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Students´ perceptions of Facebook for academic purposes
... Due to its popularity, vast academic studies were also done in looking at the use of Facebook as one of the academic tools used in teaching and learning settings (Grosseck, Ramona & Tiru, 2011;Tower, Latimer & Hewitt, 2014;Miloševic, Zivkovic´, Arsic´ & Manasijevic, 2015, Sulaiman Ainin, M. Muzamil Naqshbandi, Sedigheh Moghavvemi, Noor Ismawati Jaafar, 2015, Reyes González-Ramírez, José L. Gascó & Juan Llopis Taverner, 2015, Yuwakosol, 2017. As stated by Sánchez, Cortijo & Javed (2014), the researchers were done in addressing the needs of the new generation students who are considered as "digital natives or members of the Net generation" (p. 1). This is because, as they received too much exposure to technology, their preference might also change especially when it comes to learning new knowledge. ...
... y students and found that students' academic performance, particularly GPA, correlated negatively with the time spent on using Facebook (2015). The finding shows the impact that Facebook can give to students' academically. This is perhaps due to the utilization of Facebook as a social tool rather than for academic purposes (Grosseck, et. al., 2011;Sánchez et. al., 2014). ...
... n and ideas related to projects, lectures as well as notes (Bosch, 2009). This shows the utilization of the added value that Facebook can offer which is the availability of sharing feature in Facebook This feature can positively impact the learning process because the feature allows students to share pictures, documents as well as resources online (Sánchez et. al., 2014). Online resources can be accessed at any time with the availability of internet connection, which will eventually lead to greater level of collaboration and communication among the students (Miloševic et. al., 2014). This will then lead to better performance among them. Similarly, Manca and Ranieri (2013) in their review of articles dis ...
Facebook is one of the popular social networking websites which is not only popular because of its usage as a socializing platform, but also its role in educational setting. It has received much attention among educators and researchers who have been investigating the role of Facebook as a teaching tool. However, the roles that it can play in promoting learning are still being explored. This study investigated the use of Facebook, in preparing students before coming to lecture-based classes. This study involved 47 semester three students of Diploma in Teaching (Teaching English as a Second Language) of International Islamic University College Selangor (KUIS) whereby five of them were randomly selected to be interviewed. The data for this study was collected through interview sessions of five subjects. It was found that the use of Facebook has helped to make students more prepared as they became more engaged and motivated by participating actively in classroom discussion.
... In this environment, college and university students who use Facebook and several other social networking services are subjected to a great deal of criticism (Ertmer et al., 2011). In contrast, other studies have shown that students use Facebook to search for and share information (Mahmood, Bhutta, & Haq;, participate in politics (Ahmad & Shiekh, 2013), and develop social capital through the use of Facebook (Mahmood, Zakar, & Zakar, 2018;Sánchez, Cortijo, & Javed, 2014;Saud, 2018). Despite the existence of these conflicting points of view, there is still a dearth of scholarly research on the educational usage of Facebook among Pakistani users. ...
... The perceived usefulness, perceived simplicity of use, societal influence, and settings that were favourable to its application were some of the criteria that comprised these attributes. In order to quantify all of these different aspects, the researcher relied on a scale that had first been developed by Mazman and Usluel and then refined by Sánchez et al. (2014). A Likert scale with five questions was used to assess the perceived ease of use, perceived usefulness, and perceived social effect of the product. ...
... The scales for all of the observed variables were derived from previous research conducted by (Ali et al., 2017;Ali. 2017b;Mazman & Usluel, 2010: Sánchez et al. 2014). Of the 1050 respondents, almost two third of them (60.4 %, n=923) had attained education up to graduation. ...
South Asia, the world's most populous region, has the highest number of young social networking site users. Pakistan has over 40 million young active Facebook users among them. As a result, there is a greater need to explain how young people, particularly students, can use social networking sites like Facebook for educational purposes. The purpose of this paper is to investigate Pakistani students' attitudes, perceptions, and behavior toward Facebook, as well as how they use the platform for learning purposes. The researchers conducted a cross-sectional survey at three Pakistani universities. The study included a sample of 1050 students who were Facebook users and were selected randomly. We developed a structural equational model to outline the relationships between different types of independent and dependent variables. We used appropriate fitting indices such as the goodness of fit index (GFI), comparative fit index (CFI), and non-normal fit index (NFI) to test our model. The proposed model's results confirmed the hypothesized latent structures as well as the theoretical validity of the probed factors. The study's findings may be useful in better understanding the educational use of social networking tools in Asian and non-western countries.
... In this environment, college and university students who use Facebook and several other social networking services are subjected to a great deal of criticism (Ertmer et al., 2011). In contrast, other studies have shown that students use Facebook to search for and share information (Mahmood, Bhutta, & Haq;, participate in politics (Ahmad & Shiekh, 2013), and develop social capital through the use of Facebook (Mahmood, Zakar, & Zakar, 2018;Sánchez, Cortijo, & Javed, 2014;Saud, 2018). Despite the existence of these conflicting points of view, there is still a dearth of scholarly research on the educational usage of Facebook among Pakistani users. ...
... The perceived usefulness, perceived simplicity of use, societal influence, and settings that were favourable to its application were some of the criteria that comprised these attributes. In order to quantify all of these different aspects, the researcher relied on a scale that had first been developed by Mazman and Usluel and then refined by Sánchez et al. (2014). A Likert scale with five questions was used to assess the perceived ease of use, perceived usefulness, and perceived social effect of the product. ...
... The scales for all of the observed variables were derived from previous research conducted by Ali. 2017b;Mazman & Usluel, 2010: Sánchez et al. 2014 Of the 1050 respondents, almost two third of them (60.4 %, n=923) had attained education up to graduation. Most of them were male respondents 56%, n = 588), and the majority were getting an education in engineering and technology. ...
South Asia, the world's most populous region, has the highest number of young social networking site users. Pakistan has over 40 million young active Facebook users among them. As a result, there is a greater need to explain how young people, particularly students, can use social networking sites like Facebook for educational purposes. The purpose of this paper is to investigate Pakistani students' attitudes, perceptions, and behavior toward Facebook, as well as how they use the platform for learning purposes. The researchers conducted a cross-sectional survey at three Pakistani universities. The study included a sample of 1050 students who were Facebook users and were selected randomly. We developed a structural equational model to outline the relationships between different types of independent and dependent variables. We used appropriate fitting indices such as the goodness of fit index (GFI), comparative fit index (CFI), and non-normal fit index (NFI) to test our model. The proposed model's results confirmed the hypothesized latent structures as well as the theoretical validity of the probed factors. The study's findings may be useful in better understanding the educational use of social networking tools in Asian and non-western countries.
... En las investigaciones [11], [12], [13] y [14] destacan porque utilizan el Modelo de Aceptación Tecnológica sumando a ello la aplicación del SEM y teniendo como objeto de investigación a los estudiantes universitarios y sus experiencias en el uso del Facebook en un entorno educativo. Estas experiencias acortan las brechas de acceso a la información. ...
... Esta investigación destaca por el desarrollo de una encuesta basada en la teoría del constructivismo y la teoría de la comunicación. Por otro lado, debemos precisar que tanto esta investigación como la [12] y [11] dirigen sus estudios en general a redes sociales no se enmarcan en alguna en común, caso contrario las investigaciones [7], [16], [13] y [14] que si enmarcan sus estudios hacia la red social Facebook. ...
... Respecto al tema del análisis estadístico,[16],[7],[11] y[12], aplicaron la combinación SEM y PLS en sus investigaciones. Por su parte,[15] utilizo SEM -AMOS como técnicas estadísticas y por último[13] utiliza el SEM combinado con el análisis CFA y el Chi-cuadrado y[14] trabaja bajo el SEM utilizando la técnica varianza media extraída AVE. Como se aprecia cada investigación va utilizando las técnicas de acuerdo a la información y los objetivos de las investigaciones. ...
Las redes sociales constituyen un soporte tecnológico invalorable, muchos colegios apuestan por desarrollar sus perfiles en Facebook y Twitter, a fin de comunicarse con su público objetivo. Existe interés por evaluar el uso de las plataformas. El objetivo es determinar los factores que influyen en el uso de la red social Facebook y Twitter por parte de los padres de familia del nivel de Educación Básica Regular. Respecto a la metodología, se ha realizado utilizando la técnica del muestreo aleatorio simple con la finalidad de determinar la validez del modelo. Asimismo, se emplea el Modelo de Ecuaciones Estructurales que nos permitirá el efecto y las relaciones múltiples entre las variables propuestas. Finalmente, el modelo valido 17 preguntas de la encuesta. Quedando demostrado que la utilidad percibida si influye en la intención de uso de la red social Facebook y Twitter, por otro lado, la facilidad de uso influye en un porcentaje bajo en la intención de uso, en ese sentido, el estudio también detalla un dato muy significativo que la facilidad de uso influye en la utilidad percibida. Por último, la intención de uso resulta el punto neurálgico que define el desarrollo de la facilidad y la utilidad percibida.
... As reported in the study of Sánchez et al. (2014), the participants' experience of using Facebook indicated that students primarily use social media including Facebook for entertainment and rapport building with their friends and family members rather than using it for their learning purposes. However, these students' perception of academic uses of Facebook contradicts the findings of Bashir (2019) who reported that the interactive use of online applications develops collaborative learning. ...
... The result is similar to the study of Sánchez et al. (2014) who found that Facebook adopted by students can have practical implications to increase their learning experience through communication and collaboration. The participants in my study responded to Facebook as an innovative practice to develop an understanding of the lessons and learning contents shared by their friends and teachers in Facebook groups and the findings reflected that students had opportunities to explore and share study content with their friends. ...
