Bibliography: Social Media (page 136 of 144)

Bahati, Bernard (2015). Extending Student Discussions beyond Lecture Room Walls via Facebook, Journal of Education and Practice. When face-to-face lecture sessions and classroom seminars are conducted during hours and days that are not convenient to students, the level of student active engagement and participation is considerably reduced. In this situation, the use of Social Networking Sites can be an alternative to get students much more engaged by taking the course-related discussions beyond the confinements of lecture room walls. During the second semester of academic year 2013-2014, a "secret" Facebook group was created and forty-eight Master's students, from the University of Rwanda-College of Education, were invited to join this group and use it as an after-class discussion venue. Using data collected through a survey questionnaire that was sent to students at the end of a semester, we show that Facebook group may indeed serve as a tool that can promote student engagement, collaboration, and sharing of ideas well after face-to-face seminars and classroom lecture sessions. Nonetheless, the findings also show that getting students to use a Facebook group for academic purposes does not happen immediately as results of mere request or announcement. The process needs to be accompanied by further intrinsic and extrinsic measures to motivate students and get them actively engaged in course-related constructive and accurate discussions held via a Facebook.   [More]  Descriptors: Foreign Countries, Social Networks, Computer Mediated Communication, Graduate Students

Rahayu, Endang Yuliani; Februariyanti, Herni (2015). Implementation of Online Reading Assessments to Encourage Reading Interests, English Language Teaching. The current study reports a two-year research project funded by the Government of the Republic of Indonesia through a competitive research scheme. The aim is basically to respond to the fact most university students have very low interests in reading activities, such as finding out important information for their term papers as assigned by the lectures. Instead, most of the time is spent in BBM, IPhone chats and Facebooking of non-academic nature (mostly social encounters). This has triggered a team of researchers to find out ways to increase or encourage reading interests. Internet browsing was undertaken to search for possible software application systems which could be used to administer online assessments in reading class. It was Question Writer (QW3.5) selected for use in the current study. It is a paid software application system especially developed for online assessments. It can perform various types of question formats with the students' responses directly forwarded to the teacher's email, and feedbacks and scorings automatically performed by the system. In the current study, a discussion group called "Reading Maniacs" was created in Facebook for the students to get access to both reading materials and assessments. Questionnaire and interviews were conducted to investigate how the students got motivated in reading class and if their reading interests got increased. The findings indicate that the students were very motivated to participate in the online assessments supported by Facebook group discussion, thereby their reading interests leveled up. It was therefore recommended that online assessment of reading skills be conducted as additional activities to the well-supervised offline reading examination. Future researchers may want to administer Questionnaire to the reading teachers to get some feedbacks.   [More]  Descriptors: Reading Interests, Reading Tests, Online Courses, Program Implementation

Sherman, Tamah; Å velch, Jaroslav (2015). "Grammar Nazis Never Sleep": Facebook Humor and the Management of Standard Written Language, Language Policy. This paper uses Language Management Theory (Nekvapil and Sherman, "Language management in contact situations. Perspectives from three continents". Peter Lang, Frankfurt/Main, 2009) to investigate Facebook pages as a site and instrument of behavior-toward-language, focusing specifically on the use of humor. The language in question is Czech, which is not the subject of extensive formal language policy. We show how standard written Czech is promoted on the micro level of everyday humorous interactions on Facebook, specifically those which correspond to the superiority theory of humor (Billig, "Laughter and ridicule: towards a social critique of humour". Sage, London, 2005). We examine two pages which declare their affiliation with the idea of "Grammar Nazis". These pages were created in order to support "the noting and evaluation of deviations from standard written Czech for humorous purposes", primarily through collections of individual mistakes found in both online and offline communication. A qualitative analysis of 550 posts from these two pages investigated (a) the linguistic phenomena which were managed, (b) the actors, settings and genres which were the sources of the noted deviations, (c) the humorous character of the management and (d) the depiction of the actors in organized management in regard to the "Nazi" metaphor and perceived norm authorities in the Czech context. The analysis revealed that the practices of individuals organizing under the title Grammar Nazis on Czech Facebook represent a necessarily incomplete language management process cycle, performed by non-experts, driven by standard language ideology, and associating "grammar" primarily with orthography. Given that the knowledge of orthography is related to one's education and cultural capital, it thus serves as an instrument of social differentiation.   [More]  Descriptors: Foreign Countries, Language Planning, Language Usage, Grammar

