Bibliography: Social Media (page 135 of 144)

Hoffman, Lisa; Podikunju-Hussain, Shifa; Ridout, Susan (2015). Don't Stop Stuffing the Backpacks!: Parents of English Language Learners Share School-Home Communication Preferences, Online Submission. As communications in U.S. society become more digitally focused, many schools have transitioned toward using more digital technology for school-home communications. Across the country, many schools and teachers now disseminate information to students' parents using email listserv, text message, Twitter, Facebook, and other applications such as Edmodo or Class Dojo. Digital communication between school and home can have many benefits, including increased convenience and reliability and decreased environmental impact. However, moving school-home communications from paper-based flyers and letters sent home in children's backpacks to primarily digital media may have unintended consequences such as exacerbating the "digital divide" that still exists among families with less financial and material access to digital technology. It is unclear whether increasingly digital school-home communication methods are more or less desirable to many parents of English language learners. This study involved surveys of Spanish-speaking and English-speaking parents of English language learner students in seven Head Start, Even Start, and elementary schools in four Indiana public school corporations. Parents were asked what type of information they wanted to receive from their child's school and how they would prefer to receive that information. Findings revealed that both English-speaking and Spanish-speaking parents expected to work with their students on academics at home and wanted information from their child's school about supporting academics at home. More Spanish-speaking than English-speaking parents reported that they would like to receive information from the school about specific ways to help their child with a variety of school readiness skills at home. These findings contrast with popularly held misconceptions that low-income parents (such as those participating in Head Start programs) and non-English-speaking parents are less interested in family involvement with their children's education. The majority of both Spanish-speaking and English-speaking parents indicated a preference for receiving written material sent home in backpacks. Survey results indicated that technology dependent communication methods, such as email and teacher blogs, were the least desirable to the parents in this study. The article ends with recommended questions educators can ask about how their school communicates with parents. [This paper was originally published in "INTESOL Newsletter" (Indiana Teachers of English to Speakers of Other Languages), Fall 2015.]   [More]  Descriptors: Family School Relationship, Telecommunications, Handheld Devices, Social Media

Castaño, Carlos; Maiz, Inmaculada; Garay, Urtza (2015). Design, Motivation and Performance in a Cooperative MOOC Course, Online Submission. MOOCs are seen as the latest evolution in online learning and, since their launch in 2008, they have become an integral part of university course curricula. Despite the social success of these courses, the learning design and efficacy of their results have been questioned. Most current research has focused more on discussing their potential to offer quality, large-scale education worldwide rather than measuring learning outcomes. This paper shows the results of a research study that focused on the pedagogical design of a cooperative MOOC and its influence on motivation and academic results. A Delphi study was used to validate the design, and the motivation variable was controlled using the Instructional Materials Motivation Survey (IMMS). Academic performance was assessed through evidence-based learning. The paper argues that design, which is defined by the students' intensive use of social networks and the activities they carry out in their Personal Learning Environments, has an influence on performance, and the variable that mediates in that relationship is the level of satisfaction with the perception of the design. The academic results obtained and the students' motivation support the use of cooperative MOOCs in university education.   [More]  Descriptors: Online Courses, Large Group Instruction, Educational Technology, Technology Uses in Education

Fujii, Kiyomi; Hirotani, Maki (2015). Implementing Verbal and Non-Verbal Activities in an Intercultural Collaboration Project for English Education, Technological development offers language teachers a myriad of options for collaborative activities. Learners, in turn, benefit from increased opportunities to interact with people who can speak their target language. Research has previously highlighted the importance of developing learners' intercultural competence through such activities. The researchers implemented verbal and non-verbal activities in an intercultural collaboration project for learners of English in Japan and learners of Japanese in the U.S. This paper will detail the project activities and provide a comprehensive summary of the results, especially as they pertain to interaction with native speakers of the target language to develop verbal and non-verbal communication skills. [For full proceedings, see ED564162.]   [More]  Descriptors: Program Implementation, Intercultural Programs, Intercultural Communication, English (Second Language)