This article aims to explore the Secondary Level students' experiences and perceptions of using Facebook for academic and communicational purposes contributing to the less explored literature on students’ social media usage in the context of Nepal. I used a descriptive-qualitative approach based on semi-structured interviews with purposively selected eight grades 11 and 12 students studying in a government secondary school in Morang to investigate their daily usage of Facebook. The thematic analysis of this study indicated that most students perceived Facebook positively as one of the potential tools for their classroom learning purposes along with their daily online communication with family, relatives, and friends. However, some students also revealed their experiences of misusing Facebook such as creating fake Facebook accounts, chatting and flirting with unknown people, uploading fake photos, and receiving unpleasant comments in the posts resulting in family pressure on them. This study highlighted Facebook as a popular social network that has become one of the important tools in students’ daily lives and academic careers by ensuring their electronic participation in communication and education, increasing their social relationships, collaboration and information sharing in the 21st century.
... In contrast, Oginni et al. (2016) express concerns about negative impacts stemming from social networking, while Ilfa and Harjeet (2021) reveal significant correlations between Facebook usage and active learning. Arteaga et al. (2014) highlight the significant advancement brought about by the integration of Web 2.0 tools in education, with Facebook being a notable example. This sentiment resonates as Facebook's ubiquity extends across demographics , and within education, it serves as the primary mode of communication for students (Ellefsen, 2015). ...
... This sentiment is echoed in later studies by Barczyk and Duncan (2013), who observed American students recognizing Facebook's instructional worth. Students have acknowledged the platform's role in providing convenient access to academic resources and materials (Arteaga et al., 2014;Irwin et al., 2012). The platform's user-friendly interface has fostered its adoption as a learning management system (LMS), fostering student engagement and participation (Wang et al., 2012). ...
Previous research has extensively analysed teachers' and students' Facebook use for instructional engagement, writing, research dissemination and e-learning. However, Facebook as a data collection mechanism for research has scarcely been the subject of previous studies. The current study addressed these gaps by analysing students' awareness, willingness, and utilisation of Facebook for research data collection [RDC]. This study aimed to predict students' Facebook use for research data collection based on their awareness and willingness and to determine age and gender differences in such predictions. A sample of 11,562 students of tertiary institutions participated in an online survey. The researchers designed and validated the online survey. Exploratory Factor Analysis was used for dimensionality. Average Variance Extracted [AVE] was used for convergent validity, whilst the Fornel-Larcker criterion and Heterotrait-Monotrait ratio were used for discriminant validity. Composite reliability indices of .97, .94 and .90 proved the instrument's three sub-scales usable. One sample t-test and multigroup analysis were conducted using SPSS 27 and Smart PLS 3. The study found high awareness but low usage of Facebook for RDC among Nigerian university students. Younger and male students showed higher willingness and actual use of Facebook for RDC. Awareness directly impacted by awareness, and acted as Facebook usage for RDC, with stronger impacts for males and students aged 19 to 28. Willingness was positively impacted and acted as a negative mediator between awareness and usage for some age groups and genders. These findings provide important insights into using Facebook for RDC among students in Nigerian universities and highlight the need to consider the impact of demographic factors such as age and gender when promoting social media platforms for academic purposes.
... SI may also be defined as one's preconceived notion of how others will perceive a certain individual's actions (Fishbein & Ajzen, 1975). According to Arteaga et al. (Arteaga S anchez et al., 2014), SI is crucial in determining whether a technology will be adopted, but other research has not discovered a significant relationship between SI and BI (Akgul, 2021;Lewis et al., 2013). ...
... It is believed that the desired results will be achieved by AI doctors in primary care. It is seen that PE is also a key construct in technology acceptance studies (Arteaga S anchez et al., 2014;Milo sevi c et al., 2015). Another construct is PP. ...
The study examines the behavioral intention to use an AI doctor at the individual level at primary, secondary, and tertiary care levels. The research model has been designed according to the unified theory of acceptance and use of technology to understand the acceptance and use of an AI doctor at the individual level. The causal comparison screening approach, which is used to identify the causes and effects of people’s attitudes, behaviors, ideas, and beliefs, has been employed. This study utilized a hybrid analysis methodology combining two-phase analysis using partial least squares structural equation modeling and evolving artificial intelligence named deep learning (Artificial Neural Network) on 432 usable responses. The first step was using structural equation modeling to examine the hypotheses; then the nonlinear interactions between the variables have been examined using an artificial neural network. According to the analysis results, perceived task-technology fit, perceived privacy, performance expectancy, and social influence constructs affecting the intention to use an AI doctor in primary, secondary, and tertiary levels of care are the main constructs. A strong behavioral intention exists at all levels of healthcare, primary, secondary, and tertiary, to use an AI doctor for individual-level healthcare.
... E-mentoring can provide mentees with informational, psychosocial, and instrumental benefits (Single & Single, 2005), as well as alleviate the problem of lack of interaction between instructors and learners online (Dahalan et al., 2012). For e-mentoring to be effective, users should be comfortable using the mentoring tool (Sánchez et al., 2014). Additionally, when synchronous tools capable of real-time dialogue are used, the effect of e-mentoring is enhanced by making communication more comfortable (Jacobs et al., 2015;Tanis & Barker, 2017). ...
... As SNS has become more common in daily life, attempts to use SNS for education have emerged (Lee & Kim, 2016;Rutten et al., 2016;Son et al., 2016). The advantage of using SNS for education is that users are already familiar with it, can readily share various data, and can interact in real time (Sánchez et al., 2014). ...
... People who view themselves as having high social efficacy create situations that are more supportive of themselves than do those who have self-doubt (Holahan & Holahan, 1987). As a result of their positive encounters with a web system, people who love using it are more likely to use it to promote collaborative learning (Arteaga Sánchez et al., 2014;Moon & Kim, 2001). ...
... As a result, this study Arteaga Sánchez et al., 2014;Harré & Gillett, 2012) examined how students engaged with, interacted with, learned collaboratively, and constructed their knowledge in relation to social cognition and constructivism theories. The results of this study also demonstrated that social cognitive learning in higher education enables students to engage in collaborative learning, gain social connection, and use social media to affect their academic performance in Saudi Arabian higher education. ...
Social media has significantly impacted students’ academic success in recent years. These networks offer plenty of chances and dangers for students from a range of backgrounds. In order to investigate the link between the mediation roles of social contact, social engagement, and collaborative learning on the academic performance of students from Saudi Arabia, this research develops a new framework based on social cognition and constructivism theories. As a result, 318 university students completed a questionnaire that served as the initial dataset for the research study, and the suggested research prototype was comprehensively assessed using SEM. The study’s findings demonstrated how social connection and engagement have always had a significant impact on social impact, support networks, social identity, social presence, and social space. Similarly, it was discovered that social engagement and interaction have always been significantly impacted by collaborative learning and social media use. So, in Saudi Arabia’s higher education, collaborative learning and practical social media use have a strong and considerable impact on students’ academic achievement. Therefore, it is almost certain that this research study will aid university authorities in deciding whether or not completely implement an actual usage of social media for academic purposes in educational institutions throughout Saudi Arabia.
... This situation is challenging educators to adapt their teaching style by considering various social learning activities, such as: active participation, information and content sharing, collaboration, and debate. Several authors mentioned the potential educational value of social networking websites [2,11,14,15,16,17,18]. In order to exploit the educational potential of a particular social media technology is important to understand the reasons or motives why students are using it and which is the relative importance of these reasons for its adoption. ...
... Information & Collaboration (IC) refers to seeking advice and university-related information as well as joining groups of interest and getting access to shared resources. This gratification has been identified by several studies based on the uses and gratification theory [19] as well as by other studies related to Facebook use [2,17,18]. Facebook provides support for creating and managing various groups of interest. ...
Social networking websites are today part of the university students' lifestyle. This situation is challenging educators to adapt their teaching style by considering various social learning activities, such as: active participation, information and content sharing, collaboration, and debate. In order to exploit the educational potential of social media technologies is important to understand the reasons why students are using it and the relative importance of these reasons. The motives of social networking websites use have been studied from different theoretical perspectives by using both qualitative and quantitative approaches. However, there are relatively few quantitative studies that explore the reasons behind the Facebook use by university students. The Uses & Gratifications Theory (U>) explains the use of the social media technology by the fulfillment of the various needs of an active user. The aim of this research is to explore the influence of these motives on the Facebook acceptance with the uses and gratification theory. In this respect, three categories of gratifications have been included: extending the social relations, information-collaboration, and maintaining the social relations. A conceptual model has been tested and validated on a sample of Romanian university students by using the SEM (Structural Equation Modeling) methodology. The testing results revealed a good fit of the model with the data and confirm the hypothesis that each category of gratification is enhancing the intention to continue using this social networking website. This work provides new opportunities for both researchers and practitioners to take an interdisciplinary perspective when exploring the technology acceptance of the social media in learning environments.
... Such a living learning community is beneficial for students' affective development and satisfaction with university life, as the information and communication in these communities are likely to help them integrate their social and academic lives in the university. University students with more engagement in social networking can have better mental health and affective development (Steinfield et al., 2008;Sánchez et al., 2014). Furthermore, self-directed OSN offers students intellectual autonomy, enhances their information literacy, and promotes creative communication skills, which are key to their academic success (Kraiger et al., 1993;Hwang et al., 2004). ...
... Further, peers can provide emotional and psychological support that facilitates individual learning and academic satisfaction. Individuals who are socially accepted by peers may also achieve higher performance because the relationships they form with peers are social capital that potentially facilitates their skill development and performance enhancement (Sanchez et al., 2006;Bauer et al., 2007;Sánchez et al., 2014). Ginsburg-Block et al.'s (2006) meta-analysis also sheds light on peer influences on individuals' learning, including their self-conceptualization, affection and behavioral learning. ...
Online social networking (OSN) has deeply penetrated university campuses, influencing multiple aspects of student life. Standing from a pedagogical perspective, this study investigates how university students’ OSN engagement affect their learning outcomes. Drawn upon social learning theory, this study proposes that OSN engagement help university students’ establishing the self-efficacy belief, achieving social acceptance and acculturation with environment, and these attributions further lead them to attain positive learning outcomes which are shaped by self-esteem development, satisfaction with university life, and the grade point average (GPA) based performance. Results from a survey accompanied by focus group discussions support these embedded self-conceptualization and social learning in OSN. This study contributes to the extant research on OSN for learning by highlighting the role of OSN for the whole person development, especially the students’ self-conceptulization and psychological well-beings. The revealed mediating mechanisms also adds values to social learning theory and imply the design foci of e-learning activities and applications.
