Bibliography: Social Media (page 138 of 144)

Stone, Gerard; Fiedler, Brenton Andrew; Kandunias, Chris (2014). Harnessing Facebook for Student Engagement in Accounting Education: Guiding Principles for Accounting Students and Educators, Accounting Education. This paper proposes principles to guide accounting students' and accounting educators' use of Facebook as an educational resource to engage students with their learning. A body of cross-disciplinary research has investigated potential applications of Facebook to invigorate student engagement. Generic guidelines for educators who are contemplating integrating Facebook into pedagogical practice are a recent addition to this research. However, there is a lack of disciplinary-specific guidelines to inform both accounting educators' and accounting students' use of Facebook as a learning resource. Indeed, Facebook's pedagogical affordances are a generally overlooked field of enquiry in accounting education research. The principles proposed in the paper are informed by the literature on Facebook and student engagement, and the concept of digital citizenship, which illuminates the importance of the responsible and professional use of Facebook by accounting students and the development of online practices and behaviours that enhance students' appeal to the accounting profession.   [More]  Descriptors: Accounting, Social Media, Learner Engagement, Teaching Methods

Fleischmann, Katja (2014). Collaboration through Flickr & Skype: Can Web 2.0 Technology Substitute the Traditional Design Studio in Higher Design Education?, Contemporary Educational Technology. Technology has not only changed the work practice of designers but also how design is taught and learned. The emergence of digital technology has made computer labs a central learning space for design students. Since this change, studio-based learning in its traditional sense appears to be in decline in higher education institutions. This is in spite of the fact that characteristics of the studio have been identified as supporting interaction, active learning, and social engagement. These, however, are also characteristics connected to the use of Web 2.0 technologies such as Facebook, Flickr, and Skype. Could these services be utilized to revitalize studio culture in a contemporary sense? How can new technologies be used to facilitate interactions between students inherent to traditional studio culture? These questions were explored in practice by documenting student reactions to using Flickr and Skype during a five week project requiring collaboration between first year creative arts students at two geographically distant institutions in Australia. Findings provide a better understanding of how to expand the studio idea into the digital environment, in particular regarding the challenging task of offering the media design major fully online in the near future.   [More]  Descriptors: Technology Uses in Education, Web 2.0 Technologies, Social Media, Design

Hsiao, Ya Ping; Broeder, Peter (2014). Let's Tweet in Chinese! Exploring How Learners of Chinese as a Foreign Language Self-Direct Their Use of Microblogging to Learn Chinese, Language Learning in Higher Education. Twitter is becoming increasingly popular as a medium for language learning. This study explores self-directed learning via social interactions that use Twitter as an interactive learning environment. The participants in this study were thirty university students of Chinese as a foreign language at levels 1 and 2 of the "Hanyu Shuiping Kaoshi" (HSK). Prior to the Twitter activity they self-assessed their confidence on content topics and made plans to self-direct their learning for seven weeks. In addition, they all took part in a training session in which they were given written instructions on how to tweet in a group message-board setting. The data that were collected included students' responses to a motivation questionnaire before and after the Twitter activity (pre and post motivation), their tweets, their evaluation of the Twitter activity, and their learning achievement based on their scores in the final exam. The analysis of their tweets is related to the curriculum content and their Twitter (activity) plan. The results showed that the students created an interactive learning environment to practice their Chinese with their peers in active sentence constructions. Students' Twitter behavior and motivation for using Twitter to practice Chinese correlated significantly with their learning achievement. In addition, students became familiar with a range of choices to practice Chinese. However, half of them failed to follow the Twitter plan they had drawn up and only one-fifth of their tweets involved social interactions. Finally, barriers to and suggestions for future research on microblogging in the learning of Chinese are discussed.   [More]  Descriptors: Social Networks, Scores, Learning Motivation, Questionnaires

