Bibliography: Social Media (page 130 of 144)

O'Connell, Timothy S.; Dyment, Janet E. (2016). "I'm Just Not That Comfortable with Technology": Student Perceptions of and Preferences for Web 2.0 Technologies in Reflective Journals, Journal of Further and Higher Education. Encouraging reflective practice and developing reflective practitioners is a goal of many disciplines in higher education. A variety of pedagogical techniques have been used to promote critical reflection including portfolios, narratives and reflective journals. Over the past decade, the use of Web 2.0 technologies with students has been increasingly adopted in higher education settings and many educators have integrated these technologies into reflective assignments. These educators assume that students, who are members of the Net Generation, are technologically savvy and have the ability to integrate the use of Web 2.0 technologies into learning. However, while there have been studies examining the outputs of reflective assignments using Web 2.0 technologies such as blogs, e-portfolios and wikis, there has been little research examining whether or not students actually use technology for these types of assignment if given the choice. Therefore, the purpose of this study was to explore if technology was appropriated or rejected by students for a reflective journaling assignment. Results are based on a content analysis of 42 student journaling assignments and interviews with eight students. Findings suggest that (1) students are not as technologically competent as assumed; (2) students chose to use basic/fundamental technologies (e.g. word processing) because they viewed it as the easiest way to complete the reflective journaling assignment; (3) student perceptions of what makes an assignment "good" influenced their choice to use Web 2.0 technologies; and (4) overarching student perceptions of higher education and learning impacted their appropriation of technology. Implications are discussed and recommendations for both research and practice are made.   [More]  Descriptors: Web 2.0 Technologies, Student Attitudes, Higher Education, Reflection

Antheunis, Marjolijn L.; Schouten, Alexander P.; Krahmer, Emiel (2016). The Role of Social Networking Sites in Early Adolescents' Social Lives, Journal of Early Adolescence. The aim of this study was to examine the role of social networking sites (SNSs) in early adolescents' social lives. First, we investigated the relation between SNS use and several aspects of early adolescents' social lives (i.e., friendship quality, bridging social capital, and bonding social capital). Second, we examined whether there are differences between SNS users and nonusers in terms of their social lives. Drawing on a survey among 3,068 early adolescents, results showed positive relations between SNS use and friendship quality, bridging social capital, and bonding social capital. Furthermore, we found positive effects of SNS membership on these social indicators. In sum, even though concerns have been voiced about a possible negative impact of SNS use on adolescents' social lives, we found no evidence of this. Results of this study show that the role of SNSs in early adolescents' social lives is positive at least concerning friendship quality, bridging social capital, and bonding social capital.   [More]  Descriptors: Social Networks, Early Adolescents, Social Life, Correlation

Cummings, Lance (2016). Flipping the Online Classroom with Web 2.0: The Asynchronous Workshop, Business and Professional Communication Quarterly. This article examines how Web 2.0 technologies can be used to "flip" the online classroom by creating asynchronous workshops in social environments where immediacy and social presence can be maximized. Using experience teaching several communication and writing classes in Google Apps (Google+, Google Hangouts, Google Drive, etc.), I argue that flipping the classroom online with Web 2.0 technologies can maximize student participation and engagement, while also helping students develop flexible strategies for writing collaboratively and publicly in online spaces.   [More]  Descriptors: Online Courses, Blended Learning, Web 2.0 Technologies, Web Based Instruction

Mokhtar, Farha Alia (2016). Rethinking Conventional Teaching in Language Learning and Proposing Edmodo as Intervention: A Qualitative Analysis, Malaysian Online Journal of Educational Technology. In recent times, educators are urged to transform the techniques in conducting language learning by incorporating technological tools because new technologies stimulate an explosion of new methods for teaching and learning. This article emphasizes the conventional teaching pedagogy and the urgency to rethink its practice in language learning while proposing a possible platform for learners' and teachers' needs. I outline the perceptions of future teachers on conventional teaching, shifting of teaching style from conventional to digital designs and the possibility of implementing Edmodo to curb the concerns arising. The argument set forward is regarding conventional teaching that hinders potentials of students, followed by participants' hopes for teaching approaches and the likelihood of implementing Edmodo to assist in the language learning classroom with grammar, vocabulary, self-efficacy and target language and practice.   [More]  Descriptors: Intervention, Qualitative Research, Conventional Instruction, Teaching Methods