... When others reveal information on SNS, users who are easily influenced are more likely to engage in similar information-sharing activities. They do so automatically to look similar and likable to their peers (Sánchez et al., 2014). Branley and Covey (2018) conceived that if people perceive prototypical or important people to be like themselves, they are more willing to engage in social media sharing behaviors (e.g., risky sharing behaviors) reactively and unreflectively. ...
Purpose
Researchers continue to address the concept of self-disclosure because it is foundational for helping social networking sites (SNS) function and thrive. Nevertheless, the authors' literature review indicates that uncertainty remains around the underlying mechanisms and factors involved in the self-disclosure process. The purpose of this research is to better understand the self-disclosure process from the lens of dual-process theory (DPT). The authors consider both the controlled factors (i.e. self-presentation and reciprocity) and an automatic factor (i.e. social influence to use an SNS) involved in self-disclosure and broaden The authors proposed a model to include the interactive facets of enjoyment.
Design/methodology/approach
The proposed model was empirically validated by conducting a survey among users of WeChat Moments in China.
Findings
As hypothesized, this research confirms that enjoyment and automatic processing (i.e. social influence to use an SNS) are complementary in the SNS self-disclosure process and enjoyment negatively moderates the positive relationship between controlled factor (i.e. self-presentation) and self-disclosure.
Originality/value
Theoretically, this study offers a new perspective on explaining SNS self-disclosure by adopting DPT. Specifically, this study contributes to the extant SNS research by applying DPT to examine how the controlled factors and the automatic factor shape self-disclosure processes and how enjoyment influences vary across these processes – enriching knowledge about SNS self-disclosure behaviors. Practically, the authors provide important design guidelines to practitioners concerning devising mechanisms to foster more automatic-enjoyable value-added functions to improve SNS users' participation and engagement.
... At this point, some of the rapidly growing social network applications, especially popular among young people (e.g., Instagram, YouTube, etc.), have become prevalent communication channels (see, SimilarWeb, 2023;Statista, 2023). Previous research on the integration of social networks into education has shown that these structures share features across all platforms, such as encouraging collaborative learning, enabling learning anytime and anywhere, providing unstructured learning environments, supporting active participation in class, and facilitating formal and informal communication (see, Arteaga Sánchez et al., 2014;Burbules, 2016;Dewanty et al., 2021;Nguyen et al., 2016;Popescu & Ghita, 2013). Although few studies have been conducted to determine the impact of using SNS structures in the learning environment on academic achievement, the results suggest the potential of these applications to enhance academic success and support educational processes (Çetinkaya & Sütçü, 2018). ...
This study aims to investigate how social media tools, in other words social network services (SNS), affects the success of Japanese language learners in learning Japanese culture in undergraduate programs. For this research, a mixed method approach was used with a quantitative, quasi-experimental research design including a pre-test-post-test control group experimental model for quantitative data and an open-ended follow-up questionnaire for qualitative data. The topic of Shintō was selected for the Japanese culture lesson to be taught to a control group (indoor and face to face) and three experimental groups with different SNS tools (Zoom, YouTube and Instagram). An achievement test was used to measure success, with 30 questions in a pilot test reduced to 27 after item analysis. Two-factor ANOVA was used for the analysis. After measurement four groups’ value was found insignificant, a Sample Pair Test was implemented for each groups’ pre-test-post-test results. The results revealed that all groups showed a statistically significant difference between the pre-test and post-test scores. The traditional Group and the YouTube Group had the highest mean achievement score,. This suggests that the social media teaching environment is as effective for the learning process as the indoor and face to face environment and learning tools. Furthermore, the qualitative data collected in this study revealed both positive and limited aspects of SNS tools. Participants highlighted the inadequacies of using SNS as the main learning environment. In the light of these data, this paper concludes that traditional classroom training is still useful in teaching Japanese culture, and SNS can be used as a supportive instrument.
... Los estilos de aprendizajes se enfocan a la preferencia de la persona sobre cómo adquirir y recordar ideas o conceptos con fundamento en experiencias (Kolb, 1984), no son absolutos, se pueden enseñar y pueden ser socializados, en este sentido, es necesario el uso de diferentes estrategias, medios y recursos que coadyuven al avance de formas más complejas y productivas para aproximar al conocimiento de manera autónoma, creativa y productiva (Ríos-Sánchez et al., 2018). Un ejemplo de medios y recursos que se pueden implementar son los de redes sociales virtuales (RSV), donde los estilos de aprendizaje pueden ser permeados a partir del desarrollo de vínculos personales, interacción, colaboración, intercambio de recursos, y la participación activa (Sánchez et al., 2014;Castro y González-Palta, 2016). ...
The main objective of this research study is to examine the relationship between learning styles and the use of Facebook by university students. A quantitative, non-experimental, correlational, cross-sectional methodology is applied. A total of 316 fifth and seventh semester students (55% men and 45% women) from the Instituto Tecnológico de Sonora (ITSON) are surveyed. Their mean age is 21 years old. The results show that learning styles are linked to the use of Facebook. This is consistent with David Kolb’s theory, which places four learning styles in a quadrant that separates the styles focused on people from the styles focused on a task or theory. The accommodating learning style has a positive relationship with the use of Facebook, while the converging and assimilating learning styles have a negative relationship. It is concluded that it is important to assess the use of Facebook in instructional designs by taking into consideration the converging and assimilating learning styles.
... It is statistically significant at a 1 percent level. Sanchez et al. (2014) also revealed that people who are in a relationship are more frequent Facebook users to connect or communicate with his/her partner. The use of other SNSs also positively affects the hours of Facebook use. ...
Facebook is the well-liked and most-used social networking site among students nowadays. This paper aims to observe the impact of Facebook use on students’ academic performance. The data were collected from undergraduate and master's level students of Khulna University by applying a random sampling procedure. Facebook use was measured in hours and academic performance in CGPA. The average time of Facebook use was almost double of the average study hours of the students per day. Two separate econometric models were run in this study to attain the study goals. An OLS regression model tried to identify the determinants of Facebook use, and a Tobit regression model attempted to determine the factors that affect students’ academic performance. This study identified current residence, hometown, participation in co-curricular activities, relationship status, study hours, parent’s Facebook use, and use of other social networking sites as the significant determinants of Facebook use. On the other hand, hours of study, class participation, time of Facebook use, Facebook use in the class, and following course materials were statistically significant factors that affected students’ academic performance. This study identified a significant negative impact of Facebook use on students’ academic performance. Participation in co-curricular activities and increased study hours are some suggestions derived from this study for controlling Facebook use. Allowing more time for study, following course materials, reducing Facebook use time and class participation are recommended by this study to improve academic performance.
... Of the original 420 questionnaires, 24 were found to be incomplete after manual examination and were eliminated. Such exclusions are advised by Arteaga et al. [116], who states that outliers should be removed since they can cause statistical results to be erroneous. Users of BS made up the sample in the selected study model; their self-efficacy, issue abilities and use of BS were all studied. ...
This study aims to investigate the mediating roles of students’ self-efficacy and problem-solving in the relationships between independent variables with the Blackboard System (BS) and performance impact in order to better understand how they relate to one another. This is carried out to fully appreciate the potential benefits of using BS in education and to provide detailed explanations of how BS usage may improve academic attainment. The purpose of this study was to discover the essential factors that determine how college students use BS. This study examined the effects of a number of parameters discovered in the literature about using Blackboard as sustainable education in higher education using the students’ self-efficacy and problem-solving abilities. In total, 396 King Saud university students completed a written questionnaire that served as the source of the data. Structural equation modeling with squares was used to examine the data (Amos-SEM). The results showed that control variables are the main factors influencing learners’ adoption of 21st century skills by using Blackboard as a sustainable education model and, consequently, the effectiveness of organizing training system integration. While students were not entirely in agreement with the rational reflection for problem-solving skills, the results of students’ self-efficacy and issue skills show a good impact on their academic performance in colleges and universities. To foster students’ self-efficacy and problem-solving skills, as well as their use of BS in higher education teaching processes, the study’s findings provide essential information on how colleges and universities may improve students’ acceptance of 21st century skills by using Blackboard Systems as a sustainable education model.
... Furthermore, a large number of Thai instructors, especially in tertiary education, employs LINE group as an on-line channel to contact students while students can also use it to contact their instructors and peers. For social media platforms toward establishing a learning space, and creating and exchanging content, several authors have admitted the need to conduct studies that analyze the use of social networking as a tool in educational contexts (Arteaga Sánchez, Cortijo, & Javed, 2014). Therefore, the role of LINE group usage in education has been increased to a level that needs to be better understood. ...
LINE application has a function called LINE group which enables a group of people to exchange messages via the Internet. This paper aims at exploring the level of English major students' intention on using LINE group for classroom-related activities in English language learning and investigating the potential drawbacks of LINE group usage. This study was grounded and adapted from Davis (1989)'s framework-Technology Acceptance Model (TAM). It was conducted with 44 third-year English major students of the Faculty of Liberal Arts, King Mongkut's Institute of Technology Ladkrabang (KMITL). A questionnaire comprising of different factors developed from TAM was used for collecting data. The obtained data were quantitatively analyzed by using the Statistical Package for the Social Sciences (SPSS) to find mean (̅) and standard deviations (S.D.). The findings showed each factor-Perceived Ease of Use (PEOU) (̅ = 3.87), Perceived Usefulness (PU) (̅ = 3.75), and Attitude toward Usage (ATU) (̅ = 4.03). As a result, the total level of intention value among the factors (̅ = 3.88) means that the students agree to utilize LINE group as a medium of English language learning. However, some drawbacks were mentioned, e.g. difficulty in uploading files. Therefore, it is crucial for the teachers to consider the disadvantages before implementing LINE group in their courses.
