Bibliography: Social Media (page 139 of 144)

Baker, Lauri M.; Settle, Quisto; Chiarelli, Christy; Irani, Tracy (2013). Recruiting Strategically: Increasing Enrollment in Academic Programs of Agriculture, Journal of Agricultural Education. Agriculture continues to struggle to find enough qualified students to advance the industry. Thus, recruiting practice improvement is imperative. This study assessed the efficacy of message strategies, message channels, recruiting materials, and messages for recruiting students into an academic program with low enrollment. Focus groups were conducted with agriculture students outside of the department of interest to address the following objectives: 1) identify the most effective message strategies and message channels to reach and attract potential students, and 2) conduct testing of strategically developed recruitment materials and messages. Results indicated job stability and positive contextual messages would be effective for recruiting. Participants preferred messages delivered in person, targeted online advertisements, and campus publications. Additionally, findings showed participants wanted full-color materials with pictures; messages with statistics on the industry; online videos that are 1-2 minutes, with videos on a website based on user interest; and testimonials from a range of individuals in the industry. Participants were mixed on the perceived effectiveness of Facebook advertisements. The results of this study indicate an increased need to target recruitment efforts through a strategic communication process. This research has implications for recruiting the millennial generation using both gain and non-loss framed messages.   [More]  Descriptors: Student Recruitment, Agricultural Education, Enrollment Trends, Focus Groups

Sias, Christina; Wilson- Lopez, Amy; Mejia, Joel (2016). Connecting Students' Background Experiences to Engineering Design, Technology and Engineering Teacher. Many youth do not pursue engineering because they do not see how it connects to their lives and interests. Concerned about this problem, the National Research Council (2012) suggested ways that teachers can make engineering more relevant and accessible to youth who have not traditionally pursued careers in this field. According to the National Research Council, children develop their own ideas about how the world works based on their personal experiences, and "by listening to and taking these ideas seriously, educators can build on what children already know and can do" (pp. 24-25). One way that technology teachers can connect students' interests and experiences to engineering is through drawing from their funds of knowledge. Funds of knowledge include knowledge, skills, and practices that students develop through interactions with family members, neighbors, and peers (Moll, Amanti, Neff, & González, 1992). Doing chores around the house, visiting relatives in other countries, or holding jobs all provide students with useful knowledge and skills. Technology and engineering (TE) teachers who take advantage of these extracurricular funds of knowledge will find that their students already have valuable experiences that are relevant to the curricula they teach.   [More]  Descriptors: Student Characteristics, Engineering, Design, Student Interests

Wright, Leigh L.; Shemberger, Melony; Price, Elizabeth (2016). Not Another Quiz: An Approach to Engage Today's Students in Meaningful Current Events Discussions, Journalism and Mass Communication Educator. Journalism professors are concerned with how effectively students understand current news events and engage with mainstream news sources. This essay is based on a survey administered to students in a newswriting course and analyzed the kinds of current news that students followed in weekly assignments designed with a digital, interactive approach. Some outcomes indicated that students' grades improved, breaking news and crime were the stories students followed the most, and students appeared to engage better with news sources through the interactive exercise. This essay also discusses practical implications for educators who are searching for innovative ways to boost media literacy and current news discussions in their classrooms.   [More]  Descriptors: Learner Engagement, Current Events, Journalism, Student Surveys

Frisby, Brandi N.; Kaufmann, Renee; Beck, Anna-Carrie (2016). Mediated Group Development and Dynamics: An Examination of Video Chatting, Twitter, and Facebook in Group Assignments, Communication Teacher. Instructors incorporate technological tools into the classroom to address short attention spans, appeal to technologically savvy students, and to increase engagement. This study used both quantitative descriptive and qualitative embedded assessment data to examine the use of three popular tools (i.e. Twitter, Facebook, and video chatting) in academic task groups. Qualitatively, the students (N = 28) commented on group affect, computer mediated communication (CMC) affect, and barriers and facilitators to both task accomplishment and relational development. Quantitatively, the students who were randomly assigned to one of the tools did not differ in cohesion, motivation, satisfaction, group hate, affective learning, or cognitive learning.   [More]  Descriptors: Group Dynamics, Group Activities, Technology Integration, Attention Span

