Bibliography: Social Media (page 140 of 144)

Topolovcan, Tomislav; Matijevic, Milan; Dumancic, Mario (2016). Some Predictors of Constructivist Teaching in Elementary Education, Online Submission. The aim of this research is to examine the extent to which certain sociodemographic characteristics of students and teachers, along with computer self-efficacy, attitudes towards the new media and the frequency of using the new media in instruction, can be regarded as predictors of constructivist teaching. The research was carried out on a sample of a group (N = 1528) of eighth-grade students (n = 1026) and class and subject teachers (n = 502) in primary and lower secondary school (ISCED level 1 and 2). Data was collected through survey questionnaires with relevant instruments. The results show that, in terms of students, their sociodemographic characteristics, a higher level of computer self-efficacy, more positive attitudes towards new media and more frequent use of new media, as separate factors, are significant predictors of constructivist learning. In terms of teachers, their attitudes and computer self-efficacy are significant, but their sociodemographic characteristics and the use of new media are not. The entire final series, both in terms of teachers and students, is a significant predictor of constructivist learning, where certain separate dimensions of predictor factors are more significant than others. The greatest variance of constructivist teaching, both in terms of students and teachers, can be explained by the attitude towards new media and computer self-efficacy rather than the use of new media in instruction, as confirmed by some previous theoretical assumptions. Although significant correlations were obtained, the results point to an occasional organisation of constructivist teaching. The possible reasons and implications of such results are explained in this paper.   [More]  Descriptors: Teaching Methods, Elementary School Students, Grade 8, Elementary School Teachers

Whalen, D. Joel, Ed. (2016). Selections from the ABC 2015 Annual Conference, Seattle, Washington: Pitching Fish and Innovative Oral and Written Business Communication Assignments, Business and Professional Communication Quarterly. This article, the first of a two-part series, presents teaching 10 innovations from the 2015 Association for Business Communication's 80th annual conference. The creative new assignments offered here include building listening skills by journaling, oral interpretation, positive message framing, storytelling, delivering bad news, persuasive messages, and learning by teaching. Additional assignment support materials–instructions to students, stimulus materials, slides, grading rubrics, frequently asked questions, and sample student projects–are posted on these websites: www.businesscommunication.org/page/assig… and www.salesleadershipcenter.com/research.h…. [The ten teaching innovation sections are written by: Peter W. Cardon, Jamie Granger, Jacqui Lowman, Anita Pandey, Catherine H. Zizik, D. Dina Friedman, Daylanne Markwardt, Allyson D. Saunders, Cherie S. Twyman, and Jie Wang.}   [More]  Descriptors: Conferences (Gatherings), Business Communication, Instructional Innovation, Assignments

Cook, Mike P.; Bissonnette, Jeanne Dyches (2016). Developing Preservice Teachers' Positionalities in 140 Characters or Less: Examining Microblogging as Dialogic Space, Contemporary Issues in Technology and Teacher Education (CITE Journal). Studies examining preservice teachers' (PSTs) experiences with microblogging and activities that buttress and promote their social justice development have largely occurred in isolation from one another. To that end, this study examines in what ways pairing the popular social networking website Twitter with readings from a young adult literature course helped PSTs cultivate their awareness of and positionalities related to the social justice issues discussed in the course–and ones they will confront in their classrooms. Although students noted that engaging in this new dialogic space afforded certain benefits, the data suggest that PSTs encountered a variety of obstructions as they worked to develop and articulate their social-justice-oriented positionalities, including difficulty extending in-class conversations and trouble negotiating the social dimensions of Twitter. In examining the intersection between Twitter and its conduciveness to support PSTs' social justice positionalities, the findings suggest that, despite its popularity, the forum did not prove to be an organic medium for students to engage social justice issues. Findings imply that teacher educators interested in utilizing microblogging to foster PSTs' social awareness and growth should utilize Twitter as but one of many pedagogical tools to assist students in developing their social justice positionalities.   [More]  Descriptors: Preservice Teachers, Social Media, Web 2.0 Technologies, Social Justice