Gunnarsson, Bjorn Levi; Alterman, Richard (2014). Peer Promotions as a Method to Identify Quality Content, Journal of Learning Analytics. Promoting blog content is a social activity–a means of communicating one student's appreciation of another student's work. This article explores the feasibility of using student promotions of content, in a blogosphere, to identify quality content, and implications for students and instructors. We show that students actively and voluntarily promote content, identify quality material with considerable accuracy, and use promotion data to select what to read. We explore the benefits of knowing which students are good and poor predictors of quality content, and what instructors can do with this information in terms of feedback and guidance.   [More]  Descriptors: Electronic Publishing, Web Sites, Diaries, Social Media

Morgan, Anne-Marie; Absalom, Matthew; Scrimgeour, Andrew (2014). Addressing Language Teacher Professional Learning Needs: An Evaluation of the AFMLTA National Conference, Canberra 2013, Babel. The 19th biennial AFMLTA National Languages Conference was held in Canberra in July 2013. The conference, along with other professional learning activities conduced at a local level and for individual languages, aims to provide teachers of languages with the opportunity to work toward the professional learning outcomes outlined in the AITSL Australian Professional Standards for Teachers, and its Charter for professional learning of teachers and school leaders. These documents highlight three characteristics of professional learning: being relevant, collaborative and future focussed. This paper reports on the evaluation conducted after the Canberra conference and compares the findings for that conference with the previous conference in Darwin in 2011. It reviews the contemporary research on the value of conference attendance for professional learning, and the ongoing work of the AFMLTA in supporting the professional learning of language teachers nationally, and across languages. The paper reflects on the extent to which a national, cross-language forum for professional learning such as the biennial national conference of the AFMLTA meets the expectations of teachers, and of the AITSL standards and charter. We address its relevance to language teacher's needs, its potential for collaboration, and its future-focus, in bringing together both contemporary theories of language learning and current best practices in school languages policy, teaching and assessment. Issues arising from the recent evaluation are discussed as a way forward in planning future conferences and other professional learning.   [More]  Descriptors: Language Teachers, Needs, Needs Assessment, Conferences (Gatherings)

Herro, Danielle; Qian, Meihua; Jacques, Lorraine (2017). Increasing Digital Media and Learning in Classrooms through School-University Partnerships, Journal of Digital Learning in Teacher Education. This article describes findings from a faculty-in-residence program at a Southern middle school in the United States. The goal of the school-university partnership was to increase digital media and learning (DML) integration in classrooms and provide the university with contextualized experiences to strengthen its teacher education programs. Mixed-method research is used to describe the process and understand teachers' perceptions of the experience. Eleven of 20 participating teachers developed an ongoing relationship with the faculty resident, finding the partnership valuable toward increasing technology use with their students and believing it led to enacting new DML pedagogical approaches and integrating new digital tools. Results also demonstrate significantly larger positive impacts on senior teachers than on junior teachers toward changing perceptions regarding the usefulness of digital media to assist them in efficiently delivering instruction. This study informs teacher educators and suggests similar partnerships may benefit partnering schools.   [More]  Descriptors: Partnerships in Education, College School Cooperation, Classroom Techniques, Technology Uses in Education

Loos, Amber T. (2017). The Role of Librarians in Promoting Digital Wellness: A Case Study, Public Services Quarterly. This article describes a digital wellness workshop that was developed for university students at Southern Illinois University Carbondale. The library workshop series explores the physical and psychological issues that can arise from overuse of digital technologies, especially related to academic performance in college students. Workshop participants are encouraged to reflect on their digital technology habits and are provided with strategies to alter those habits in order to increase happiness, productivity, and academic performance. Offering such workshops in the library can facilitate discussions about how library services can further support success in college.   [More]  Descriptors: Librarians, Library Role, Information Literacy, Wellness