... Social media provides an unparalleled opportunity for self-expression, connection, and exploration, making it an essential part of the users' online experiences (Davis, 2014;Montgomery & Chester, 2009 Facebook stands out as the most famous and actively used social media platform among the research participants in this study. Its historical global popularity has significantly influenced students' lives (Habes et al., 2018;Kaya & Bicen, 2016;Sánchez et al., 2014). Several factors contribute to Facebook's popularity among students. ...
This study focused on how students utilized social media platforms in terms of sites, frequency, time, and length of utilization. The study was conducted at a higher education institution in the Philippines, with a sample size of 60 purposively selected participants. It employed a mixed quantitative-qualitative approach using both questionnaires and in-depth interviews to gather comprehensive data. The study's results revealed that the top three social media platforms in terms of site utilization were Facebook, YouTube, and Instagram. Participants reported visiting their social media accounts several times a day and spending an average of three to six hours per week on these platforms. On average, they are subscribed to their social media platforms for one to three years. Vignettes from the interview and communication theories were employed to explain, strengthen, substantiate, and validate the study's results, enhancing the analysis of the findings. The study concluded that students have been actively engaged with social media platforms for a considerable period and are likely to continue using them. They frequently accessed their accounts to perform web-based tasks for various purposes, indicating a persistent inclination to use social media for multiple functions in the future. This research contributes to the literature on social media's new perspectives in education. It provides a basis for an enriched curriculum integrated with modern media technologies. Such educational advancements can better prepare students to navigate and make the most of social media in their academic and professional pursuits.
... The use of social media platforms in the curriculum has been dubbed as one of the breakthrough innovations that have been documented in the academe (De Wever et al., 2015;Sanchez et al., 2014). Social media integration is considered a dynamic process because educators need to acknowledge the importance of educational technology and its role in education. ...
This study investigated access through devices, internet sources, and reasons for using social media among purposively selected students in a tertiary education institution in Cebu, Philippines. This mixed qualitative-quantitative study used a survey and interview to gather data. The study found that the top three access devices were android phones, desktop computers in internet cafés, and personal laptops. In contrast, the top three internet sources were smartphone data plans, Wi-Fi connections in internet cafes, restaurants, coffee shops, etc., and Wi-Fi connections in school. The top reason for using social media was to get news and information and to learn about significant events, people, and places. It was concluded that the students were highly engaged in social media using their devices. Internet access allowed them to perform tasks in their accounts for several reasons. The findings can serve as the basis for technology and social media integration in the curriculum.
... Online learning services have been developing since 1994 (Watkins et al., 2008). Several studies have looked at the effect of technology on the field of education (Abdullahi, 2013;Arteaga Sánchez et al., 2014;Kreijns et al., 2013;Sabi et al., 2016). According to Solar et al. (2013), technological implementation improves the quality of education as well as the teaching quality. ...
The information revolution has transformed higher education. After the COVID-19 pandemic, teachers and instructors were encouraged to improve technology-enhanced teaching methods. Furthermore, various factors influenced the adoption of internet and digital-based technologies as an aspect of teaching methodology, including its usefulness, ease of use, supporting environment and attitude towards technology. This research employed the Technology Adoption Model (TAM) to assess student acceptance of Blackboard Learn at Saudi Arabian universities. We investigated via Blackboard Learn the technology usefulness, perceived ease of use, and impact on attitudes regarding student performance and technology acceptance. This study established that the readiness of learning through the Blackboard platform depended on the user’s acceptance of it and its perceived benefits on student learning outcomes. We implemented an exploratory study design in Saudi Arabia, focusing on 500 respondents to survey questionnaires and interviews with those who attended government and private universities. We investigated the influence of numerous predictor variables on the equation using Hierarchical Regression. Computer anxiety, demographic factors, technological complexity, convenience, and self-efficacy did not support any correlation with Blackboard Learning. However, perceived usefulness and perceived ease of use
demonstrated a significant impact on Blackboard learning.
... Following a manual review, 16 of the 300 questionnaires were found to be incomplete, indicating that students did not complete the survey; as a result, they had to be eliminated, leaving 284 questionnaires usable (See Appendix A). According to [73], this is a valid reason for exclusion, stating that outliers might lead to erroneous statistical conclusions and should be avoided. Massive open online courses (MOOCs) were used as the study's sample, and the perceived ease of use, predicted benefit, and attitude toward utilizing the MOOC system were all studied. ...
MOOCs have grown in popularity in universities, but the agents that influence users’ acceptance of MOOCs are little understood. The large and open nature of MOOCs puts the student in charge of their own learning. As a result, it is critical to comprehend learner behavior. The research is conceptually founded on the innovation diffusion theory (IDT), as well as knowledge management (KM) and the technological adoption paradigm (TAM). In theory, eight separate factors were discovered as contributing to perceived usefulness, as well as perceived ease of use toward attitude toward utilizing MOOC systems and MOOC use intention. A survey questionnaire based on the innovation diffusion theory (IDT), knowledge management (KM) components, and the technological acceptance model (TAM) was used to collect data from 284 university students who were randomly selected. SPSS and SEM-Amos were used for data analysis. The findings show that perceived technology fit, perceived enjoyment, perceived compatibility (PC), trialability (TR), observability (OB), perceived usefulness (PU), perceived ease of use (PEOU), and attitude towards using the system (MOOCs) are the most important predictors of university students’ continued intention to use MOOCs (MOOCs). Through attitudes toward utilizing systems, perceived utility and perceived ease of use have an indirect impact on sustained intention (MOOCs). Both effort-perceived utility and perceived ease of use impact knowledge application, knowledge access, perceived technology fit, perceived pleasure, perceived compatibility (PC), trialability (TR), and observability (OB). Perceived compatibility (PC) has no bearing on perceived ease of use, while perceived technological fit (PTF) has no bearing on perceived utility. The findings will aid researchers and practitioners in better understanding university students’ intentions to use MOOCs in the future. This study’s ramifications and shortcomings are also discussed.
... In addition, Beard et al. (2020) found that the Facebook group improved students' preparation for course evaluations, was convenient, facilitated appropriate communication, and facilitated learning. Moreover, Sánchez et al. (2014) surveyed college students regarding their perceptions of using Facebook for academic purposes and discovered that the majority of students believed Facebook would facilitate communication and collaboration with peers. ...
... ia merupakan medium yang paling sesuai untuk diakses oleh pengguna. Potensi FBSL dalam pembelajaran terletak pada model pembelajaran secara kolaboratifnya yang menawarkan suasana pengajaran dan pembelajaran yang selesa dan menyeronokkan (Sánchez, Cortijo, & Javed, 2014). ...
ABSTRAK Kajian ini merupakan tinjauan untuk mengkaji penerimaan siswa-siswi terhadap kaedah pembelajaran dalam talian menggunakan Facebook Social Learning (FBSL) semasa pandemik Covid-19. Reka bentuk kajian melibatkan kaedah tinjau-selidik menggunakan kemudahan tinjauan dalam Facebook. Satu soalan berskala Likert dengan empat pilihan jawapan (Tidak baik sehingga sangat baik) dan satu soalan terbuka diajukan kepada 176 orang mahasiswa/i yang berumur antara 20 hingga 27 tahun. Data kajian dianalisis menggunakan kaedah analisis deskriptif (soalan berskala Likert) dan analisis thematik (soalan terbuka). Dapatan kajian menunjukkan bahawa 87.7% responden mengatakan mereka melalui pengalaman yang sangat baik semasa menggunakan FBSL, 11.9% responden lagi melalui pengalaman yang baik, dan hanya baki 0.6% responden melalui pengalaman tidak berapa baik dalam penggunaan FBSL. Hasil dapatan kualitatif mendapati bahawa 26.4% komen bahawa FBSL menarik dan unik, 23.6% komen penggunaan FBSL menyeronokkan, 23.6% komen mengatakan FBSL memudahkan pengguna, 12.1% komen mereka lebih fokus apabila menggunakan FBSL, 7.9% komen mengenai penjimatan data internet, dan 6.4% komen tentang faktor interaktif dalam FBSL. Secara keseluruhannya, kajian ini memberi gambaran bahawa mahasiswa/i lebih menyukai FBSL yang menggabungkan pendekatan segerak dan tidak segerak berbanding platform segerak yang lain. Dapatan kajian ini dapat menjadi rujukan dan penanda aras kepada para pendidik dalam pelaksanaan PdP pasca-pandemik Covid-19 dan maklumat penting kepada pembuat dasar pendidikan ke arah pembelajaran abad ke-21. KATA KUNCI Facebook, pembelajaran dalam talian, media sosial, pandemik.
... Facebook predicts academic-related behaviors. On the one hand, studies have demonstrated that Facebook use was associated with increased academic performance (Ainin et al., 2015;Yu et al., 2010), verbal ability (Alloway et al., 2013;Arteaga Sánchez et al., 2014;Dhir et al., 2017), cognitive and metacognitive techniques (Lin et al., 2013), and capabilities to understand academic codes (Cuesta et al., 2016), academic engagement (Datu et al., 2018;Heiberger & Harper, 2008), and academic higher self-efficacy (Boahene et al., 2019). On the other hand, using Facebook has been linked to reduced academic performance (Boahene et al., 2019;Frein et al., 2013;Hassell & Sukalish, 2017;Junco, 2012b;Kirschner & Karpinski, 2010;Malik et al., 2021), lower academic self-efficacy (Hassell & Sukalish, 2017), satisfaction with university life (Yu et al., 2010), maladjustment in university life (Closson & Bond, 2019), and decreased academic engagement (Junco, 2012a). ...