Howard, Keith E.; Curwen, Margie Sauceda; Howard, Nicol R.; Colón-Muñiz, Anaida (2015). Attitudes toward Using Social Networking Sites in Educational Settings with Underperforming Latino Youth: A Mixed Methods Study, Urban Education. The researchers examined the online social networking attitudes of underperforming Latino high school students in an alternative education program that uses technology as the prime venue for learning. A sequential explanatory mixed methods study was used to cross-check multiple sources of data explaining students' levels of comfort with utilizing a social networking site platform as a supplemental communication tool in connection with their schoolwork. Students were found to be significantly less comfortable using social networking sites than other online communication tools in connection with their schoolwork, and females were significantly more uncomfortable than males using such sites in school.   [More]  Descriptors: Social Media, Social Networks, Hispanic American Students, High School Students

Jokinen, Elina; Vaarala, Heidi (2015). From Canon to Chaos Management: Blogging as a Learning Tool in a Modern Finnish Literature Course, This article is based on the teaching experiment implemented in summer 2013 in a modern Finnish literature course organised by the Centre for International Mobility (CIMO) and the University of Jyvçskylç Language Centre. In order to break away from the traditional conception of literature and text, students' independent blogging was chosen as the final course assignment instead of a traditional final project. Our aim has been to determine what blogging as an activity can add to second-language learning (i.e. learning the language in a country where it is spoken as a native language) in the context of modern Finnish literature. Our special interest is how new learning environments and approaches broaden the conception of literature held by students of Finnish as a foreign language. The 22 participants of the modern literature course were university students from different European countries. They had studied Finnish language and literature in their own countries, in other words, Finnish as a foreign language. The focus of this article is on the blogging process, which we observe from the perspective of process stages as well as student output. The article demonstrates that a teaching method that opens up new learning environments and learning modes–such as blogging–contributes to broadening students' conception of literature and is particularly suitable for analysing phenomena in modern literature. "Student Assignment" is appended. [For the complete volume "Voices of Pedagogical Development–Expanding, Enhancing and Exploring Higher Education Language Learning," see ED565013.]   [More]  Descriptors: Teaching Methods, Web Sites, Electronic Publishing, Diaries

Khuziakhmetov, Anvar N.; Amin, Azimi Sayed (2015). The Study of the Application Rate of Effective Learning Technologies in Self-Regulation of KFU and VIIU Students, International Journal of Environmental and Science Education. The aim of the present research is the study of the application rate of learning technologies in KFU and VIIU electronic courses to improve students' self-regulation. For this aim, this research was based on Kitsantas research, the rate of the use of effective learning technologies in students' self-regulation in electronic courses in these two universities were studied. The statistical sample included the professors and attendants of the online courses. The research tool was interview. Results showed that wiki sites, podcasts and blogs that are effective in the creation of some of the self-regulatory processes are not used. In addition, the professors as a key factor in teaching process do not have sufficient knowledge about the role of learning technologies in promoting students' self- regulation.   [More]  Descriptors: Self Management, Technology Integration, Technology Uses in Education, Electronic Learning

Joan, Robert (2015). Awareness of Facebook Education among Student Teachers in Present Scenario, Journal on School Educational Technology. Facebook is one of the most popular social networks in the world. Day by day, it is becoming an indispensable part of people lives affecting the daily routine of people. Developments in Computer Technology lead to developments in Communication Technologies and styles as well. Facebook is one of the significant examples of these developments. In addition, mobile phone companies encourage people to use wireless devices in order to connect to Social Network. The aim of the present study is to investigate the awareness of Facebook Education among student teachers in current scenario. The objective of the study was to find the difference between/among student teachers in their awareness of Facebook education with respect to gender, locality, religion and family income, and also to find the correlation between Facebook awareness and Academic achievement among student teachers in Kanyakumari district. The investigator used the survey method to determine the Facebook awareness of the students in the college of education. The present study consists of 140 samples from the population of Colleges of Education. The investigator has used two tools for the present study. They are "Facebook Awareness Scale" and Personal Data Sheet". The hypothesis of this study was that there is no significant difference/among student teachers in their Facebook awareness with respect to gender, locality, religion and family income. Also there is no significant correlation between Facebook awareness and academic achievement among student teachers in Kanyakumari district. The finding shows that there is no significant difference between/among student teachers in their Facebook awareness with respect to gender, locality, religion and family income. But there was positively very high correlation between Facebook Awareness and Academic achievement. Therefore it was concluded, that Facebook awareness in education is important to all the student teachers in different areas irrespective of the, gender, religion and income of the family.   [More]  Descriptors: Social Media, Technology Uses in Education, Educational Technology, Telecommunications