Jones, Dustin; Hollas, Victoria; Klespis, Mark (2017). The Presentation of Technology for Teaching and Learning Mathematics in Textbooks: Content Courses for Elementary Teachers, Contemporary Issues in Technology and Teacher Education (CITE Journal). This article presents an overview of the ways technology is presented in textbooks written for mathematics content courses for prospective elementary teachers. Six popular textbooks comprising a total of more than 5,000 pages were examined, and 1,055 distinct references to technology were identified. These references are coded according to location within the textbook, role of technology, and type of technology. The treatment of technology varied across the textbooks in the sample. The number of references to technology ranged from 71 to 451. Two textbooks mentioned technology on less than 10% of the pages, while one mentioned technology on over one fourth of the pages. For each textbook, the majority of references were to mathematical action technologies. Across the sample, calculators, websites, and e-manipulatives were most frequently mentioned. Examples of textbook activities that may influence the development of technological pedagogical content knowledge in prospective elementary teachers are provided. Recommendations are made for future directions in curriculum development and research to address the challenge of preparing teachers to effectively teach mathematics in the digital age.   [More]  Descriptors: Technology Uses in Education, Textbook Content, Mathematics Education, Preservice Teachers

Bt. Ubaidullah, Nor Hasbiah; Samsuddin, Khairulanuar; Bt. Fabil, Norsikin; Bt. Mahadi, Norhayati (2011). Report on Partial Findings of an Ongoing Research: Social Networking Sites (SNS) as a Platform to Support Teaching and Learning in Secondary Schools, Journal of Educational Technology. This paper reports the partial findings of a survey that was carried out in the analysis phase of an ongoing research for the development of a prototype of a Social Networking Site (SNS) to support teaching and learning in secondary schools. For the initial phase of the study, a quantitative research method was used based on a survey involving 383 respondents drawn from two rural and two urban schools in Selangor, Malaysia. The main objectives of the survey were to investigate factors related students' use of SNSs namely the frequency of use, the types of SNSs used, reasons for using SNSs and the types of relationships established in the social networking. Data were analysed in the Statistical Package for Social Science (SPSS). Findings of the research show that majority of the students were frequent users, spending quite substantially in the virtual sessions mostly for leisure rather than for educational purposes. In addition, the SNSs were used almost exclusively for peer interactions where interactions with their teachers were very minimal. These findings underscore the design and development of a dedicated, content-specific SNS to promote a focused use of SNSs for academic purposes involving both pupils and teacher.   [More]  Descriptors: Foreign Countries, Social Media, Secondary Schools, Computer Uses in Education

Ess, Brian C. (2013). Computer-Mediated Communication Modality and Psychological Well-Being, ProQuest LLC. The growth of Internet usage in American society has added new modes of communication, primarily through computer-mediated communication (CMC)on the Internet. Research on the relationship between Internet use and psychological well-being has been mixed and this study attempted to reconcile the discrepancies in results by exploring the relationships between types of CMC and psychological well-being (PWB). Based on theories of communication such as media richness theory and media naturalness theory, it was predicted that richer modes of communication would have a positive relationship with PWB. A series of hierarchical multiple regressions run on a sample of 196 Internet users, however, did not support this hypothesis. Use of virtual worlds was the only communication modality that significantly predicted PWB and it was not as expected, having a negative relationship with PWB. The study highlights the need for further research and the importance of pursuing other factors such as relationship quality and purpose of Internet usage in trying to more clearly determine the factors involved in predicting PWB. [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: Computer Mediated Communication, Well Being, Psychological Needs, Psychological Characteristics

Blicha, Amy; Belfiore, Phillip J. (2013). The Effects of Automated Prompting and Self-Monitoring on Homework Completion for a Student with Attention Deficit Hyperactivity Disorder, Journal of Education and Learning. This study examined the effects of an intervention consisting of automated prompting and self-monitoring on the level of independent homework task completion for an elementary-age student with attention deficit hyperactivity disorder (ADHD). Instituting a single subject, within series ABAB design, the results showed a consistent increase and stability in homework task completion following the introduction of a vibrating alarm wristwatch and a self-monitoring homework routine checklist. Stable homework performance continued through the 5-month follow-up, as well as following a termination and change in medications which occurred during month two and three of the follow-up phase. Additionally, academic performance as measured by mathematics and language arts school term grades showed improvement. Results are discussed in light of parents as active co-problem-solvers, the role of applied behavioral action research, and the efficacy of self-management with students with ADHD.   [More]  Descriptors: Attention Deficit Hyperactivity Disorder, Prompting, Self Management, Homework