There is mixed evidence about the educational impacts of Facebook with some research indicating how using Facebook facilitates academic outcomes while other investigations showing the link of Facebook usage to maladaptive educational outcomes such as reduced academic self-efficacy and performance. Prior studies also paid much attention to the academic-related consequences of this social networking in Western societies such as the United States which might have limited generalizability to students from non-Western countries. This study contributes to this line evidence by exploring whether Facebook use intensity dimensions would predict academic self-efficacy and study habits in selected Filipino undergraduate students using a path analytic approach. A survey packet comprising questionnaires about Facebook use and academic self-efficacy was administered to 566 Filipino undergraduate students. Results of path analysis via full maximum likelihood estimation approach demonstrated that whereas self-expression positively predicted academic self-efficacy, overuse negatively predicted this outcome. Boredom positively predicted study habits. This research has implications for understanding how different motives of using social media platforms can influence academic behaviors in higher education contexts.
... Instructors can use social media to enhance students' class room experience and involvement by using it as a communicating, collaborating tool, and resource sharing tool. However, this use of social media remains only as a potential in many academic environments, since Facebook has not made big inroads into classrooms as a resource for learning (Sanchez, Cortijo, & Javed, 2014). ...
... ers in a variety of ways. Instructors can use social media to enhance students' class room experience and involvement by using it as a communicating, collaborating and resource sharing tool. However, this remains an unrealized potential in many academic environments since Facebook has not made big inroads into classrooms as a resource for learning (Sanchez et. al., 2014). To effectively design instruction to benefit learning, it is important to get a clear understanding of students' use and attitudes towards this technology. Prior research suggests that using Facebook for educational advantage may not be a priority nor advantageous for many students. Using undergraduate and graduates students of a large ...
... Data was collected through a questionnaire as adopted from Sánchez et al. (2014); Premadasa et al. (2019) and Venkatesh et al. (2014). The questionnaire had two parts, Part A included participants' demographic information and Part B consisted of four sections including 26 items as shown in Table 1. ...
... The literature indicates that among many social networking sites, Facebook has been the focus of research as compared to other social networking sites. Some previous studies [15][16][17][18][19][20] show that after the invention of the Facebook application, this application remains active for researchers for different purposes. Due to the COVID-19 pandemic situation, all physical academic activities stopped in educational institutes and the delivery of education was shifted to online learning platforms [21]. ...
Online academic learning throughout the world has gained much importance and this is mainly due to the presence of Information and Communication Technologies. The introduction of online learning has led to the vast usage of personal computers (PCs), tablets, laptops, and smartphones. Even so, due to the COVID-19 pandemic situation, all physical academic activities stopped in educational institutes and the delivery of education was shifted to an online learning platform. From this standpoint, many educational institutes used various types of online applications such as Microsoft teams, Zoom, Skype, Whatsapp, and so on, to continue their studies which is an important aspect, particularly when there are no physical classes. These online applications have gained popularity because they offer an opportunity to connect with people anywhere, at any time. These online applications have provided a platform to share knowledge and experience with people around the globe. In education, these online applications play a vital role in strengthening the knowledge of students, teachers, and trainees. This paper focuses on the use of Microsoft teams as an online application in education and evaluates the effects of its use on university students’ performance in education. For this purpose, the Technology Acceptance Model (TAM) has been used to investigate the acceptance of Microsoft teams as an online source in education. For the study, data has been collected from the undergraduate and postgraduate students of Quaid-e-Awam University of Engineering, Science, and Technology, Nawabshah. Key parameters like ease of use and perceived usefulness have been considered for measuring the performance of students. The findings revealed that students had a positive impression of Microsoft Teams. Students expect that Microsoft teams will be utilized during online learning with some modifications so that learning may be done more successfully and efficiently.
... The second part of the questionnaire consisted of 25 statements (Table 1) adapted from previous work. Specifically, we utilized items for BI and ATT from , items for PU, PEOU, and SI from Sánchez et al., (2014), Items for PSE from Manesis & Papavenetiou, (2019), items for TW from Rauniar et al., (2014), and items for PE from Sharma et al., (2016). ...
Even though Facebook is now one of the most popular social media sites for college students, its affordances are rarely utilized for educational purposes. Limited studies have been conducted about the usage of Facebook and most of them mainly explore the acceptance of the academic usage of Facebook by students, using the technology acceptance model (TAΜ), without using multivariate analysis. Moreover, previous studies have scarcely investigated factors such as trustworthiness and perceived enjoyment. Data were collected from 128 Greek students from the department of Early Childhood Education at the University of Athens. The study applied the TAM to examine the factors that affect students' behavioral intention to use Facebook for academic purposes. Particularly, it investigated the influence of four external variables on the original factors of the TAM for a better understanding of students' intentions to utilize Facebook in their studies: a) Perceived self-efficacy, b) Social influence, c) Trustworthiness, and d) Perceived Enjoyment of Facebook. All constructs showed a high level of internal consistency reliability and satisfactory discriminant validity. Partial Least Squares and SEM (PLS-SEM) application indicated all these external factors affect the Greek students' intention to use Facebook for academic purposes. The analysis supported that this TAM version is an excellent adaptation to the factors which determine the students' behavioral intention to use Facebook and explained 60% of the total variance of the specific intention. The constructs of Perceived Use, Attitudes, Trustworthiness, and Perceived Enjoyment have a direct effect on Behavioral Intention, while Perceived Ease of Use, Perceived Self-Efficacy, and Social Influence, affect Behavioral Intention indirectly. Implications and limitations are discussed.
... Users have at their disposal a variety of options such as video, Music and post sharing, teleconferencing, online lecture, and video chats (Yapıcı and Hevedanlı, 2014;Akbari et al., 2015). Social networks provide a situation where learning occurs interactively, as many related investigations have revealed that learner interactions embedded in the context of social network communication influence learners positively (Sánchez et al., 2014;Chugh and Ruhi, 2018). One can view social networking sites as domains established within the framework of the new learning revolution that encourages their commitment to the computer industry that entails the direct role of the students. ...
Social networking applications have been designed as innovative technologies used by the higher education section to enhance the acquisition of literacy skills, driving learners to engage in online learning platforms. Such tools such as social networking have also been proven to facilitate teaching and learning; therefore, educational programs and universities are increasingly making use of networking sites to form connections with students and to offer online instructional content. This trend has placed questions, regarding the effect of social media on language learning and its potential use as an effective instructional tool. The constructive role of enjoyment did not obtain equal academic consideration in the EFL learning milieu until Positive Psychology was presented to L2 education. Using social networking, users find online tasks appealing and experience the enjoyment that, in turn, impacts their behavioral intention to use them positively. Commitment is another factor that refers to the degree to which students are involved in learning enthusiastically. This construct concerns the extent to which students are loyal to learning, textbooks, and class etiquette. As it contributes to the quality of learning, it is considered a prerequisite for students’ academic success and educational attainment. Based on the role of the above-mentioned constructs in language learning, the present review tries to consider the role of social networking in boosting EFL students’ commitment and enjoyment. Consequently, some implications are presented for academic stakeholders in the quest of considering the role of social networking in language education.
... Madi and Raqab (2003) used the shifted exponential distribution to analyze a doubly censored random sample of failure times. Sánchez et al. (2014) proposed a shifted exponential as likelihood function and conjugate inverted gamma prior for making Bayesian inference comparatively robust against a prior density poorly specified. Agu et al. (2020) proposed the exponentiated shifted exponential distribution. ...
This article proposes a new three parameter distribution in the family of the exponential distribution called the alpha power shifted exponential (APOSE) distribution. The structural mathematical properties of the APOSE model were derived and examined. The APOSE model parameters were established and obtained by maximum likelihood method. The flexibility, efficiency, and behavior of the APOSE model estimators were examined. The results show that the APOSE distribution is increasing, decreasing, unimodal, and right skewed property. The bivariate model of the APOSE distribution was also proposed. The empirical applicability and proficiency of the APOSE model was examined by a real-life dataset. The empirical results show that the proposed APOSE model provides a better goodness-of-fit when compared to existing models in statistical literature and can serve as an alternative model to those appearing in modeling Poisson processes.
... In addition to helping peers share ideas about various projects, Facebook enables both learners and teachers to choose the topics to be discussed. On Facebook, they can ask and answer questions and share information (Arteaga et al., 2014;& Hew, 2011). ...
Facebook, as a social networking site, is one of the most important means of communication technologies that have been widely adopted by college students and their professors worldwide. The purpose of this study is to shed light on the impact of Facebook on higher education generally and specifically on the academic performance of the students of the University of Jordan. For the completion of this study, the researchers selected a random sample of students from the University of Jordan and gave them a questionnaire on how Facebook affected their academic performance. The collected data was analyzed and tested by using correlation tests through SPSS, a data analysis program. The independent variable measured: 1-communication among students and communication between them and the faculty members; 2-sharing of resources and materials; 3-and collaboration among students. The academic achievement of students was measured by examinations and/or by continuous assessment such as (their GPAs, overuse or multitasking, and the time they spend on studying). Three predetermined hypotheses tested are: (H1) Communication through Facebook has no significant impact on students' academic performance. (H2) The sharing of educational resources and materials through Facebook does not significantly influence students' academic performance. (H3) Collaboration among students through Facebook has no significant influence on their academic performance.
... For personal and educational use, Facebook is probably the most popular social network platform. Furthermore, students spend an average of 10 to 60 minutes per day on online social networking (OSN) platforms, even when they are studying (Sánchez et al., 2014). ...
The concept of publishing research has been a dominant credo in academia, especially
in public higher education institutions. The role of research in higher education
institutions is significant for sustainability, development, and reputation, but
unfortunately, it is lacking in private higher education institutions in the UK. Conducting research and publishing is one of the most challenging, creative,
innovative, imaginative, and intellectually enjoyable scholastic activities. We are
hubristic in our research performance and delightedly announce that we have
achieved remarkable research targets for the year 2021, and this book is one of these
remarkable targets. In addition, we will periodically publish research books as a
continuation of volumes. This book’s primary purpose is to motivate OBC academic staff to engage in research-related activities actively. Presenting this book to all stakeholders will also demonstrate the commitment of the college to the research as one of the top priorities of the college.