Chawinga, Winner Dominic (2016). Teaching and Learning 24/7 Using Twitter in a University Classroom: Experiences from a Developing Country, E-Learning and Digital Media. It is understood that microblogging (tweeting) which is a form of Web 2.0, has been a centre of attraction in some institutions of higher education. However, despite its hype and pomp as reported by some scholars in developed countries, integration of Twitter in a classroom environment in developing countries is just beginning to flourish. In Malawi for example, it remains unknown how Twitter can be effectively assimilated into a university classroom to enhance teaching and learning. In this study therefore, I report on the findings about the practical use of Twitter in two university courses offered in the Department of Library and Information Science at Mzuzu University in Malawi. Findings of the study show that if properly deployed, Twitter is indeed an impetus of the much hailed learner-centred approach to teaching and learning. With the use of Twitter, I found that students shared and discussed course content with colleagues and me (lecturer) 24/7. Specifically, with the proliferation of Internet enabled phones and other mobile devices in Malawi, the study found that it was possible for students to generate out-of-class discussions and learn from each other without necessarily meeting physically. In addition, students were key contributors to their own learning as it was possible to effectively search, generate and share their own content through creating knowledge collaboratively. However, limited access to the Internet (due to unavailability of Wi-Fi) by students coupled with exorbitant Internet bundles, remain key challenges against the effective appropriation of Twitter in a university classroom.   [More]  Descriptors: Social Media, Electronic Publishing, Course Content, Foreign Countries

Martin, Caitlin K.; Nacu, Denise; Pinkard, Nichole (2016). Revealing Opportunities for 21st Century Learning: An Approach to Interpreting User Trace Log Data, Journal of Learning Analytics. Online environments can cultivate what have been referred to as 21st century skills and capabilities, as youth contribute, pursue, share, and interact around work and ideas. Such environments also hold great potential for addressing digital divides related to the development of such skills by connecting youth in areas with fewer resources and opportunities to social and material supports for learning. However, even with increasing attention to the importance of 21st century skills, there is still relatively little known about how to measure these sorts of competencies effectively. In this paper, we offer an exploratory approach for interpreting student user trace log data to reveal opportunities for creative production, self-directed learning, and social learning online. Our approach engages social learning analytics to code actions according to relationships between users and engages in self-report and ethnographic methods to supplement initial results. We share our methods; provide rich description of the unique learning environment; present results of logged opportunities for creative production, self-directed learning, and social learning across the sixth grade cohort; and explore these results through the lens of individual learners, including cohort self-reports of identity, interest, and perceptions, and qualitative case studies of two students.   [More]  Descriptors: Data Collection, Data Interpretation, Creativity, Socialization

Dizon, Gilbert (2016). A Comparative Study of Facebook vs. Paper-and-Pencil Writing to Improve L2 Writing Skills, Computer Assisted Language Learning. Facebook has best leveraged the rapid technological and societal changes over the past decade to grow into the world's largest social-networking site (SNS). However, research of Facebook has lagged behind other Web 2.0 technologies, particularly in regards to investigating its efficacy versus a control group to improve L2 writing. This study, which involved 30 Japanese university English as a foreign language (EFL) students, aims to fill this gap in the literature by examining three areas of L2 writing, namely–writing fluency, lexical richness, and grammatical accuracy–in an experimental group using Facebook (n = 16) and a control group (n = 14) using paper-and-pencil. Both groups underwent a 12-week treatment of two in-class focused freewritings a week. Three writing assessments were administered at the start, middle, and end of the treatment to assess its effectiveness. Results from the Mann-Whitney test showed that the experimental group made more significant gains in terms of writing fluency. On the other hand, neither group made significant progress in lexical richness nor grammatical accuracy. These findings strengthen previous research in support of the use of Facebook in L2 classes and highlight the need for additional studies comparing Facebook with other writing mediums.   [More]  Descriptors: Social Media, Web 2.0 Technologies, Second Language Instruction, Writing Instruction

Johnson, Matthew; Riel, Richard; Germain-Froese, Bernie (2016). Connected to Learn: Teachers' Experiences with Networked Technologies in the Classroom, Canadian Teachers' Federation. To get a better understanding of how networked technologies are impacting teachers and their teaching practices, in 2015 MediaSmarts partnered with the Canadian Teachers' Federation to survey 4,043 K-12 teachers and school administrators who were teaching in classroom settings across the country. The survey explored the extent to which networked technologies are available in the classroom, the ways teachers are using networked technologies to support learning, the knowledge and skills teachers have developed to make the most of networked technologies as learning tools and creative uses of networked technologies for learning activities. The following are appended: (1) Survey Questionnaire; and (2) Methodology and Background Demographic Information.   [More]  Descriptors: Computer Networks, Computer Uses in Education, Foreign Countries, Use Studies