Hernandez-Nanclares, Nuria; Jimenez-Munoz, Antonio (2016). ICT in EMI Programmes at Tertiary Level in Spain: A Holistic Model, Research-publishing.net. The European Higher Education Area (EHEA) in Spain has increased the number of degrees taught through English, although secondary schools do not ensure an appropriate set of linguistic skills for bilingual degrees. A holistic, accountable model for Information and Communications Technology (ICT)-supported learning can give students the adequate scaffolding to perform better in their module-related tasks. Using Content and Language Integrated Learning (CLIL) blended with pre- and post-lecture online tasks, social networks and micro-blogging as tools for further practice as well as integrating these into in-class practices, student performance improves. Contrasting the impact of these interventions reveals the need to cater for mixed learning styles and abilities. [For the complete volume, "New Perspectives on Teaching and Working with Languages in the Digital Era," see ED565799.]   [More]  Descriptors: Foreign Countries, Information Technology, Language of Instruction, English

Cramp, Andy; Lamond, Catherine (2016). Engagement and Kindness in Digitally Mediated Learning with Teachers, Teaching in Higher Education. This paper explores the significance of designing online learning led by the principle of direct and meaningful participant engagement. It considers the notion of kindness as a crucial value contributing to pedagogy and the development of meaningful learning relationships. The paper challenges the "delivery" approach to online learning, suggesting that the flexible and explicit design of engagement opportunities from a sociocultural perspective is a more meaningful and human approach to learning online. The paper clarifies the term Digitally Mediated Learning (DML) to establish connections to important pedagogic positions. The research approach is based around a qualitative professional reflective enquiry. It considers the experiences of learners on a Masters in Education online module and concludes that design, engagement nurturing, community cohesion and kindness can become crucial aspects of successful DML, if institutions learn to value the life projects of others more fully.   [More]  Descriptors: Teaching Methods, Online Courses, Educational Technology, Interpersonal Relationship

Oganian, Y.; Korn, C. W.; Heekeren, H. R. (2016). Language Switching–but Not Foreign Language Use Per Se–Reduces the Framing Effect, Journal of Experimental Psychology: Learning, Memory, and Cognition. Recent studies reported reductions of well-established biases in decision making under risk, such as the framing effect, during foreign language (FL) use. These modulations were attributed to the use of FL itself, which putatively entails an increase in emotional distance. A reduced framing effect in this setting, however, might also result from enhanced cognitive control associated with language-switching in mixed-language contexts, an account that has not been tested yet. Here we assess predictions of the 2 accounts in 2 experiments with over 1,500 participants. In Experiment 1, we tested a central prediction of the emotional distance account, namely that the framing effect would be reduced at low, but not high, FL proficiency levels. We found a strong framing effect in the native language, and surprisingly also in the foreign language, independent of proficiency. In Experiment 2, we orthogonally manipulated foreign language use and language switching to concurrently test the validity of both accounts. As in Experiment 1, foreign language use per se had no effect on framing. Crucially, the framing effect was reduced following a language switch, both when switching into the foreign and the native language. Thus, our results suggest that reduced framing effects are not mediated by increased emotional distance in a foreign language, but by transient enhancement of cognitive control, putting the interplay of bilingualism and decision making in a new light.   [More]  Descriptors: Code Switching (Language), Language Proficiency, Second Language Learning, Language Usage

Shafie, Latisha Asmaak; Yaacob, Aizan; Singh, Paramjit Kaur Karpal (2016). Lurking and L2 Learners on a Facebook Group: The Voices of the Invisibles, English Language Teaching. This qualitative research investigates the practice of lurking among English as a second language (ESL) learners in a Facebook group discussion. Lurking is a term used to describe the activity of following and observing any online discussions or activities without contributing to the discussions. Lurkers are often accused of being invisible and passive participants. Facebook groups with international members usually uses English as the medium of communication in their group discussions. It is a norm for L2 learners to lurk in the group. These L2 learners often do not have the required English language proficiency and the confidence to participate actively in the group they join. This study explores lurking behaviours of three participants in learning English in informal Facebook contexts. This study uses a qualitative case study. The study involved three L2 learners who were university students and members of a Facebook group. The study involved online observation and semi-structured interviews with these three participants. Their Facebook accounts and a common Facebook group were observed for 14 weeks, and after the online observation, the participants were interviewed. Data collected from online observation and semi-structured interviewed were analysed and managed using Atlas.ti 7. The study reveals five emerging themes such as that lurkers have poor online communication skills, lack of confidence, learning by lurking, lack of a sense of belonging and lurking is the norm of Facebook groups.   [More]  Descriptors: Social Networks, Second Language Learning, English (Second Language), Language of Instruction

