Bibliography: Social Media (page 131 of 144)

Gómez, Susana (2016). How Working Collaboratively with Technology Can Foster a Creative Learning Environment, Research has shown that collaborative learning is a very powerful methodology as it ensures interaction among students, humanises the learning process and has positive effects on academic achievement. An activity based on this approach can also benefit from the use of technology, making this task more appealing to our students today. The aim of this paper is to present a project which combines both ingredients so as to develop a successful creative learning environment. The project we are talking about is called PopuLLar, a European Union funded innovative educational project designed to harness music and Information and Communications Technology (ICT), the primary social interests of youngsters, into their language learning. The paper will describe the project goals together with the methodology and results obtained in the initial piloting of the project carried out in Spain before being launched around Europe. [For the complete volume, "New Perspectives on Teaching and Working with Languages in the Digital Era," see ED565799.]   [More]  Descriptors: Educational Environment, Technology Uses in Education, Cooperative Learning, Experimental Programs

Magedera-Hofhansl, Hanna (2016). Get That Job! A Project on the German Job Application Process, With decreasing numbers of students studying German at Higher Education Institutions in the United Kingdom, there is an increasing demand for graduate Germanists. This project, designed for C1/C2 level students according to the Common European Framework of Reference for languages, prepares finalist students for a job market in which UK and German businesses need culturally aware and competent speakers of English and German. This chapter offers a holistic approach to classroom exercises that will increase students' professional and employability skills. A short list of references and links is included. [For the complete volume, "Employability for Languages: A Handbook," see ED566902.]   [More]  Descriptors: German, Second Language Learning, Second Language Instruction, Guidelines

France, Derek; Powell, Victoria; Mauchline, Alice L.; Welsh, Katharine; Park, Julian; Whalley, W. Brian; Rewhorn, Sonja (2016). Ability of Students to Recognize the Relationship between Using Mobile Apps for Learning during Fieldwork and the Development of Graduate Attributes, Journal of Geography in Higher Education. The increasing importance of employability in Higher Education curricula and the prevalence of using mobile devices for field-based learning prompted an investigation into student awareness of the relationship between the use of mobile apps for learning and the development of graduate attributes (GAs) (and the link to employability). The results from post-fieldwork focus groups from four field courses indicated that students could make clear links between the use of a variety of mobile apps and graduate attribute development. The study suggests a number of mobile apps can align simultaneously with more than one graduate attribute. Furthermore, prior experience and the context of use can influence students' perceptions of an app and its link with different GAs.   [More]  Descriptors: Field Experience Programs, Handheld Devices, Technology Uses in Education, Focus Groups

Vikneswaran, Thulasi; Krish, Pramela (2016). Utilising Social Networking Sites to Improve Writing: A Case Study with Chinese Students in Malaysia, Technology, Pedagogy and Education. With the advancement of technology, writing in English is no longer confined to the classroom as nowadays students are exposed to various forms of writing on the Internet. Specifically with Generation Y in mind, online writing is a new method that needs to be implemented to enhance Malaysian students' writing skills. This article aims at identifying what motivates English as a Second Language students to write in English on Facebook. Ten Chinese-speaking students from a private urban school were selected for this study. These students had just started secondary education after being educated in Chinese-vernacular elementary schools for six years. The students were required to participate in an ongoing discussion on their Facebook class page in order to complete a writing task. Data for this study comprised both online discussions and interviews. The findings suggest that peer influence and school surroundings motivated the students to write better in English on Facebook. The findings also imply that the use of technology in writing tasks made students write better in English owing to the exchanges of feedback and ideas that took place through this social networking site.   [More]  Descriptors: Foreign Countries, College Students, Chinese, English (Second Language)