Mansouri, S. Afshin; Piki, Andriani (2016). An Exploration into the Impact of Blogs on Students' Learning: Case Studies in Postgraduate Business Education, Innovations in Education and Teaching International. The research draws from four case studies to investigate the impact of using blogs within postgraduate education. The study explores how postgraduate business students engage with blogs, whether students' learning preferences correlate with their degree of contribution and how student participation relates with overall achievement. A mixed methods' approach is adopted using both qualitative and quantitative data. The findings indicate that blogs can contribute to students' collective and reflective learning, and emphasise the importance of active feedback from the lecturer. Challenges pertinent to using blogs include the choice of assessment strategies and understanding postgraduate students' goals and expectations. Statistical analyses revealed significant correlation between students' degree of contribution and their achievement. No significant correlation was observed between the degree of contribution and students' learning preferences.   [More]  Descriptors: Case Studies, Business Administration Education, Web 2.0 Technologies, Social Media

OECD Publishing (2016). Does It Matter How Much Time Students Spend on Line outside of School? PISA in Focus. No. 59. In 2012, 15-year-old students spent over two hours on line each day, on average across OECD countries. The most common online activities among 15-year-olds were browsing the Internet for fun and participating in social networks, with over 70% of students doing one of these every day or almost every day. Students who spent more than six hours per day on line outside of school were more likely to feel lonely at school, arrive late and perform at lower levels in mathematics. On average across OECD countries, 7% of students spend this much time on line during a typical weekday. Based on statistics like these, this issue of "PISA in Focus" concludes that a concerted effort by schools, parents and society can educate students as critical consumers of Internet services and electronic media, helping them to make informed choices and avoid harmful behaviours. Schools can raise awareness in families about the risks that children face on line and how to avoid them. And parents must help children to balance leisure uses of information and communications technology (ICT) with time for other recreational activities that do not involve screens, such as sports and, equally important, sleep.   [More]  Descriptors: Online Searching, Internet, Social Media, Computer Use

Barrot, Jessie S. (2016). Using Facebook-Based e-Portfolio in ESL Writing Classrooms: Impact and Challenges, Language, Culture and Curriculum. In English as a second language (ESL) writing pedagogy, much attention has been given to electronic portfolio (e-portfolio) assessment via social networking sites. However, little is known about how Facebook can be used as an e-portfolio platform. Hence, this paper describes the impact of Facebook-based e-portfolio on ESL students' writing practices and the challenges they encountered in implementing this type of e-portfolio. For this purpose, 171 first-year university students completed a 15-item self-report questionnaire and provided details on the problems they encountered during the e-portfolio implementation. Results indicate that Facebook-based e-portfolio had a positive impact on students' writing practices, making it a viable tool for e-portfolio assessment. Nevertheless, some challenges and suggestions for future implementation were reported. The paper concludes with implications for writing assessment practices and future studies.   [More]  Descriptors: Social Media, Electronic Publishing, Portfolios (Background Materials), English (Second Language)

Tran, Phuong (2016). Training Learners to Use Quizlet Vocabulary Activities on Mobile Phones in Vietnam with Facebook, JALT CALL Journal. Mobile phone ownership among university students in Vietnam has reached almost 100%, exceeding that of Internet-capable desktop computers. This has made them increasingly popular to allow learners to carry out learning activities outside of the classroom, but some studies have suggested that learners are not always willing to engage in activities outside of the classroom (Kim et al., 2013). Recent research has suggested that providing training to learners that includes not only how but also why activities are important can improve learner engagement in mobile-based activities (Stockwell & Hubbard, 2014). In this presentation, Vietnamese learners of English engaged in vocabulary and grammar tasks using the Quizlet app on their mobile phones outside of class time. Learners were provided with technical training in class, while ongoing strategic and pedagogical training were provided through a combination of in-class activities and interactions through a dedicated Facebook page over a 5-week period. Usage patterns of the site were recorded through a learning journal and interactions on the Facebook page were analysed to determine the nature of the discussions that took place. Learner attitudes towards the tasks and the training were examined through pre- and post-questionnaires and a focus group discussion. The results are discussed in terms of the problems encountered, and some suggestions for providing appropriate training to learning through mobile phones outside of class through social networking.   [More]  Descriptors: Telecommunications, Vocabulary Development, College Students, Foreign Countries