Liu, Li-Wei; Chang, Chia-Ming; Huang, Hsiu-Chin; Chang, Yu-Liang (2016). Verification of Social Network Site Use Behavior of the University Physical Education Students, EURASIA Journal of Mathematics, Science & Technology Education. This study aims to explore the relationships among performance expectancy, effort expectancy, social influence, facilitating condition, behavioral intention and use behavior of university physical education students in Taiwan. Moreover, it also intends to examine the moderating effects of gender, age, and experience on the UTAUT model. The targets were 19 universities in Taiwan by purposive sampling. A total of 760 questionnaires were distributed and 707 were returned, with a returning rate of 93%. The data were analyzed using SPSS 20.0 and Warp PLS 5.0. The results showed that on the UTAUT model, performance expectancy, social influence, and facilitating condition variables are positively related to behavioral intention; behavioral intention is positively related to use behavior; gender, age, and experiences played a moderating role on the model. The empirical results can provide useful reference regarding the explanatory power of the UTAUT model on university physical education students' usage intention toward social network sites.   [More]  Descriptors: Foreign Countries, College Students, Social Networks, Social Media

Nalbone, David P.; Kovach, Ronald J.; Fish, Jessica N.; McCoy, Kelsey M.; Jones, Kathryn E.; Wright, Hillary Rawlings (2016). Social Networking Web Sites as a Tool for Student Transitions: Purposive Use of Social Networking Web Sites for the First-Year Experience, Journal of College Student Retention: Research, Theory & Practice. The current study investigated the potential role that social networking Web sites (e.g., Facebook) played in creating both actual and virtual learning communities within the first-year seminar. Researchers conducted a 2-year longitudinal study to assess whether students who were connected within a university-founded virtual network persisted in greater numbers, transitioned more smoothly, and rated overall university satisfaction higher than those in a control group. Results indicated that Facebook led to small, but significant, changes in students' desire to work with others, adjustment to college, and satisfaction with their institutions. Administrative uses for social networking in student transitions, persistence, and satisfaction are also proposed.   [More]  Descriptors: Social Networks, Social Media, Web Sites, College Freshmen

Nordin, Mohamad Sahari; Ahmad, Tunku Badariah Tunku; Zubairi, Ainol Madziah; Ismail, Nik Ahmad Hisham; Rahman, Abdul Hamid Abdul; Trayek, Fuad A. A.; Ibrahim, Mohd Burhan (2016). Psychometric Properties of a Digital Citizenship Questionnaire, International Education Studies. The purpose of this study was twofold, i.e. to examine the extent to which students' self-reported use of digital technology constituted meaningful and interpretable dimensions of the digital citizenship construct, and to test the adequacy of the construct in terms of its reliability, convergent validity, discriminant validity, and measurement equivalence for male and female students. The sample consisted of 391 undergraduates from 15 institutions of higher education in Malaysia. The data were collected using a self-reported 17-item questionnaire measuring university students' digital citizenship behaviours. The results of the study supported and extended the results of previous work on students' behaviors when using digital technology. The study found evidence that students' digital citizenship is a valid and reliable multidimensional construct, and the measurement is gender-invariant. The findings are useful in making evidence-informed decisions in choosing and developing instructional interventions to produce ethical and responsible technology users, and in informing future research in the area.   [More]  Descriptors: Questionnaires, Psychometrics, Citizenship Education, Technology Uses in Education