Purpose
Distance learning appears to be an attractive approach to continuing education courses, but one barrier is maintaining learner engagement throughout the course. The primary aim of this research was to evaluate the operational efficacy of a private Facebook™ group (FG) in serving as a support mechanism for distance learning courses, and its impact on three fundamental dimensions: the attrition rates of participants who did not complete the course (commonly referred to as dropout rates), the rates of course completion and approval, and the overall performance of the participants.
Methods
The participants of this quasi‐experimental study comprised 159 dental students and 565 dentists enrolled in an e‐learning course on oral mucosal lesion diagnosis. Prior to the initiation of the course, all participants were provided with the option to join a private FG. Within this group, moderators shared motivational messages and provided reminders concerning deadlines. Moreover, participants had the opportunity to engage in interactive discussions pertaining to topics related to the course. The course itself followed a self‐guided format, employing the flipped‐classroom methodology, spanning a total of 50 instructional hours. In order to assess the effectiveness of the course, participants were presented with photographs illustrating 30 oral lesions and were asked to propose diagnostic hypotheses both before and after the educational intervention (pre‐tests and post‐tests).
Results
Dentists who participated in the FG exhibited a significantly lower rate of discontinuation. As for dental students, their involvement in the group was positively associated with better performance, as determined by the percentage of accurate diagnostic hypotheses (a minimum of 70% correct responses was required for their approval in the course).
Conclusions
Facebook™ demonstrates promise as a supplementary pedagogical tool in distance education courses. The interactive nature of the platform has the potential to alleviate the inherent challenges of remote learning.
Bu çalışma öğretim elemanlarının Teknoloji Öz Yeterlik düzeylerine göre ihtiyaç duydukları dijital ve uzaktan eğitim konuları ile ilgili verilecek olan eğitimlerin belirlenmesine odaklanmıştır. Bunun için öncelikle öğretim elemanlarının teknoloji öz yeterlik düzeyleri tespit edilmiştir. Bu düzeye göre öğretim elemanlarının dijital ve uzaktan eğitim okuryazarı olmaları için gerekli ihtiyaçları incelenmiştir. Daha sonra onlara verilecek eğitimler belirlenmiştir. Araştırmada nicel araştırma yöntemlerinden betimsel tarama modeli kullanılmıştır. Çalışmanın katılım grubunu Erzincan Binali Yıldırım Üniversitesi’nde 16 farklı fakültede görev yapmakta olan 243 öğretim elemanı oluşturmuştur. Araştırma süresince öğretim elemanlarına veri toplama aracı olarak Türkçeye uyarlanmış ve geçerlik, güvenirlik çalışmaları yapılmış olan “Teknoloji Öz-Yeterlik Ölçeği (Technology Proficiency Self Assessment Scale)” uygulanmış ve hangi dijital ve uzaktan eğitim eğitimlerini tercih ettikleri sorulmuştur. Çalışmanın sonunda ise öğretim elemanları, açık ders materyallerinin kullanımı, paylaşımı ve etkili canlı ders süreçleri üzerine yoğunlaşmışlardır. Ayrıca ölçek puanı yüksek olan akademisyenler, senkron/asenkron ders sürecinde etkileşimli ve kaliteli bir öğretim ortamı oluşturabilecekleri eğitimleri tercih etmişlerdir.
This systematic review involved reexamining student perceptions of privacy in online, hybrid and technology‐enhanced courses. The research questions included identifying key findings from studies on student privacy. The researchers followed the Preferred Reporting Items for Systematic Reviews and Meta‐Analyses (PRISMA) methodology and completed three rounds of searching for studies, including general searches in Academic Search Complete and Education Research Complete and a targeted search using Google Scholar. The inclusion criteria for the studies were as follows: empirical data on privacy from students' perspectives, higher education setting and published in a top 10 educational technology journal. Once the articles were identified, they were screened and coded independently by two reviewers, and discrepancies were resolved through discussion and consensus. A narrative synthesis outlined three key themes from the original studies: privacy comforts, privacy concerns and privacy compromises. The study concluded with a discussion of the current state of knowledge of student privacy in online, hybrid and technology‐enhanced courses, highlighting the need for greater focus on the balance of students' privacy and technology integration in higher education.
Practitioner notes
What is already known about this topic Integration of technology in higher education can pose student privacy concerns.
Aspects of online and technology‐supported courses can potentially compromise student privacy.
Personal information collected or shared without consent can be an issue.
Digital tools and platforms used in online and hybrid courses can be associated with privacy risks.
Learning management systems, online exams, virtual simulations and immersive virtual reality can pose privacy risks for students.
Previous syntheses have explored technology in higher education but not from the students' perspectives across various course formats.
What this paper adds This systematic review provides information about students' perspectives on privacy in online, hybrid and technology‐enhanced courses.
It offers a comprehensive analysis of key findings from studies on student privacy, including privacy comforts, concerns and compromises.
It shares insight into how students perceive privacy concerns in online, hybrid and technology‐supported learning and how these concerns might be addressed.
It emphasizes the need for greater attention to the balance of students' privacy and technology integration in higher education.
Implications for practice and/or policy The findings of this paper have important implications for policy and practice in higher education.
Institutions should provide clear guidelines and policies on data privacy and security in online, hybrid and technology‐supported learning environments, including transparent information on data collection, storage and usage.
Institutions should prioritize the use of secure platforms and tools that protect students' data and privacy.
Involving students in decision‐making around technology integration and privacy policies can provide valuable insights and help develop policies that are responsive to their needs.
Institutions should provide training and support to students focused on digital literacy and data privacy to empower them to take ownership of their privacy and security in online and technology‐supported learning environments.
The means of communication and information dissemination are being revolutionized by social media. Today, there are a plethora of social networking sites to choose from. It is undeniable that social networking platforms have a huge effect on both "digital natives" and "digital immigrants." The researcher attempted to investigate the role of social media in learning science subjects, taking into account the impact of social media on both "digital natives" and "digital immigrants." The study adopted a mixed-method research design. The case study survey method was employed to conduct the research. The purposive sampling method was employed to select a public school from the Dhenkanal district of Odisha. 150 Senior Secondary and Secondary school students studying in classes 9 to 12 participated in the study. A questionnaire was prepared with 30 items to collect the data. The findings of the study revealed that social media plays an important role in the teaching-learning process. Social media when used creatively and mindfully could be very beneficial to the students as well as the teachers. Several drawbacks were identified for using social media in learning.
The purpose of this paper is to investigate antecedents and consequences of self-disclosure in subjective well-being with social support as a mediator. The study model was validated by an online survey of 244 respondents. Results demonstrate that self-disclosure is significantly dependent on information, social influence, social media use, and enjoyment and it positively influences social support and subjective well-being. In addition, social support mediates the relationship between self-disclosure and subjective well-being. In the context of social networking sites, social interaction (social support) impacts more than solo action (self-disclosure) toward an individual’s online social well-being in the Covid-19 situation. Moreover, people who are prepared to share more information on Facebook may develop deeper bonding with their dear ones. This study assessed the proposed model’s functionality and reliability in light of Covid-19 pandemic in Bangladesh and our findings have implications for existing ideas of self-disclosure and social support exchange theories that are currently held.
This study aimed to determine the influence of exposure to information and communication technology (ICT) and learning performance of Grade 4 pupils of Bugo Central School, Bugo, Cagayan de Oro City. There were 80 Grade 4 pupils of Bugo Central School participated in this study. A descriptive research method was used in the study. Research questionnaires and interview were used to determine the extent of pupils' ICT exposure. The statistical treatment used were mean value and standard deviation, frequency counts and percentages, and z-test to determine the level of pupils' exposure to ICT, pupils' learning performance, and the significant difference between pupils' learning performance and the level of their ICT exposure. The findings revealed that pupils who were exposed to ICT performed better academically in school compared to pupils without exposure to information and communication technology. Subsequently, findings indicated that there exists a difference in learning performance between pupils with higher exposure to information and communication technology compared to those who were not exposed to ICT. This means that pupils with ICT exposure performed better in their academic subjects compared to those with less or no exposure to ICT at all. It was recommended that pupils should be provided with guided-ICT use on the first level of education to supplement learning.
El objetivo de esta investigación busca correlacionar las comunicaciones y la dimensión emocional, y conocer la variedad expresiva que utilizan los alumnos universitarios en sus grupos horizontales en Facebook.Se aplica una metodología de carácter descriptivo y longitudinal, recogiendo información de carácter cualitativo y cuantitativo a través de la observación.La población de estudio la componen 3.592 estudiantes durante el curso 2015/16 y 2.756 en 2022.Los resultados obtenidos señalan que la dimensión emocional está presente, así como su utilidad con fines educativos, en Facebook, de ahí la conveniencia de utilizar esta red social en la enseñanza universitaria.
The paper investigates the impact of digital technologies in the academic entrepreneurship by enhancing the creation of public value and engaging with stakeholders in all the stages of the entrepreneurial process. We analyse the university of Bari as a pilot case to show emerging digital technologies in the academic environment. The research question is answered through a single case study approach based on Yin’s prescriptions.The analysis consists in a single case study and includes semi-structured interviews with student representatives, the Rector, the General Director, the IT coordinator and the academic delegate for innovation. The paper is novel because describes the impact of digital technologies, as forms of knowledge, on the entrepreneurial process of a public academic institution with the creation of public value. We show how digital technologies enhance the creation of public value for the stakeholders of the University of Bari. The results of this research are relevant for academic institutions seeking to implement digitalisation processes in their ecosystem.