Sopu, Hans T.; Chisaki, Yoshifumi; Usagawa, Tsuyoshi (2016). Use of Facebook by Secondary School Students at Nuku'alofa as an Indicator of E-Readiness for E-Learning in the Kingdom of Tonga, International Review of Research in Open and Distributed Learning. The Kingdom of Tonga is an isolated least developing country located on the northeast of New Zealand with a population of 103,252 (2011 census) and with a gross domestic product per capita of USD $2,545.20. Before educational systems in a least developing country like the Kingdom of Tonga begin employing e-learning, an assessment of the current situation of students and learning institutions may contribute to its success. Using an appropriate assessment tool is important for accurately measuring the degree of e-readiness. In this study, we administered a survey to 186 students randomly selected from five secondary schools in the Kingdom of Tonga to measure Facebook usage as an index of e-readiness for e-learning. We found that a large percentage (81%) of secondary students use Facebook, and most (74%) of these students have used Facebook for two or more years. All (100%) students use a computer to access Facebook, and most also access Facebook through mobile phones (62%) or tablets (46%). We also found correlations between duration of having a Facebook account and other indicators of e-readiness. Our findings suggest that secondary students in the Kingdom of Tonga have developed e-readiness for e-learning through their use of Facebook.   [More]  Descriptors: Foreign Countries, Developing Nations, Use Studies, Social Media

Albhnsawy, Abeer Abdalhalim; Aliweh, Ahmed Mahmoud (2016). Enhancing Student Teachers' Teaching Skills through a Blended Learning Approach, International Journal of Higher Education. This study investigated the effect of a blended learning program on student teachers' teaching skills in an undergraduate microteaching course. The blended learning program lasted for nine weeks. This program aimed at integrating social network tasks and face-to-face teaching activities. Pre- and post-tests were administered to assess student teachers' micro-teaching performance. Data analysis revealed that blended learning has a significant effect on the participants' teaching skills. Relevant interpretations and recommendations were offered.   [More]  Descriptors: Foreign Countries, Student Teachers, Science Education, Majors (Students)

Ololube, Nwachukwu Prince; Agbor, Comfort Nkogho; Major, Nanighe Baldwin; Agabi, Chinyere O.; Wali, Worlu I. (2016). 2015 Global Information Technology Report: Consequences on Knowledge Management in Higher Education Institutions in Nigeria, International Journal of Education and Development using Information and Communication Technology. This research is a continuation of a theoretical review that evaluated ICT Policy Outcomes for National Development in relation to Networked Readiness Index (NRI) and the impact it has on knowledge integration and management in higher education institutions in Nigeria. A new dawn in information technology (IT) has initiated new trends in educational processes and have deeply changed traditional methods of doing research, teaching and learning experiences of both faculty and students in higher education institutions (HEIs) around the world. A survey research method was adopted and a questionnaire was structured along the 2015 Global Information Technology Report. The items were adapted and modified to shape into the purpose of this study. The study found that the eagerness and passion for IT and the role it plays in knowledge management (KM) are thwarted because Nigeria is faced with insufficiency in critical IT policies, infrastructures, usage, personnel, deficit in funding and essential services. This study recommends that higher education in Nigeria must become proactive, liberal, constructive and down to the business of research, teaching and learning using components of IT to enhance KM. This learned academic discourse has implication for higher education management and administration, policy making, and the government.   [More]  Descriptors: Information Technology, Global Approach, Knowledge Management, Higher Education