Shapiro, Shawna; Cox, Michelle; Shuck, Gail; Simnitt, Emily (2016). Teaching for Agency: From Appreciating Linguistic Diversity to Empowering Student Writers, Composition Studies. In this article, we build on conversations about linguistic diversity in writing studies, proposing a framework by which instructors and administrators can promote the empowerment of multilingual writers. Our framework, which we call "teaching for agency," recognizes the resources that linguistically diverse students bring to our writing classrooms, but also takes into account these students' needs and goals regarding English language development. We articulate a process in which students gain greater awareness and control of the opportunities for action available to them, and learn to evaluate the effects of their decisions as writers and scholars. Practitioners can help to facilitate this process, we argue, by creating optimal conditions within which students can make informed decisions. After presenting the teaching for agency framework, we describe how we have employed it at our own institutions, through assignments that provide an authentic and relevant rhetorical context for student writing, as well as programmatic policies that offer multiple pathways for student success. By foregrounding agency as a central construct in the teaching of writing, we hope to demonstrate our respect for what students already know and can do with language, and our commitment to expanding every student's linguistic and rhetorical repertoire.   [More]  Descriptors: Student Empowerment, Multilingualism, English (Second Language), Second Language Learning

Hussein, Nadhim Obaid; Elttayef, Ahmed Ibrahim (2016). The Impact of Utilizing Skype as a Social Tool Network Community on Developing English Major Students' Discourse Competence in the English Language Syllables, Journal of Education and Practice. The importance of this study comes from the fact that foreign language learners suffer from traditional ways and methods of teaching and learning. They are looking for new ways of teaching and learning specially methods which integrated with technology. What makes this study important is that using one of the most familiar software for learners that is Skype. The researchers intentionally chosen this software to bring motivation into classrooms and to bring easiness for learners to use this integration of technology with to teach and learn English language. The aim behind investigating this study was to explore the effect of using Skype as a Social Tool Network Community and see its effect on Developing English Major Students' Discourse Competence in the English Language syllables. The study adopted an experimental approach to investigate the impact of utilizing Skype as a social tool network community on developing English major students' discourse competence. Skype is an umbrella term which refers to human communication via computer networking. The sample of the study consisted of 70 males and females freshman at Yarmouk University in Jordan, during the second semester of the academic year 2015/2015. It can be implemented in two groups. These two groups were assigned as experimental group (40 students) and control group (30 students).. The experimental group was taught how to write effectively by using the modern technological tools mainly Skype whereas the control group was taught traditionally. The study utilized Skype as a research tool. A pre-writing test was applied for the purpose of examining the students' levels of both groups. The researchers busily engaged the students of the experimental group in different writing tasks focused on teaching the main features of writing which are mechanics, usage and sentence formation. At the end, pre-writing test was also applied for both groups to check enhancing. The Data collection was done through an exam. The participants' exchanges in the Skype group and their replies to the examinees were analyzed. The results showed that Skype chat had a positive impact on the English major learners' discourse competence. Learners who studied Skype chat performed better on the discourse aspects of English post-test than those who did not. Additionally, the finding of study revealed that students acquired writing and speaking skills in Skype chat more efficiently and effectively than in the traditional method.   [More]  Descriptors: Social Media, Majors (Students), English (Second Language), Second Language Learning

Brewer, Hannah; Church, E. Mitchell; Brewer, Steven L. (2016). The Impact of Content-Based Network Technologies on Perceptions of Nutrition Literacy, American Journal of Health Education. Background: Consumers are exposed to obesogenic environments on a regular basis. Building nutrition literacy is critical for sustaining healthy dietary habits for a lifetime and reducing the prevalence of chronic disease. Purpose: There is a need to investigate the impact of content-based network (CBN) technologies on perceptions of nutrition literacy because use of content-based networks has increased indefinitely. Methods: A quantitative survey analyzed by structural equation modeling was used to examine 3 CBN characteristics: serendipitous nutrition discovery, nutrition information management, and social modeling in relation to nutrition self-efficacy and perceptions of nutrition literacy among a sample of undergraduate students (N¬ =¬ 349). Results: Users of the website Pinterest, the most popular CBN, provide support that perception of the CBN's ability to provide access to new and interesting nutrition content impacts feelings of self-efficacy when making dietary decisions. Translation to Health Education Practice: Content-based networks such as Pinterest may serve as a viable tool for increasing nutrition literacy by enhancing self-efficacy around nutrition.   [More]  Descriptors: Nutrition Instruction, Health Behavior, Dietetics, Statistical Analysis