AlFuqaha, Isam Najib (2013). Pedagogy Redefined: Frameworks of Learning Approaches Prevalent in the Current Digital Information Age, Journal of Educational Technology. This paper attempts to delineate the frameworks of learner-centered vis-à-vis teacher-centered processes of learning prevalent in the second decade of the twenty-first century. It defines the pedagogical changes that have emerged due to the development of delivery technologies, and the interrelations among teachers, students, and knowledge. The paper clarifies the following frameworks of learning approaches: learner-centered yet teacher-determined pre-web pedagogy, the multi-directed web 1.0 learning (andragogy), the learner-determined web 2.0 learning (heutagogy), and the network-directed web 3.0 learning (paragogy). The difference between the pedagogy and andragogy paradigms is succinctly that the first is child-centered, while the second is adult-centered. The difference between the heutagogy and paragogy paradigms is a matter of degree of maturity and autonomy, as well as self-direction versus instructor-control. Paragogy requires more autonomy and self-direction. A study conducted at Philadelphia University–Jordan, revealed that 62% of faculty members surveyed considered themselves performing the role of andragogy (Teacher Multi-directed Adult Learning paradigm), 21% appeared to perform that of the pedagogy paradigm (pre-web or Teacher Uni-directed Student Learning paradigm), while 12% said that they perform the role of heutagogy (Self-directed Learning paradigm), and 5% that of paragogy (Network-directed Learning paradigm). This paper also tries to outline the basic theories of connectedness and collaboration, as well as the four stages of development of the learning processes, ranging from pre-web learning styles (comprising traditional, radio learning, video books, and computer-assisted learning styles), web 1.0 (including electronic and blended learning styles), web 2.0 (making mobile and ubiquitous learning styles possible), and web 3.0 (facilitating the pervasive learning style). It describes the impact of new social software technologies upon teacher-knowledge, learner-knowledge, teacher-learner relations, and social networking. The main contribution of this paper is one of awareness that the traditional role of faculty members operating in pre-web content-based situations has become obsolete and improper. It clarifies the frameworks of self-determined life-long learning that made educational institutions redefine the packages of services they offer, and procure the infrastructure required to perform their duties in the current digital age. Redefinition of pedagogy to meet requirements of the twenty-first century students seems to be a must, and should form an integral part of any professional training program designed for university faculty members.   [More]  Descriptors: Social Media, Cooperation, Social Networks, Scaffolding (Teaching Technique)