Regional Educational Laboratory Mid-Atlantic (2015). Engaging Families in Partnership Programs to Promote Student Success: Q&A for Dr. Joyce L. Epstein. REL Mid-Atlantic Educator Effectiveness Webinar Series. In this webinar, Dr. Joyce Epstein, Director of the Center on School, Family, and Community Partnerships and the National Network of Partnership Schools, discussed what the research says about effective family engagement. The webinar and PowerPoint presentation are also available. A brief list of resources is included.   [More]  Descriptors: Family Involvement, Family School Relationship, Academic Achievement, Correlation

DeGroot, Jocelyn M.; Young, Valerie J.; VanSlette, Sarah H. (2015). Twitter Use and Its Effects on Student Perception of Instructor Credibility, Communication Education. This study investigates college student perceptions of instructor credibility based on the content of an instructor's Twitterfeed and student beliefs about Twitter as a communication tool. Quantitative and qualitative methods were utilized to explore the effects of three manipulated Twitter feeds (e.g., tweeting social topics, professional topics, or a blend) on student perceptions of instructor credibility and examine how students perceive Twitter as a teaching tool. Quantitative results suggest that the profile with professional content was most credible. Credibility ratings were also associated with other twitter use variables, including positive student attitudes about instructors who use Twitter and tweet frequency. Coded qualitative responses indicated that Twitter may be both an asset and an obstacle for instructors.   [More]  Descriptors: Credibility, Teacher Effectiveness, Teacher Behavior, Student Attitudes

Goben, Abigail; Raszewski, Rebecca (2015). Research Data Management Self-Education for Librarians: A Webliography, Issues in Science and Technology Librarianship. As data as a scholarly object continues to grow in importance in the research community, librarians are undertaking increasing responsibilities regarding data management and curation. New library initiatives include assisting researchers in finding data sets for reuse; locating and hosting repositories for required archiving; consultations on workflow, data management plans, and best practices; responding to changing funder policies (Whitmire, et al. 2015) and development of department or institutional policies. Librarians looking to provide services or expand into these areas will need both foundational resources and information about engaging the network of librarians exploring data. This webliography is intended for librarians seeking to enhance their own knowledge and assist peers in improving their data management awareness.   [More]  Descriptors: Librarians, Information Management, Information Utilization, Data

Hsu, Yu-Chang; Ching, Yu-Hui (2015). A Review of Models and Frameworks for Designing Mobile Learning Experiences and Environments, Canadian Journal of Learning and Technology. Mobile learning has become increasingly popular in the past decade due to the unprecedented technological affordances achieved through the advancement of mobile computing, which makes ubiquitous and situated learning possible. At the same time, there have been research and implementation projects whose efforts centered on developing mobile learning experiences for various learners' profiles, accompanied by the development of models and frameworks for designing mobile learning experiences. This paper focuses on categorizing and synthesizing models and frameworks targeted specifically on mobile learning. A total of 17 papers were reviewed, and the models or frameworks were divided into five categories and discussed: 1) pedagogies and learning environment design; 2) platform/system design; 3) technology acceptance; 4) evaluation; and 5) psychological construct. This paper provides a review and synthesis of the models/frameworks. The categorization and analysis can also help inform evaluation, design, and development of curriculum and environments for meaningful mobile learning experiences for learners of various demographics.   [More]  Descriptors: Electronic Learning, Instructional Design, Classification, Models

Razak, Norizan Abdul; Saeed, Murad Abdu (2015). EFL Arab Learners' Peer Revision of Writing in a Facebook Group: Contributions to Written Texts and Sense of Online Community, English Language Teaching. This qualitative study investigated peer writing revision among English as foreign language (EFL) Arab students in a Facebook group. Specifically, it aimed to identify the text revisions made by the learners and to determine their contributions to the learners' written texts and sense of online community outside the college classroom context. Being framed within the situated learning approach (Wenger, 1998), the current study was carried out among 14 EFL Arab university learners from Yemen, Algeria, Tunisia, Syria, Sudan and Egypt. A purposeful sampling was performed to achieve a heterogeneous group of EFL learners. A qualitative content analysis of the learners' written paragraphs (original and revised drafts), online interactional exchanges and responses to the post-revision reflection discussions was employed in this study. The findings showed that addition, substitution, deletion, permutation, consolidation, and distribution were identified as the main revision operations made by the EFL learners. These revisions operations and changes contributed to enhancing learners' end-products or texts in terms of content, unity and organization, language and mechanics. The learners' engagement in the online revision activities fostered their sense of online learning community by creating an interactive friendly learning environment, building and nurturing new relationships based on shared interests and developing a sense of belonging.   [More]  Descriptors: Qualitative Research, English (Second Language), Second Language Learning, Second Language Instruction