This study aims to explore more deeply about the pedagogical competence of Arabic language lecturers at Islamic University. This study used a descriptive qualitative approach with case study type of research. For data collection, the researcher used three data collection techniques, namely: (1) observation, (2) in-depth interview, and (3) documentation study. The results of this study lead to a conclusion that the pedagogical competencies of Arabic language lecturers are: firstly, the ability to understand the characteristics of students. The strategies are: (1) introduction at the beginning of the lecture, (2) daily in-depth observations, and (3) placement tests (ikhtibār al-tashnīf). This understanding of student characteristics helps lecturers in optimizing the achievement of learning objectives, planning, implementing and evaluating learning. Secondly, the ability to utilize technology in learning. Two of the technology-based infrastructure used by lecturers are the Arabic Language Laboratory and the Computer and Multimedia Laboratory. In addition, lecturers also utilize technology in the form of social media as an alternative media in learning Arabic, namely: (1) Instagram, (2) Youtube, (3) Facebook, (4) Zoom Cloud Meeting, and (5) WhatsApp Group. The benefits of utilizing technology for learning Arabic are : assisting and simplifying the learning process, making learning more flexible both in terms of time and place, making students think creatively, growing self-confidence for students, assisting to improve the four language skills, and making students able to wisely utilize technology, especially technology in the form of social media. Researchers hope that with this research, Arabic language lecturers can understand better the characteristics of their students and can utilize technology in learning, including alternative media in learning Arabic, that is technology in the form of social media. Keywords: Pedagogical Competence, Arabic Lecturer, Islamic University
While several studies have investigated learners' opinions toward using Facebook in learning, limited attention has been paid to examine the effectiveness of Facebook as a learning tool in classrooms. Thus, this article proposes a newly designed Facebook learning tool that is used in a public Tunisian university to learn the “game development” course. It then investigates its impact on the learners' level of knowledge and motivation compared to the traditional learning method. This article also investigates the impact of this tool on the learners' technology acceptance and attitudes. The experimental results showed that the Facebook learning tool can significantly improve the learners' level of knowledge. In addition, learners who learned with this tool revealed a high degree of perceived usefulness, security, and intention to use the Facebook learning tool again. Furthermore, these learners reported a favorable attitude towards the Facebook learning tool. In addition, a set of recommendation is found that researchers and educators should consider while using Facebook in their classrooms.
Academic research concerning social media learning has seen an accelerated pace in the last many years. However, some aspects of online learning on such platforms remain unaddressed. This work has investigated the relationship between social media use and its four antecedents, i.e. perceived interactivity, perceived usefulness, perceived ease of use and perceived enjoyment. Moreover, it has also examined the association of social media use with its outcome variables, i.e. active learning, creativity and collaborative learning, leading to learning performance. This work has been conducted on university learners with a sample size of 511. A causal research design was applied in this work as it allowed the testing of relationships amongst various variables. SEM (Structural Equation Modeling) analysis revealed interesting results as social media use positively correlates with its four antecedents. Perceived enjoyment has the most substantial influence on social media use. Moreover, the results show that social media use enhances active learning, creativity and collaborative learning amongst learners, improving their academic performance. Social media use has the most influence on active learning, and active learning has the most substantial impact on learning performance. These results offer some unique insights into social media learning that all stakeholders can apply to improve learners' learning performance in the education domain.
The investigation of users' satisfactions and intentions in using the services provided by commercial banks needs to be focused on internet banking, since this is the widely used banking service. This paper analyzed the satisfactions and behavioral intentions of Malaysian customers in using Internet Banking, applying the Information System Success Model (ISSM) by the integration of adoption and application technology (UTAUT) theory. Some criteria, which were taken into consideration, are as follows: perceived Risk (PR), facilitating Conditions (FC), Price (PV), Performance expectancy (PE), Information Quality (IQ), Service Quality (SEQ), and System Quality (SQ). These aspects are important to measure customers' satisfaction and behavior toward Internet and Online Banking. A sample of 362 valid responses, consisting of Malaysian customers who used E-Banking, was used for the purpose of data collection. The relationship between customers' satisfaction and factors influencing their contentment in using Online Banking was investigated. In order to evaluate this, a model called “Structural Equation Model (SEM)” was developed and used. Findings showed that most of the Online Banking users were satisfied with the system. Hence, it proves that Online Banking System was generally accepted in the Malaysian community. However, this current research is solely focused on the Malaysian community. Therefore, it may provide the necessary grounds for the study of internet banking accreditation, some useful information for the practitioners, policy makers, and the researchers to improve the system of online banking in Malaysia only. For a future study, a more well-structured research, which can accommodate the global need, would be required.
The dramatic improvement of information and communication technology (ICT) has made an evolution in learning management systems (LMS). The rapid growth in LMSs has caused users to demand more advanced, automated, and intelligent services. This paper discusses how Artificial Intelligence and Machine Learning techniques are adopted to fulfill users’ needs in a social learning management system named “CourseNetworking”. The paper explains how machine learning contributed to developing an intelligent agent called “Rumi” as a personal assistant in the CourseNetworking platform to add personalization, gamification, and more dynamics to the system. This paper aims to introduce machine learning to traditional learning platforms and guide the developers working in the LMS field to benefit from advanced technologies in learning platforms by offering customized services.
Purpose
This study analyses the advantages and weaknesses of using Facebook to aid the learning of Japanese as a foreign language.
Design/methodology/approach
A questionnaire survey was conducted to collect data from 100 Hong Kong Japanese language learners (who are generally fluent in Chinese and English), ranging from total amateur to advanced learners (Japanese Language Proficiency Test (JLPT) qualified at different levels).
Findings
The authors' results suggest that the advantages of using Facebook to help learn Japanese include: (1) serving as a free-of-charge, casual, and convenient learning platform; (2) enriching learners' knowledge beyond the language learning and (3) encouraging interactive and collaborative learning with other users for practicing the language. However, the low credibility and unstructured educational materials posted on Facebook and being easily distracted by other Facebook feeds are the major weaknesses of learning a language through Facebook. Furthermore, the authors' result shows that Facebook is especially effective for Japanese learning when learners fall into either one of the following groups: young, female, or intermediate ( N 2/3) learners.
Originality/value
Scant studies focus on the aid of learning Japanese via Facebook, especially Hong Kong learners' perceptions, or generally in the East. Therefore, this study aims to fill this research gap. The authors' findings will facilitate the students, teachers, and language institutions from Hong Kong and other countries to improve the students' effectiveness in learning and teaching Japanese.
Social networks and communication on the Internet have an important role in people's daily life worldwide. This paper examines the impact of Social network usage on the Academic performance of students. The research data were collected from a stratified sampling survey including 576 Vietnamese undergraduate students. The research model has five independent variables (Perceived usefulness, Perceived ease of use, Social influences, Facilitating conditions, Community identity), one mediating variable (Social network usage), and one dependent variable (Academic performance). The study methods include the Cronbach's alpha test, the Exploratory factor analysis, the Confirmatory factor analysis, and the Structural equation modeling are employed to quantitatively analyze the relationship among variables. The result finds that there are positive and significant impacts of Perceived usefulness, Perceived ease of use, Social influences, Community identity on Social network usage. The impact of Facilitating conditions on Social network usage is positive, however, it is not significant. The result also concludes that there is a positive and significant impact of Social network usage on the Academic performance of students. Besides, the empirical statistical data indicates that social networks are really a popular and familiar tool for helping students to communicate with each other in Vietnam. Finally, the study result suggests that educational managers may use social networks as an informal tool to enhance not only the academic performance of students but also other educational activities in universities.
This study investigates how students perceive and use collaborative technologies while also examining the meanings students assign to both collaboration and technology. A qualitative inductive analysis of students' assignments in a professional communication course demonstrates that students use technology to collaborate for its Accessibility, A/synchronicity, and Collaborativity. Students perceive and use technology within a functional literacy framework wherein technologies are tools providing pragmatic means to complete a shared-document assignment. These results are important for integrating collaborative assignments and collaborative technologies to promote social learning within the classroom.
The purpose of this article is to review current published research studies focusing on the use of Facebook by students and teachers. The aim of the review is not to solely discuss Facebook in relation to teaching or learning purposes, or about its educational value per se, but also to present a detailed account of the participants' Facebook usage profile or the extent to which users are engaged in Facebook activities. The emphasis of this review will be upon empirical findings rather than opinion- or theoretical explanations. Following the review guidelines set by Creswell (Research Design Qualitative and Quantitative Approaches, 1994), I summarize the hitherto accumulated state of knowledge concerning Facebook and highlight questions or issues that research has left unresolved. This review is organized into three sections that cover the major topics of current research: (a) students' Facebook usage profile or extent of Facebook use (e.g., time students spend on Facebook each day, students' motives for using Facebook, as well as various factors that may affect these usage profiles), (b) the effects of Facebook use (e.g., effects of Facebook self-disclosure on teacher credibility, effects of Facebook use on student social presence and discussion, and effects of Facebook on students' academic performance), and (c) students' attitudes toward Facebook. The conclusions overall suggest that Facebook thus far has very little educational use, that students use Facebook mainly to keep in touch with known individuals, and that students tend to disclose more personal information about themselves on Facebook; hence attracting potential privacy risks upon themselves.
Facebook is a popular platform that may facilitate learning activities at university. In
this study, students’ perceptions of using ‘Facebook pages’ within individual university
subject offerings were evaluated. Individual ‘Facebook pages’ were developed for four
university courses and used to provide information relevant to the courses and allow
opportunities for student interaction. An initial questionnaire administered in the first
lecture of semester indicated that nearly all students (n=161, 93.1%) possessed an
active Facebook account. Most students (n=135, 78.0%) anticipated that a Facebook page
would facilitate their learning, by increased interaction with students and instructors,
and notifications for course information. A second questionnaire was completed in the
final lecture of semester indicating that 81.9% of students engaged with the course
Facebook page at some stage. However, perceptions of the effectiveness of the page as a
learning tool were variable, with only 51% of students stating that it was effective.
Despite this, the majority of students (n=110, 76.4%) recommended using Facebook in
future courses. This preliminary evaluation of Facebook as a learning aid suggests that
it has the potential to promote collaborative and cooperative learning, but further
research is required, specifically to understand if and how it can enhance learning
outcomes.
This publication contains reprint articles for which IEEE does not hold copyright. Full text is not available on IEEE Xplore for these articles.