Li, Xian (2013). Dynamics of Investor Attention on the Social Web, ProQuest LLC. The World Wide Web has been revolutionizing how investors produce and consume information while participating in financial markets. Both the amount of information and the speed it flows around have achieved unprecedented magnitudes. The preeminent change is the growth of investor communities on the social web, which give rise to multidimensional information channels in real time. In achieving information processing so as to make investment decisions, what is immediately impacted is investor attention. Like other valuable resources in the economy, investor attention is limited. Therefore, it is crucial to understand how investors allocate their attention resources and the corresponding impacts for the financial markets. Leveraging statistical analysis of "Big Data" relevant to real investors, this dissertation investigates micro-structures, temporal dynamics, and market impacts of investors' selective attention. We construct a novel and direct measure of modern investor attention, intertweet time, based on real-time and asset-related tweeting (microblogging) activities on the social web. We study a hierarchy of complex systems, ranging from individual investor's cognitive processes at the microscopic level to economic outcomes at macroscopic scale. The contribution of this dissertation is composed of three parts, each of which is summarized as follows. Contribution I investigates mechanisms of cognitive control in individual investor's temporal selective attention. We develop formalisms of "cognitive niches", i.e., interplays between heuristics from adaptive cognitive control, to account for the selectivity of investor attention. Utilization of these cognitive niches is validated by empirical observations of investors' tweeting activities on assets. Such selective mechanisms are further shown to be contextual, depending on types of assets, investing experiences, and investing approaches. Embedded in a highly connected social environment, investor attention is found to employ the "social proof" heuristic, and the drawing power of the crowd in directing investor attention is significant and exceeds that of salient exogenous stimuli, especially when uncertainty in the financial market is high. Contribution II characterizes the dynamical system of collective investor attention on the social web. We identify stylized facts of collective cognition in terms of fluctuation and memory persistence. Temporal fingerprints left by collective investor attention share several common properties with other complex systems with strong heterogeneity and interactions, such as clustering and memory persistence. In spite of scale-invariant fluctuations and long-range correlations identified from empirical tweeting activities, universality across assets was less supported than multi-scaling behaviors. To explicitly model the feedback mechanisms in collective investor attention, we propose a stochastic branching process as a coarse-grained generative model, which is shown to be an accurate representation of investors' tweeting behaviors on assets, especially during busy trading hours. Such results not only highlight significant endogeneity, or self-reflexivity, within the system of collective investor attention, but also provide more quantitative and real-time measurements of investor attention on the social web. Contribution III quantifies interactions between the dynamics of investor attention on the social web and price movements in the financial market. First, we show that these two systems are significantly correlated at a variety of timescales, with investors' tweeting activities carving out an attentional market. At microscopic timescales, we found feedback relationships between investors' tweeting activity and magnitudes of price movements, suggesting behavioral causes for the "volatility clustering" phenomenon. Furthermore, we demonstrate the disentangling of distinct patterns of volatilities with regard to both magnitudes and relaxation speed by using the nature of cognitive control to differentiate investor attention. At intermediate timescales, we identify bidirectional causal relationships between collective investor attention on the social web and trading activities on the market, including volatilities, returns, and trading volumes. Recognizing the different nature of investor attention allows us to observe the varying strengths of lead-lag relationships. A robustness check demonstrates that, as a social tape, dynamics of investor attention on the social web has its own information content, which has not been accounted for by known behavioral biases. [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: Attention, Web 2.0 Technologies, Internet, Social Media

Sereetrakul, Wilailuk (2013). Students' Facebook Usage and Academic Achievement: A Case Study of Private University in Thailand, International Association for Development of the Information Society. The objective of this study was to determine if the time spent on Facebook and the purpose for which Facebook was used had any impact on the academic achievement of the students. This exploratory research used a questionnaire to collect data from 251 undergraduate students at a private university in Bangkok, Thailand. Data were analyzed using Multiple Regression Analysis to the conclusion that students used Facebook on an average of one hour and thirty minutes, for the purposes of communication and collaboration; that the number of hours spent on Facebook had no effect on their academic achievement; that using Facebook for communication impaired academic achievement; and, that using Facebook for collaboration did not impair academic achievement. The study has also found that time management is a key predictor in the determination of the students' academic achievement. [For the full proceedings, see ED562107.]   [More]  Descriptors: Social Media, Technology Uses in Education, Educational Technology, Academic Achievement

Garrison, Brian Wade (2013). Beyond the Repository: A Mixed Method Approach to Providing Access to Collections Online, New Review of Academic Librarianship. After providing access to over 100 video interviews conducted by a professor with notable entertainers and personalities from film through an institutional repository, an experiment was conducted to discover whether a larger audience could be gained by adding a subset of 32 of these videos to YouTube. The results, over 400,000 views, indicate that libraries should cultivate a mixed method approach to providing access to digital content.   [More]  Descriptors: Access to Information, Delivery Systems, Online Systems, Internet

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