Hill, Jennifer; Thomas, Greg; Diaz, Anita; Simm, David (2016). Borderland Spaces for Learning Partnership: Opportunities, Benefits and Challenges, Journal of Geography in Higher Education. This paper uses case studies and secondary literature to critically examine how learning spaces inhabited by geographers might be used productively as borderland spaces for learning partnership. Borderland spaces are novel, challenging, permissive and liminal, destabilizing traditional power hierarchies. In these spaces, students gain confidence in accepting agency in learning, moving towards critical thinking and reflective judgement, thereby developing self-authorship. They acquire new knowledge, skills and facets to their identity. They also feel anxiety as they take on new roles and adopt a partnership ethos. Faculty must guide students to support their successful navigation into and out of borderland spaces.   [More]  Descriptors: Partnerships in Education, Social Media, Case Studies, Geography

Martins da Silva, Vanessa Cristina; Siqueira, Sean Wolfgand Matsui (2016). Analysing Students' Interactions through Social Presence and Social Network Metrics, International Association for Development of the Information Society. In online learning environments, tutors have several problems to carry out their activities, such as evaluating the student, knowing the right way to guide each student, promoting discussions, and knowing the right time to interact or let students build knowledge alone. We consider scenarios in which teaching and learning occurs in online social networks platforms and in order to support tutors' knowledge on the students' interactions, we propose an approach based on social presence and social network analysis. The solution consists on mapping profiles through the observation of interactions occurring in an online social network, then using automatic textual analyses of social presence based on the criteria of affection, interaction, cohesion and strength, as well as metrics for social network analysis to see the interactions and connections of members in the social network. We applied the approach in a case study and the students agreed their profile represented them correctly and the proposed solution had good acceptance. [For full proceedings, see ED571459.]   [More]  Descriptors: Interaction, Social Networks, Electronic Learning, Tutors

Cook, Sarah Taylor (2016). Understanding College Students' Lived Experiences in a Diverse Blended Model Class, ProQuest LLC. The current study was used to explore the lived experiences of students enrolled in a college-level course developed within an interinstitutional partnership that leveraged technology platforms, such as Twitter¬Æ and online learning management systems, and included the participation of prominent figures from the 1960s Civil Rights Era. The focus of the study was on students' critical thinking skills, social presence, and quality academic engagement in a blended learning environment. Facets were considered within an overarching critical pedagogy theoretical framework. The results of the study showed that participation in the class promoted critical thinking, established multiple avenues for students to manifest their social presence, and that quality academic engagement was fostered. Concurrently, participation in the culturally relevant course went beyond the academic considerations. Students in the class were permanently influenced, providing a clear vision of how the past constructs the future and empowered the students to consider their role in creating a better world. [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:…   [More]  Descriptors: College Students, Student Experience, Blended Learning, Social Media

Griggio, Lisa; Rózsavölgyi, Edit (2016). A Pre-Mobility eTandem Project for Incoming International Students at the University of Padua, This study focuses on a strategic partnership with students from the University of Padua and international students coming to Padua mainly in the setting of Erasmus student mobility and exchange programs. The project is designed specifically for incoming international students to facilitate their integration into the Italian higher educational learning environment. They can practice their Italian, have practical information about Padua and its university, and get to know local students with whom they can possibly have face-to-face relationships after their arrival. The online exchange–based on the principles of tandem learning–is carried out in the setting of a one-to-one and a many-to-many interaction using different technological tools which include a dedicated institutional Moodle platform, a social Facebook area restricted to the eTandem community and other networking systems such as Skype, e-mail, chat and WhatsApp. We have found that the project helps both Italian and international students develop their digital, linguistic and intercultural competencies, boosts their critical thinking and cultivates their curiosity towards others. It facilitates international students' integration into their target country/university/culture. [For the complete volume of short papers, see ED572005.]   [More]  Descriptors: Universities, Foreign Students, Foreign Countries, Student Mobility