Wu, Greg Chung-Hsien; Chao, Yu-Chuan Joni (2015). Learners' Agency in a Facebook-Mediated Community, Agency, defined by Gao (2013) as learners' "dynamic strategic behavior" (p. 29) in response to contextual realities, has been central to educational undertakings. While the affordances of social networking sites like Facebook have been extensively examined in a number of educational studies, there has been a scarcity of research on critically appraising language learners' agency in the Facebook community. By exploring learners' agency, this study aims to unveil language learners' self-regulation, autonomous action, and decision-making. Five Taiwanese third-year English majors were recruited as case subjects for the qualitative inquiry. They participated in an extracurricular project for vocabulary learning in Facebook. Data triangulation comprised a set of pre- and post-vocabulary tests to investigate their progress in acquiring academic words, an open-ended questionnaire for their perceptions of the online learning experience, and the data of their postings and interactions in this Facebook community. Results from the in-depth interview reveal that learner agency in vocabulary learning via Facebook depends on their strategically selecting (1) academic words to post, (2) Google images to illustrate the referred words, and (3) online dictionary definitions. In addition, interactiveness and responsiveness among the Facebook community members support the creation of an "affinity space" (Gee, 2003) for the learners that stimulates a critical awareness of their self-regulation and learner autonomy. The pedagogical implication is that the Facebook-mediated community can enhance the interactive learning activity. [For full proceedings, see ED564162.]   [More]  Descriptors: Social Media, Vocabulary Development, Majors (Students), English (Second Language)

Altrabsheh, Nabeela; Cocea, Mihaela; Fallahkhair, Sanaz (2015). Predicting Learning-Related Emotions from Students' Textual Classroom Feedback via Twitter, International Educational Data Mining Society. Teachers/lecturers typically adapt their teaching to respond to students' emotions, e.g. provide more examples when they think the students are confused. While getting a feel of the students' emotions is easier in small settings, it is much more difficult in larger groups. In these larger settings textual feedback from students could provide information about learning-related emotions that students experience. Prediction of emotions from text, however, is known to be a difficult problem due to language ambiguity. While prediction of general emotions from text has been reported in the literature, very little attention has been given to prediction of learning-related emotions. In this paper we report several experiments for predicting emotions related to learning using machine learning techniques and n-grams as features, and discuss their performance. The results indicate that some emotions can be distinguished more easily then others. [For complete proceedings, see ED560503.]   [More]  Descriptors: Feedback (Response), Social Media, Emotional Response, Teaching Methods

Anderson, Carla; Card, Karen (2015). Effective Practices of Financial Education for College Students: Students' Perceptions of Credit Card Use and Financial Responsibility, College Student Journal. The purpose of this quasi-experimental nonequivalent control group study was to determine the influence that a financial education intervention administered in First Year Experience courses had on students' perceptions of their financial behavior such as compulsive spending and credit card use. This study utilized the five-point Likert-type scales: Compulsive Buying Scale (d'Astous, Maltais, & Roberge, 1990) and the Degree of Irrational Credit Use Scale (d'Astous, 1990) to assess a student's predisposition to spend compulsively and to make unwise decisions with credit cards. This study included 502 students who were enrolled in a First Year Experience course at a mid-sized land-grant Great Plains university. The data were analyzed using t tests and analysis of covariance to determine if a significant difference existed between the groups. There were significant differences in the Compulsive Buying Scale pretest scores between the men and women, indicating that women may have a higher propensity to compulsively spend than men. Analysis of covariance found significant differences between the control group and both treatment groups for many individual questions on the Compulsive Buying Scale posttest as well as the composite posttest score (p <0.05). This revealed that the inclusion of financial education in first-year seminars makes a positive difference on the student's perception of their financial behavior regarding compulsive spending decisions.   [More]  Descriptors: Quasiexperimental Design, Control Groups, Money Management, Credit (Finance)

Ping, Ng Sau; Maniam, Mahendran (2015). The Effectiveness of Facebook Group Discussions on Writing Performance: A Study in Matriculation College, International Journal of Evaluation and Research in Education. Matriculation a pre-tertiary program offered by Ministry of Education for students who have completed their "Sijil Pelajaran Malaysia's" (SPM) examinations successfully. These excellent students will be required to sit for the Malaysian University English Test (MUET) before pursuing their studies in local colleges and universities. MUET comprises all the four language skills of listening, speaking, reading and writing. However, matriculation students are still unable to perform well in MUET examination especially the writing component. Researcher aimed to see whether Facebook group discussions can be used as a medium to improve writing skills of students. The main purpose of this study is to look at the effectiveness of Facebook group discussion in writing performance and college students' perception of using Facebook discussion. This study tested the effect of Facebook discussions by comparing 2 groups of learners (a control group and an experimental group) on writing tasks. The scores of Pre and Post test for both groups will be compared after treatment method of Facebook group discussion on the experimental group. Learners' attitudes towards the usage of Facebook group discussion and aspects of Facebook that help students to express their opinion. Discussions of the findings will include suggestions on whether Facebook discussions can be used to improve writing performance.   [More]  Descriptors: Foreign Countries, Social Media, Group Discussion, Writing Skills