Keng, Tan Chin; Ching, Yeoh Kah (2015). A Comparison between Quantity Surveying and Information Technology Students on Web Application in Learning Process, Malaysian Online Journal of Educational Technology. The use of web applications has become a trend in many disciplines including education. In view of the influence of web application in education, this study examines web application technologies that could enhance undergraduates' learning experiences, with focus on Quantity Surveying (QS) and Information Technology (IT) undergraduates. The objectives of the study are to determine the level of usage of educational related web applications by QS undergraduates and IT undergraduates, and to determine if there are any statistically significant differences in the use of educational related web applications by QS undergraduates compared to IT undergraduates. The data for this survey were collected from 130 QS undergraduates and 42 IT undergraduates from two higher education institutions in Malaysia. Descriptive statistics and inferential statistics are used to analyze the data. Descriptive statistics are used to determine the level of usage of each web application among the two groups of students. The value of median is determined to measure the central tendency of each variable as the data is of ordinal level in measurement. As for the inferential statistics, this study uses statistical hypotheses testing to determine whether there is any statistically significant difference between QS undergraduates and IT undergraduates in the use of web applications. The findings of the study indicate that undergraduates of both QS and IT are exposed to web applications. However, they are more familiar with certain applications (e.g., Social Networking, Web Search, etc.) but unfamiliar with other applications (e.g., Online Portfolio, Podcast, etc.), the usage of web applications by QS undergraduates are on par with IT undergraduates although there are certain differences in the pattern of usage observed, and the differences of the web application usage pattern can be explained by the differences of the nature of the studies of both disciplines, in which QS undergraduates are required more in searching for data through the web whereas IT undergraduates are required to use the web applications for developing IT systems.   [More]  Descriptors: Undergraduate Students, Educational Technology, Technology Uses in Education, Comparative Analysis

Tananuraksakul, Noparat (2015). An Investigation into the Impact of Facebook Group Usage on Students' Affect in Language Learning in a Thai Context, International Journal of Teaching and Learning in Higher Education. This paper reports on the way in which Facebook Group used as a learning management system can enhance Thai students' effective language learning (positive attitude and motivation) in a private university in the vicinity of Bangkok. These two variables are seen to influence learners' achievement in language learning, and they also interdependently influence one another. The qualitative outcomes deriving from ten participants revealed positive impacts of the Facebook Group usage on their attitude towards, and motivation in, learning English as a specific purpose in a Thai context because they commonly found themselves relevant to the Facebook Group as regular users of Facebook. Partly, the Facebook Group could give them senses of convenience, simplicity and relaxation and reduce cultural power distance between the instructor and them. Out of the exploratory parameter, the Facebook Group could be an online tool to facilitate English learning through error corrections. Positive results offered some insightful suggestions and implications for teachers of English as a foreign language. A specific limitation of this study is also discussed.   [More]  Descriptors: Private Colleges, English (Second Language), Second Language Learning, Second Language Instruction

Yen, Yen-Chen; Hou, Huei-Tse; Chang, Kuo En (2015). Applying Role-Playing Strategy to Enhance Learners' Writing and Speaking Skills in EFL Courses Using Facebook and Skype as Learning Tools: A Case Study in Taiwan, Computer Assisted Language Learning. English as a foreign language (EFL) instruction faces many challenges in Asia because of many cultural and environmental factors, such as the lack of interactive speaking environments, emphasis placed on test scores, and foreign language anxiety. The purpose of this research is to conduct an EFL instructional course by integrating Facebook (asynchronous online discussion) and Skype (synchronous online discussion) as platforms through which students perform role-playing based learning activities and to observe the effects of the course on the challenges mentioned above. The study consists of 42 participants who are enrolled in an English conversation course in a business college in Taiwan. This study conducted a learning performance analysis, correlation analysis, and qualitative content analysis of the learning process. The results indicate that the learners improved their speaking and writing skills through the learning tools and role-playing activities. The content analysis also demonstrated that learners could improve their speaking and writing skills via peer-to-peer and self-correction behaviors. We also provide several recommendations for EFL educators and researchers.   [More]  Descriptors: Role Playing, English (Second Language), Second Language Learning, Content Analysis

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