Leier, Vera; Cunningham, Una (2016). "Just Facebook Me": A Study on the Integration of Facebook into a German Language Curriculum, Student and teacher activity in a closed Facebook group for a tertiary German class was observed during a 12-week teaching semester. This was complemented by questionnaires, semi-structured interviews with students, and teacher reflections in a researcher journal. Collected data were analysed using an inductive thematic analysis followed by a deductive Activity Theory (AT) analysis to explore the tensions between student and teacher expectations of the Facebook component of the course. The analysis showed individual variation in Facebook behaviours. A number of students were reluctant to write in the target language, German, reporting that they felt anxious when required to do so. It became evident that students differentiated sharply between their private Facebook interactions and their interactions in the Facebook group. Students adopted the Facebook group as an authentic language platform and continued to use the page after the course had ended. The Facebook group facilitated high quality meaning-focused target language production within the class group, and the participants were overwhelmingly positive towards their Facebook experience. [For the complete volume of short papers, see ED572005.]   [More]  Descriptors: Social Media, German, Second Language Instruction, Educational Technology

Ohashi, Louise (2016). Taking English outside of the Classroom through Social Networking: Reflections on a Two-Year Project, In Japan, like most English as a Foreign Language (EFL) contexts, students have few opportunities to use English in daily life, and this limits their ability to develop their language skills. To address this, many teachers provide homework tasks and guide students towards autonomous learning. In an effort to do the latter, a private Facebook group was created for students at a women's university in Tokyo. Through the group, the teacher aimed to provide out-of-class opportunities for English communication; facilitate access to English-language resources; motivate students to study/use English; and create a learning community that had student leaders. This article draws on a small-scale questionnaire, participant interviews, and activity within the Facebook group to examine the extent to which these goals were achieved. [For the complete volume of short papers, see ED572005.]   [More]  Descriptors: Social Networks, English (Second Language), Females, Questionnaires

Sentürk, Sener; Bayat, Seher (2016). Internet Usage Habits and Cyberbullying Related Opinions of Secondary School Students, Universal Journal of Educational Research. The purpose of this research is to examine the internet usage habits of secondary school students and their awareness of cyberbullying in terms of different variables. Of the probabilistic sampling methods, research sampling identified by stratified sampling method has been formed by 559 students from two branches (56 branches in total) selected with simple random sampling method (For example; 5/A and 5/C) at each grade level (5th, 6th, 7th and 8th grades) from 7 schools in Merzifon. Data in the research have been obtained by the form related to the personal information and "Cyberbullying Scale". Due to the absence of normal distribution of data, the frequency tables in the analysis of data, Mann-Whitney U and Kruskal-Wallis H tests were used. According to the results of the research, it has been detected that the cyberbullying related awareness of the secondary school students is low (sample mean = 20.24 out of 42); there is no significant difference in terms of gender, having personal computer and mobile phone and there are some significant differences in terms of the variables such as the type of school and class level. While the internet use purposes of the students is mostly making research and doing homework, it is seen that using social network such as Facebook is common among the students despite being illegal due to their ages.   [More]  Descriptors: Bullying, Secondary School Students, Computer Mediated Communication, Student Attitudes

Costa, Carolina; Alvelos, Helena; Teixeira, Leonor (2016). The Use of Web 2.0 Tools by Students in Learning and Leisure Contexts: A Study in a Portuguese Institution of Higher Education, Technology, Pedagogy and Education. This study analyses and compares the use of Web 2.0 tools by students in both learning and leisure contexts. Data were collected based on a questionnaire applied to 234 students from the University of Aveiro (Portugal) and the results were analysed by using descriptive analysis, paired samples t-tests, cluster analyses and Kruskal-Wallis tests. The results show that the tools most used by students in a learning context are video sharing, social network sites and wikis, and that in a leisure context students use social network sites and video sharing more. The profiles of the groups resulting from the cluster analyses reveal that 42% of the students do not use Web 2.0 tools intensively in either one of the contexts. However, findings from comparing the clusters of both contexts show that students who more frequently use the tools in the leisure context are occasional users in the learning context and vice versa. This study contributes to a better knowledge of the student profiles concerning the use of Web 2.0 tools in learning and leisure contexts which can help teachers direct their strategies to the use of the most appropriate tools, thus improving the success of the teaching-learning process.   [More]  Descriptors: Foreign Countries, Web 2.0 Technologies, College Students, Questionnaires

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