Soomro, Kamal Ahmed; Zai, Sajid Yousuf; Jafri, Iftikhar Hussain (2015). Competence and Usage of Web 2.0 Technologies by Higher Education Faculty, Educational Media International. Literature on Web 2.0 experiences of higher education faculty in developing countries such as Pakistan is very limited. An insight on awareness and practices of higher education faculty with these tools can be helpful to map strategies and plan of action for adopting latest technologies to support teaching-learning processes in higher education of such countries. This survey study was aimed to examine the competence and practices of higher education faculty in Pakistan with Web 2.0 technologies such as blogs, Wikis, Google Docs, Skype, Flickr, YouTube, and social networks. The study was also focused to look for what type of role faculty play while using these tools; and to find whether any significant differences in terms of age, gender, or academic discipline exist in competence and usage of these tools by the faculty. The data were collected from a sample of 246 university teachers in the spring 2014 semester. The findings of the study indicated that faculty participants reported to use Web 2.0 social tools more frequently than instrumental tools. Similarly, their competence with social tools was higher than their competence with instrumental tools. Additional results indicated that their competence with Web 2.0 tools significantly differed with respect to their age, gender, and academic disciplines.   [More]  Descriptors: Foreign Countries, College Faculty, Competence, Web 2.0 Technologies

Liaw, Shu-Sheng; Huang, Hsiu-Me (2015). How Factors of Personal Attitudes and Learning Environments Affect Gender Difference toward Mobile Distance Learning Acceptance, International Review of Research in Open and Distributed Learning. Mobile technology for learning empowers the shift from traditionally pure instructor-centered classroom teaching to fully learner-centered educational settings. Although mobile learning (m-learning) accessing Internet resources anytime and anywhere and it may cause gender difference toward it; thus the issue of the relationship between gender perspectives and m-learning environments has been a controversial topic. Therefore, the main research objective of the research is to explore gender differences toward APP-based, m-learning environments. Subjects of the study were selected university students who had already used an APP-based, m-learning system for one month. A total of 159 valid questionnaires were collected and were split evenly between female and male Taiwan university students. The statistical analyses lead to significant conclusions. Both female and male learners have highly positive perceptions toward m-learning. Additionally, the proposed research model is an acceptable conceptual model for investigating female and male learner attitudes. Furthermore, factors of personal attitudes and learning environments affect gender difference toward m-learning acceptance.   [More]  Descriptors: Educational Technology, Telecommunications, Technology Uses in Education, Handheld Devices

Alm, Antonie (2015). "Facebook" for Informal Language Learning: Perspectives from Tertiary Language Students, The EUROCALL Review. This paper investigates the use of "Facebook" for out-of-class, informal language learning. 190 New Zealand university language students (Chinese, German, French, Japanese and Spanish) completed an anonymous online questionnaire on (1) their perceptions of "Facebook" as a multilingual environment, (2) their online writing practices and (3) their views on the educational value of their experiences. Findings indicate that language students are using a range of "Facebook" features to expose themselves to the languages they study (L2) and to communicate in their L2 with native speaker "Facebook" friends. The use of the social networking site varied according to proficiency-levels of the participants (beginner, intermediate and advanced levels), strength of social ties with native speaker "Facebook" friends and personal attitudes towards the site. Learning experiences on "Facebook" were not perceived as useful for the formal language learning context which suggests the need for bridging strategies between informal and formal learning environments.   [More]  Descriptors: Social Media, Foreign Countries, Second Language Learning, Social Networks

Nguyen, Hanhthi; Yang, Lajlim (2015). A Queer Learner's Identity Positioning in Second Language Classroom Discourse, Classroom Discourse. This case study examines the classroom participation of a Korean queer (transgender) learner of English as a second language at a language institute for international adult students in the United States. To understand the dynamics of this learner's participation, we focus on how she constructed gender identity and learner identity in interaction. Our analysis indicates that although the class content was not designed to elicit biographic information from students, this learner agentively managed her gender identity expression, which, at times, was met with challenge by her peers. As a second language learner, she self-positioned both as a lazy student and an effective language user–contradictory positionings that might be explained by the disconnection between the class content and the cultural capital that she sought to gain. Our study extends research on investment in second language learning by examining identity positioning in actual discourses and by linking classroom interaction and the learner's experiences outside of the classroom. The analysis can also inform researchers and teachers about the complexities and nuances of gender identity construction and negotiation in classroom discourse.   [More]  Descriptors: Case Studies, English (Second Language), English Language Learners, Foreign Students