Eyal, Liat (2015). Taxonomy of Students' Use of the iPad in Education: A Pilot, Interdisciplinary Journal of e-Skills and Lifelong Learning. This study attempts to present the variety of possible uses for iPads, in the learning process. The objective is to evaluate a unique implementation model that was tried out at a teacher training college in Israel. The methodology is based on a qualitative research paradigm. The findings show that students' use the iPads in various contexts: (a) for ongoing personal use; (b) for planning lessons; (c) for active integration in the classroom; and (d) for reading and developing content and games. These findings are summarized in a chart that shows the different uses as levels in a hierarchical taxonomy. Analysis of the iPad's pedagogical uses may shed light on the various skills students need to acquire in order to become teachers in 21st century. In addition, understanding the various iPad uses and their frequency can affect decision-making at the level of policy in the field of implementation of the use of mobile technologies in educational institutions.   [More]  Descriptors: Handheld Devices, Educational Technology, Technology Uses in Education, Qualitative Research

Montoneri, Bernard (2015). Impact of Students' Participation to a Facebook Group on Their Motivation and Scores and on Teacher's Evaluation, IAFOR Journal of Education. The development of Information and communications technology (ICT) has brought rapid and profound changes in the field of Education. Nowadays, teachers and students alike are engaging on social networks such as Facebook. This study discusses the benefits of using social network in the classroom. It aims at assessing the impact of Facebook on students' motivation and scores in a course of European Literature in a university of central Taiwan. A class of students was taught during the first semester of academic year 2013-2014 (September-January) using a traditional way of teaching. During the second semester (February-June 2014), the teacher used multimedia and Facebook to teach to the same students. They joined a "secret group," that is a group in which only students from the class can join, post, view posts, like, and comment. This research compares various data from the first and second semester to measure students' improvement in motivation, their participation to the group and their scores. The data collected from the Facebook group during the whole second semester and students' evaluation of the educator at the end of each semester. Students are expected to make some progress and teacher's evaluation should improve. Even though Taiwanese students generally read and write in Chinese on Facebook, it is expected that they exclusively use English to read, share, and comment texts and information concerning the books studied during the second semester, thus increasing their chances to improve their reading and writing skills.   [More]  Descriptors: Educational Technology, Social Media, Teaching Methods, Technology Uses in Education

Ross, Heather M.; Banow, Ryan; Yu, Stan (2015). The Use of Twitter in Large Lecture Courses: Do the Students See a Benefit?, Contemporary Educational Technology. The purpose of this two-year quantitative study was to determine the usefulness of the micro-blogging tool Twitter in large classes for improving the students' sense of community and belonging. Three instructors of large classes were recruited to test the outcomes of using Twitter as a learning tool, one each from the Departments of Geography and Psychology, and the College of Nursing. Twitter was used as a learning tool to allow students to engage in discussion and ask questions in real time during class as well as outside of class. The method used by the authors included surveys that measured students' perception of their sense of community and belonging, their engagement with the Twitter portion of the course, and their thoughts on the use of Twitter for academic purposes in a higher-education classroom setting. Data about students' use of Twitter was further collected using the Twitter Archiving Google Spreadsheet tool. The authors conclude this study showed that Twitter, if integrated into the course and supported by instructor and/or assistants who are familiar with the use of Twitter, improved the sense of community reported by students.   [More]  Descriptors: Foreign Countries, Social Media, Electronic Publishing, Web Sites

Rice, Amber H.; Kitchel, Tracy (2015). The Relationship between Agriculture Knowledge Bases for Teaching and Sources of Knowledge, Journal of Agricultural Education. The purpose of this study was to describe the agriculture knowledge bases for teaching of agriculture teachers and to see if a relationship existed between years of teaching experience, sources of knowledge, and development of pedagogical content knowledge (PCK), using quantitative methods. A model of PCK from mathematics was utilized as a framework to guide the study. On the job teaching experience, teacher preparation program, high school agriculture experience, previous agriculturally related jobs and internships, internet and other media, and professional development were all reported as effective sources of content knowledge. All six of the PCK knowledge constructs were perceived by teachers as possessing them to a fair extent. The content knowledge constructs were rated higher on average than the PCK constructs. Stepwise multiple linear regressions were utilized to determine if linear relationships existed between perceived PCK bases and sources of content knowledge. Four of the PCK knowledge constructs yielded statistically significant predictive models. Six of the seven sources of content knowledge were significant predictors for at least one of the constructs. Future research should include going beyond teachers' perceptions and measuring PCK and examination into the process from the sources of content knowledge to the development of PCK.   [More]  Descriptors: Agricultural Education, Pedagogical Content Knowledge, Mathematics Education, Models

