowledge, offer practical classroom applications, and gain insight about important critical literacy issues. As an online networked space that brings together participants interested in critical literacy issues, GCLR represents an innovative type of situated practice with an aim to develop what we call online Networked Spaces of Praxis (oNSP).   [More]  Descriptors: Critical Literacy, Seminars, Computer Mediated Communication, Communities of Practice

Li, Shuang; Tang, Qi; Zhang, Yanxia (2016). A Case Study on Learning Difficulties and Corresponding Supports for Learning in cMOOCs, Canadian Journal of Learning and Technology. cMOOCs, which are based on connectivist learning theory, bring challenges for learners as well as opportunities for self-inquiry. Previous studies have shown that learners in cMOOCs may have difficulties learning, but these studies do not provide any in-depth, empirical explorations of student difficulties or support strategies. This paper presents a case study on student difficulties and support requirements at the beginning of a cMOOC. Content analysis of messages posted by learners and instructors in four main online course learning spaces including Moodle, blogs, Facebook and Twitter was conducted. Three questions are explored in this paper: (1) What kinds of difficulties do learners encounter at the beginning of a cMOOC?; (2) Which of these difficulties are typical for most learners?; and (3) How are these difficulties responded to and supported in the cMOOC environment? Based on the research results of this study, we provide some reflections on learning support for cMOOCs and a discussion of the research itself in the last part of the paper.   [More]  Descriptors: Case Studies, Learning Disabilities, Online Courses, Content Analysis

Khashab, Hamdollah Karimi; Vaezi, Seyed Hossein; Golestani, Seyed Hashem; Taghipour, Faezeh (2016). Islamic Education and Individual Requirements in Interaction and Media Use, International Education Studies. This article aims to analyze the views and teachings of Islam and the Islamic religion in order to determine the requirements of interaction and media use. This article is of qualitative kind and content analysis approach and has done based on the study of Islamic texts and sources associated with the media. Because of the multiplicity and diversity of sources for better organization, it was used all available printed and digital written. Data collection method was library and accordingly, used the resources available in libraries, databases and electronic Journals and slip and form data collection tool were developed by researchers. In order to analyze the data, first the theoretical foundations were examined through the study of literature and taking notes and then using content analysis concepts and major themes were categorized and extracted according to the individual relationship with God, self, others, the world, life, and life about Media. To increase the credibility of the analysis of people out-of-range use and after review, reformation was carried out. The results and findings of this paper shows that by deeply looking at the Islamic religious teachings can introduce a human and society which would help him/her in the recognition and interaction with tools such as Media and before this powerful communication tool fades and captures human with its own graces and creates a dependency in his/her behavior, it uses media in line with human and Islamic goals better. Among this, the special attention to interactive approach and competition, due to the growing trend and unpredictable emerging technologies is reflected against Attraction approaches, avoiding or apathy. Also extracting Islamic requirements in interaction with media causes to prevent, security and reliability of the Muslim movement and vaccinating him/her in the stormy sea of media waves and hide and reveal goals/targets. What was taken for granted, rich Islamic teachings in interaction with the media provides individual requirement dimensions in order to facilitate the person's relationship with God, self, others, the world, life and the Hereafter, strengthen and the more better background of his/her self-management in interaction with any man-made instrument including the mass media.   [More]  Descriptors: Islam, Islamic Culture, Religious Cultural Groups, Religious Factors

Gregory, Peter L.; Gregory, Karen M.; Eddy, Erik R. (2016). Factors Contributing to Student Engagement in an Instructional Facebook Group for Undergraduate Mathematics, Journal of Computers in Mathematics and Science Teaching. This study investigates factors contributing to student engagement in an educational Facebook group. The study is based on survey results of 138 undergraduate mathematics students at a highly diverse urban public university. Survey measures included engagement in the Facebook group, access to Facebook, comfort using technology, and interest in the class. Quantitative analysis found that interest in the class and access to technology both positively correlate to engagement in a Facebook group. The results suggest that integrating a familiar technology in a novel way requires instructor effort, knowledge, and technique. Study findings are discussed in terms of the TPACK framework (technological pedagogical content knowledge), developed by Mishra & Koehler (2006), emphasizing the importance of instructor preparation for effective instructional technology integration.   [More]  Descriptors: Learner Engagement, College Mathematics, Undergraduate Students, Mathematics Instruction

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