Kobayashi, Michiko (2015). Students' Evaluation of Google Hangouts through a Cross-Cultural Group Discussion Activity, Turkish Online Journal of Distance Education. The study investigated perceived ease of use and usefulness of Google Hangouts as an instructional/learning tool. Forty-two teacher education students at U.S and Japanese universities participated in an online cross-cultural activity using Google Hangouts and discussed cultural differences between the two countries and their teaching philosophies. After the activity, students responded to a survey to evaluate the ease of use and usefulness of Google Hangouts. Qualitative data were also collected through the survey to examine their overall learning experience. The results indicated that Google Hangouts is a useful instructional tool, but not easy to use. Although technical problems occurred during the conference, the activity provided valuable experiences for both U.S. and Japanese students. The study provides suggestions for how Google Hangouts can be integrated into online classrooms based on the findings.   [More]  Descriptors: Student Evaluation, Group Discussion, Usability, Instructional Material Evaluation

Miron, Eli; Ravid, Gilad (2015). Facebook Groups as an Academic Teaching Aid: Case Study and Recommendations for Educators, Educational Technology & Society. The move from a walled garden type Learning Management Systems (LMS) to open environments (like Facebook) forces us to adapt new teaching ways. This article offers a brief review of the use of Facebook groups in learning, describes the experience of using Facebook groups in an academic institute, explains the considerations for choosing the type of group and provides detailed technical guidance for teachers and students, including recommendations for enhanced privacy and Internet security and for reduction of information overload. Good technical understanding of the Facebook platform and active participation (at least once daily), are recommended for successful use. Facebook groups have been used by the authors during 2012-2014 in 12 courses. Overall results show that the use of Facebook groups for academic purposes is favoured by the students. From the educators' vantage point: communication with the students was fast and easy. Email alerts enabling communication with the students, but without the need to "live in Facebook" an answer to one student was visible to all. To sum up: the experience of both the students and the authors is favourable. Finally, the acceptance of Facebook as an LMS was analysed using a simplified version of the Technology Acceptance Model.   [More]  Descriptors: Integrated Learning Systems, Social Media, Computer Mediated Communication, Privacy

Goktalay, Sehnaz Baltaci (2015). The Impact of Facebook in Teaching Practicum: Teacher Trainees' Perspectives, Educational Research and Reviews. Prompt feedback is one of the critical components of teacher education programs. To reap the greatest benefit from the teaching practicum process, the quality of feedback as well as its implementation by stakeholders, supervisors, cooperating teachers, and teacher trainees, takes on great importance. The purpose of this study is to examine how Web 2.0 tools support a teaching practicum course at a large public university and to discuss Facebook in relation to feedback and informal learning. The use of Facebook in a university setting aims to encourage interactions among stakeholders, thus enhancing instant and appropriate feedback mechanisms and informal learning. Data were obtained by monitoring posts within a closed Facebook group and from a teacher trainee survey whereby teacher trainees indicated the ways in which they adapted to this technology. Findings indicate that teacher trainees have benefited from Facebook in receiving prompt feedback; communicating with their peers, supervisors and cooperative teachers; sharing knowledge; collaborating with their peers; and improving their professional performance. The observed benefits of Facebook use by teacher trainees should therefore be an important consideration for teacher education programs in the 21st century.   [More]  Descriptors: Foreign Countries, Social Media, Web 2.0 Technologies, Feedback (Response)

Rohr, Linda; Costello, Jane (2015). Student Perceptions of Twitters' Effectiveness for Assessment in a Large Enrollment Online Course, Online Learning. During the Winter and Spring 2014 semesters students registered in the online offering of Human Kinetics and Recreation 1000 (N = 589) were asked to participate in two Twitter events encompassing two of the course's assessment activities. In each Twitter event, students were required to post, at minimum, one original tweet and respond to another student's tweet. The use of a tweet feeder widget in the course's learning management system provided a current summary of the dialogue. An aggregate tool was used to assist with tracking of student tweets for assessment purposes. At the end of the semester students were asked to complete an online survey that sought to ascertain their experience of using Twitter within the course, including its effectiveness as a component of the assessment, and as a means to enhance social presence within the class. The survey also inquired about students' previous and current Twitter use, and requested recommendations on how to use it in future courses. Results of this survey data indicate students perceived Twitter as an effective means of assessment, and an effective means to integrate social presence in the high enrollment course allowing them to feel more connected to their classmates and the course content. Students suggested several ways micro-blogging could be used in future classes. Implications for the use of Twitter for assessment purposes or as a means to enhance social presence are discussed.   [More]  Descriptors: Foreign Countries, Undergraduate Students, Kinetics, Course Evaluation

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