Qarajeh, Masoud; Abdolmanafi-Rokni, Seyed Jalal (2015). The Impact of Social Networking on the Oral Performance of EFL Learners, Advances in Language and Literary Studies. The present study was set out to investigate the effect of social hubs on improving EFL learners' speaking skill. The participants of the study were 38 female and 26 male students between the age of 19 and 29. They were randomly assigned to two groups of experimental and control. Each group consisted of 32 participants. A language proficiency test and the pre-test were administered to both groups at the beginning of the study. The treatment lasted three months and it was held in a state university in Gonbad, Iran. The experimental group was allowed and encouraged to use social hubs in addition to the traditional class activities. Further, a course of communication on social networks was administered to the experimental group while the control group attended the traditional regular classes and they were not allowed to use computers for communication. In the end, the post-test was administered to both groups. The findings displayed that social networking had a positive impact on speaking ability of Iranian EFL students.   [More]  Descriptors: Social Networks, Social Media, English (Second Language), Second Language Learning

Smit, D. M. (2015). Cyberbullying in South African and American Schools: A Legal Comparative Study, South African Journal of Education. Bullying conjures up visions of the traditional schoolyard bully and the subordinate victim. However, bullying is no longer limited to in-person encounter, having come to include cyberbullying, which takes place indirectly over electronic media. In this electronic age, cyber platforms proliferate at an astonishing rate, all attracting the youth in large number, and posing the risk that they may become subject to cyberbullying. Far from being limited to those individual learners being cyberbullied, the effects of this phenomenon extend to the learner collective, the school climate, and also the entire school system, management and education, thus requiring an urgent response. This article first provides a general overview of cyberbullying and its impact on learners, schools and education. This is done through a comparative lens, studying the extent of the phenomenon in both the United States and South Africa. The focus then shifts to the existing legislative frameworks within which the phenomenon is tackled in these respective jurisdictions, particularly the tricky balancing act required between learners' constitutional right to free speech and expression, and the protection of vulnerable learners' right to equality, dignity and privacy. The article concludes by proposing certain possible solutions to the problem.   [More]  Descriptors: Foreign Countries, Bullying, Computer Mediated Communication, Social Media

Puig-Ortiz, Joan; Pàmies-Vilà, Rosa; Martinez Miralles, Jordi Ramon (2015). Google+ as a Tool for Use in Cooperative Laboratory Activities between Universities, Journal of Technology and Science Education. The following is a proposal for collaboration between universities with the aim to improve curricula that require laboratory activities. A methodology is suggested to implement an innovative educational project involving the exchange of laboratory activities. The exchange of laboratory activities can be carried out on different levels of interaction, requiring different levels of complexity in setting up the activities. A first experience was carried out in the area of machine design. Google+ was the chosen social network. A Google+ community was used to share academic material (notes, videos, activity guides, etc.) and the activity itself was carried out using Google Hangouts. The survey administered at the end showed the students' satisfaction with the experience.   [More]  Descriptors: Computer Uses in Education, Social Media, Intercollegiate Cooperation, Engineering Education

Nichol, David; Hunter, Julie; Yaseen, Jonathan; Prescott-Clements, Linda (2012). A Simple Guide to Enhancing Learning through Web 2.0 Technologies, European Journal of Higher Education. This article describes the potential of new and emerging learning technologies to promote excellence in learning and teaching and further seeks to respond positively to the key trends in learning technologies for the higher education community. Through this article, we hope to positively enrich the student experience with technology-enhanced learning opportunities that will best suit their individual needs. It is hoped this document can act as a point of reference in order that those responsible for the development of education are aware of and make use of technology that can support learning, teaching and assessment.   [More]  Descriptors: Educational Technology, Web 2.0 Technologies, Web Based Instruction, Higher Education

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