Yung, Kevin Wai-Ho (2016). Identity Formation in a Multicultural University Residential Hall: An Ethnographic Narrative Inquiry of a Local–Non-Local "Hybrid", Language and Intercultural Communication. Internationalisation has recently become one of the major developmental goals within many institutions of higher education, where the use of languages on campus plays an important role. While research focusing on the use of English in higher education is growing, little attention has been paid to out-of-class contexts. This paper reports on the identity formation of an undergraduate who lived in a multicultural residential hall on an English-medium campus in Hong Kong through ethnographic narrative inquiry. The combination of ethnographic observations and informal talks with the participant in the research field for a two-year period, the participant's Facebook posts and photographs as records of his hall life and three intensive face-to-face interviews generated rich data for the inquiry. The participant was described as a local-non-local "hybrid" because of his dual identity of being both local and non-local. Drawing on Wenger's framework of social theory of identity formation, this paper revealed the challenges of internationalisation in higher education through the perspective of the "hybrid" with both local and non-local identities. An important implication arising from the study is the need to take a closer look at cultural integration and internationalisation in out-of-class contexts.   [More]  Descriptors: Higher Education, Interviews, Self Concept, Foreign Countries

Mwanza-Simwami, Daisy (2016). Fostering Collaborative Learning with Mobile Web 2.0 in Semi-Formal Settings, International Journal of Mobile and Blended Learning. Mobile Web 2.0 technologies such as: mobile apps, social networking sites and video sharing sites have become essential drivers for shaping daily activities and meeting learning needs in various settings. However, very few studies link mobile Web 2.0 to supporting collaborative learning in real-life problem solving activities in semi-formal contexts. A study of collaborative learning and mobile Web 2.0 usage practices in real-life problem solving activities was carried out with 18 participants recruited from a local faith based community club. Research data was gathered through observational studies, open-ended questionnaires, semi-structured interviews and by logging content captured on mobile devices. Data analysis examined learner demographics, social interactions and artefacts produced in activities. Results indicate that the choice and use of mobile Web 2.0 to support collaborative learning in semi-formal settings is based on the ways in which technological functions effectively support and enhance established social relations and practices.   [More]  Descriptors: Web 2.0 Technologies, Computer Oriented Programs, Social Media, Technology Uses in Education

Jumaat, Nurul Farhana; Tasir, Zaidatun (2016). A Framework of Metacognitive Scaffolding in Learning Authoring System through Facebook, Journal of Educational Computing Research. Scaffolding refers to a guidance that helps students during their learning sessions whereby it makes learning easier for them. This study aims to develop a framework of metacognitive scaffolding (MS) to guide students in learning Authoring System through Facebook. Thirty-seven master degree students who were enrolled in Authoring System course from three different cohorts of study were selected as respondents. The study identified the dominant mechanism of MS prompted by the instructor, along with the dominant types of online interaction triggered by the students in a Facebook discussion. The data were analyzed by using content analysis technique. Data were collected from the observation through Facebook discussions. Results indicate that the dominant mechanisms of MS prompted by the instructors include guiding the students to focus on their learning processes, providing the students with an instant feedback, and also asking or presenting the rationale of the tasks and activities involved. The dominant types of online interactions include acknowledgment of opinion, evaluating own or other's understanding, and clarifying and elaborating own understanding. Based on these findings, the proposed framework recommends a series of rules that serves as a guideline for the instructor to produce meaningful learning among the students through MS.   [More]  Descriptors: Metacognition, Scaffolding (Teaching Technique), Programming, Computer Science Education

Adukaite, Asta; Cantoni, Lorenzo (2016). Raising Awareness and Promoting Informal Learning on World Heritage in Southern Africa: The Case of WHACY, a Gamified ICT-Enhanced Tool, International Journal of Education and Development using Information and Communication Technology. Diffusion of digital games and the trend of gamification in various fields have increased scholars' attention on how digital games or their elements can be introduced into formal and informal learning practices. Majority of the research in this field has been conducted in economically developed regions and not so much in emerging economies. With this study the researchers focused on developing region of Southern African Development Community (SADC). "World Heritage Awareness Campaign for Youth (WHACY) in SADC" is a campaign dedicated to raise awareness and foster informal learning among Southern African youth about the heritage and sustainable tourism in the region. The campaign employed an online and offline gamified learning platform, which was supported by a dedicated website, Facebook page, wiki and offline materials. In one year of operation the campaign reached more than 100K audience. The purpose of this paper is to present the development, implementation, and evaluation of the campaign. The goals of the evaluation were dedicated to assess user experience in terms of engagement and conduciveness to learning as well as exploring the possibility of a gamified application to be integrated into the regular high school tourism curriculum. South African tourism students' and tourism teachers' perspectives were taken into consideration.   [More]  Descriptors: Informal Education, Consciousness Raising, Heritage Education, Program Development

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