Marcon, Nerissa; Faulkner, Julie (2016). Exploring "Minecraft" as a Pedagogy to Motivate Girls' Literacy Practices in the Secondary English Classroom, English in Australia. Digital games are positioned in literacy research as integral to contemporary youth culture and their potential as a learning resource continues to be explored in current literature. This paper examines the use of "Minecraft" as a pedagogical tool to motivate girls' literacy practices within the secondary English classroom. The data suggest that girls find "Minecraft" an appealing text for literacy learning. Girls chose to work collaboratively and strategically as they designed and immersed themselves in the game. Problem-solving approaches and distributed learning initiatives were evident in the girls' negotiations. This article argues that using digital games in English classrooms can productively assist teachers to bridge students' outside- and inside-school literacy practices, while validating and drawing from youth culture to enhance learning processes.   [More]  Descriptors: Foreign Countries, Computer Games, Teaching Methods, Learning Motivation

McCarthy, Josh (2016). Global Learning Partnerships in "the Café": Peer Feedback as a Formative Assessment Tool for Animation Students, Interactive Learning Environments. This paper reports on a global learning partnership using "the Café: the collaborative application for education" as an e-learning environment within the Facebook framework, for first-year animation students at the University of South Australia (USA) in Australia and Nanyang Technological University in Singapore. "The Café" has been designed based on five principles of user interface design–visibility, usability, relevance, accessibility, and interactivity–and aims to provide institutions with an established, structured, and dedicated e-learning environment that meets the needs of modern-day tertiary students and teaching staff. From July to November in 2013, 71 students participated within the e-learning environment. Students submitted work-in-progress imagery related to major assignments, and provided feedback and critiques to their local and global peers. A post-semester survey provided students with the opportunity to critically reflect on the learning experience. The results are discussed in light of the use of peer feedback as a formative assessment tool.   [More]  Descriptors: Feedback (Response), Partnerships in Education, Electronic Learning, Universities

Weiqin, Eliza Leong; Campbell, Marilyn; Kimpton, Melanie; Wozencroft, Kelly; Orel, Alexandra (2016). Social Capital on Facebook: The Impact of Personality and Online Communication Behaviors, Journal of Educational Computing Research. Online relationship formation through social networking sites helps to meet the developmental need for intimacy in emerging adults. Through the use of the "rich get richer" and the "social compensation" hypotheses, it is evident that personality characteristics such as extraversion and introversion impact online relationship formation. However, there is a lack of research on the amount of relational benefits, in terms of social capital, accrued from these relationships. This study addressed this issue by examining how the online communication styles of extraverts and introverts mediate the relationship between the personality variables and the accumulation of online social capital. Support for the rich get richer hypothesis was found, with extraversion leading to the accumulation of bonding social capital. This relationship was mediated by the active communication behaviors of extraverts.   [More]  Descriptors: Social Capital, Social Media, Personality Traits, Computer Mediated Communication

Akom, Antwi; Shah, Aekta; Nakai, Aaron; Cruz, Tessa (2016). Youth Participatory Action Research (YPAR) 2.0: How Technological Innovation and Digital Organizing Sparked a Food Revolution in East Oakland, International Journal of Qualitative Studies in Education (QSE). This article argues that technological innovation is transforming the flow of information, the fluidity of social action, and is giving birth to new forms of bottom up innovation that are capable of expanding and exploding old theories of reproduction and resistance because "smart mobs," "street knowledge," and "social movements" cannot be neutralized by powerful structural forces in the same old ways. The purpose of this article is to develop the concept of YPAR 2.0 in which new technologies enable young people to visualize, validate, and transform social inequalities by using local knowledge in innovative ways that deepen civic engagement, democratize data, expand educational opportunity, inform policy, and mobilize community assets. Specifically this article documents how digital technology (including a mobile, mapping and SMS platform called Streetwyze and paper-mapping tool Local Ground)–coupled with "ground-truthing"–an approach in which community members work with researchers to collect and verify "public" data–sparked a food revolution in East Oakland that led to an increase in young people's self-esteem, environmental stewardship, academic engagement, and positioned urban youth to become community leaders and community builders who are connected and committed to health and well-being of their neighborhoods. This article provides an overview of how the YPAR 2.0 Model was developed along with recommendations and implications for future research and collaborations between youth, teachers, neighborhood leaders, and youth serving organizations.   [More]  Descriptors: Action Research, Participatory Research, Technological Advancement, Mass Media Use

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