A study developed and validated new scales for perceived usefulness and perceived ease of use, which were hypothesized to be fundamental determinants of user acceptance. The definitions of the 2 variables were used to develop scale items that were pretested for content validity. The items were then tested for reliability and construct validity in 2 studies involving a total of 152 users and 4 application programs. After refining and streamlining the measures, the resulting 2 scales of 6 items each demonstrated reliabilities of .98 for usefulness and .94 for ease of use. The scales also exhibited high convergent, discriminant, and factorial validity. In both studies, usefulness had a greater correlation with usage behavior than did ease of use, though both were significantly correlated with current usage and future usage. Regression analyses suggest that perceived ease of use may actually be a casual antecedent to perceived usefulness, as opposed to a direct determinant of system usage.
Despite the growing prominence of Facebook in the lives of college students, few studies have investigated the potential of these innovative web-based communication tools for engaging students in academic discussions. This study used a pre-test, post-test design in two introductory-level courses at a large public university to compare students’ (n = 107) perceptions of, attitudes toward, and perceived learning associated with two different online discussion tools: the Facebook group forum and a university-sponsored online tool. Although pre-course surveys indicated that few students enjoyed online discussions, post-course analysis revealed significant changes in students’ opinions regarding the value and functionality of web-based discussion forums, with Facebook as their clear preference. Students who participated in Facebook discussions enjoyed the site’s familiarity, navigability, and aesthetically appealing interface. Facebook users also reported that they were able to become better acquainted with classmates, felt like valued participants in the course, and learned more course material. This study suggests that, if used appropriately, Facebook may help to increase college student engagement in certain learning contexts by cultivating classroom community and stimulating intellectual discourse.
In this article, we provide guidance for substantive researchers on the use of structural equation modeling in practice for theory testing and development. We present a comprehensive, two-step modeling approach that employs a series of nested models and sequential chi-square difference tests. We discuss the comparative advantages of this approach over a one-step approach. Considerations in specification, assessment of fit, and respecification of measurement models using confirmatory factor analysis are reviewed. As background to the two-step approach, the distinction between exploratory and confirmatory analysis, the distinction between complementary approaches for theory testing versus predictive application, and some developments in estimation methods also are discussed.
Partial Least Squares (PLS) is an efficient statistical technique that is highly suited for Information Systems research. In this chapter, the authors propose both the theory underlying PLS and a discussion of the key differences between covariance-based SEM and variance-based SEM, i.e., PLS. In particular, authors: (a) provide an analysis of the origin, development, and features of PLS, and (b) discuss analysis problems as diverse as the nature of epistemic relationships and sample size requirements. In this regard, the authors present basic guidelines for the applying of PLS as well as an explanation of the different steps implied for the assessment of the measurement model and the structural model. Finally, the authors present two examples of Information Systems models in which they have put previous recommendations into effect.
In this paper, we investigate the use of Facebook as an academic tool by lecturers in Information Systems and Computer Science departments in Southern Africa. Students' methods of engagement are very different than it was many years ago and the way students communicate and interact have changed because of new technologies. We found that very few lecturers are exploring the use of one such new technology, namely Facebook, to enhance their teaching.
The measurement of unobservable (latent) variables has been a recent phenomenon in the manufacturing research area. Most available empirical research in manufacturing has been exploratory in nature and has borrowed its methods extensively from other fields such as psychology, sociology, and marketing. Traditional exploratory techniques have been used to provide preliminary scales and assess measurement properties. Manufacturing researchers have, however, overlooked the assessment of unidimensionality, an essential measurement property and a basic assumption of measurement theory. An explicit evaluation of unidimensionality can be accomplished with a confirmatory factor analysis (CFA) of individual measures as specified by a multiple‐indicator measurement model. A paradigm for scale evaluation incorporating CFA for the assessment of unidimensionality is outlined here along with methodology to assess other measurement properties such as convergent validity, discriminant validity, composite reliability, and average variance extracted. A measurement model is tested first followed by a structural model of interest. The hypothesized structural model relates pull production with two of its antecedents, setup improvement and preventive maintenance practices. It further relates pull production to one of its consequences, delivery dependability. Responses from 244 firms are used to test the measurement and structural model.
The statistical tests used in the analysis of structural equation models with unobservable variables and measurement error are examined. A drawback of the commonly applied chi square test, in addition to the known problems related to sample size and power, is that it may indicate an increasing correspondence between the hypothesized model and the observed data as both the measurement properties and the relationship between constructs decline. Further, and contrary to common assertion, the risk of making a Type II error can be substantial even when the sample size is large. Moreover, the present testing methods are unable to assess a model's explanatory power. To overcome these problems, the authors develop and apply a testing system based on measures of shared variance within the structural model, measurement model, and overall model.
Individuals communicate and form relationships through Internet social networking websites such as Facebook and MySpace. We study risk taking, trust, and privacy concerns with regard to social networking websites among 205 college students using both reliable scales and behavior. Individuals with profiles on social networking websites have greater risk taking attitudes than those who do not; greater risk taking attitudes exist among men than women. Facebook has a greater sense of trust than MySpace. General privacy concerns and identity information disclosure concerns are of greater concern to women than men. Greater percentages of men than women display their phone numbers and home addresses on social networking websites. Social networking websites should inform potential users that risk taking and privacy concerns are potentially relevant and important concerns before individuals sign-up and create social networking websites.
This study explores the efficacy of the online social networking site Facebook, for linking international digital media student cohorts through an e-mentoring scheme. It reports on the 2011 collaboration between the University of Adelaide in Australia, and Penn State University in the United States. Over one semester, twelve postgraduate students in Australiaand ten undergraduate students in the United States took part in an online mentor scheme hosted by Facebook. Students wererequired to submit workin-progress imagery each week to a series of galleries within the forum. Postgraduate students fromAdelaide mentored the undergraduate students at Penn State, and in turn, staff and associated industry professionals mentored the Adelaide students. Interaction between the two student cohorts was consistently strong throughout the semester, and all parties benefitted from the collaboration. Students from Penn State University were able to receive guidance and critiques from more experienced peers, and responded positively to the continual feedback over the semester. Students from the University of Adelaide received support from three different groups: Penn State staff and associated professionals; local industry professionals and recent graduates; and peers from Penn State. The 2011 scheme highlighted the efficacy of Facebook as a host site for e-mentoring and strengthened the bond between the two collaborating institutions.
In this article, we provide guidance for substantive researchers on the use of structural equation modeling in practice for theory testing and development. We present a comprehensive, two-step modeling approach that employs a series of nested models and sequential chi-square difference tests. We discuss the comparative advantages of this approach over a one-step approach. Considerations in specification, assessment of fit, and respecification of measurement models using confirmatory factor analysis are reviewed. As background to the two-step approach, the distinction between exploratory and confirmatory analysis, the distinction between complementary approaches for theory testing versus predictive application, and some developments in estimation methods also are discussed.
Difficulties characterizing developmental college students are reviewed within the context of motivational theories of learning. The author highlights problems of low self-efficacy and inadequate self-regulated learning for developmental college students. The author argues that the use of Facebook, a widely-used social networking technology, may be helpful in improving low self-efficacy and self-regulated learning by increasing connection with the instructor, increasing social contact with classmates, and providing an opportunity to guide students in their responsible use of Facebook technology. The author outlines instructional techniques that may be utilized with Facebook, such as the instructor creating a profile and facilitating student contact via chat rooms.
Considerable interests in exploring the affordance of Facebook for teaching and learning arise from researchers and educators. This paper reviews the existing empirical research studies on the use of Facebook for teaching and learning. Twenty one journal articles have been reviewed and most of the studies reported in the literature are descriptive and conducted in higher education settings. Results show that the use of Facebook makes a difference in the students' affective outcomes. However, research on the potential of Facebook for improving student performance outcomes is just the beginning. The result suggests that more empirical research on effective use of Facebook for teaching and learning should be conducted in the future.
This study addresses the influences of Spanish teenagers’ usage intensity of the Spanish online social networking site Tuenti on their psychological wellbeing. Tuenti is the social networking site that is most preferred and used by Spanish adolescents. Hypothesized relationships are analyzed by structural equation analysis in a sample of 344 Spanish adolescents aged 12–17 with an online Tuenti profile. Teenagers’ usage intensity of Tuenti was positively related to the degree of socializing on the social networking site. Furthermore, socializing on Tuenti had a significantly positive influence on teenagers’ perception of wellbeing. This relationship was not direct, however, but mediated by the intervening variables of self-esteem and loneliness. Results confirmed that Tuenti has become a suitable platform for the development, consolidation and growth of Spanish teenagers’ social relations. Contrary to some previous research pointing to a detrimental effect of SNS use on mental health and psychological wellbeing, the findings of this study are in line with those of a number of authors who suggest that SNS use may on the whole be positive for users, including most teenagers.
A number of studies have examined virtual worlds, which can facilitate knowledge sharing, education, and enjoyment, among others. However, no study has provided an insightful research model for evaluating virtual worlds. This study suggests that users’ identification with virtual communities and avatars plays a critical role in the construction of attractive virtual worlds. The proposed model measures the level of the user’s identification with virtual communities, through which the user builds his or her trust in other community members. In addition, the study suggests that users’ identification with avatars is an important element of their satisfaction with virtual worlds. The results indicate that users’ identification with virtual communities as well as avatars can enhance their efficacy and trust and thus facilitate their sustained use of virtual services. The results have important theoretical and practical implications.
This study investigated the claims made in the popular press about the “digital native” generation as learners. Because students' lives today are saturated with digital media at a time when their brains are still developing, many popular press authors claim that this generation of students thinks and learns differently than any generation that has come before, but the evidence to support these claims is scarce. This study used a survey to gather data on the technology use of university freshmen, the degree to which they identified with the claims being made about their approaches to learning, and the productiveness (in terms of focused attention, deep processing, and persistence) of their approaches to learning.Valid surveys were received from 388 freshmen at a large Midwestern land grant university. A factor analysis was used to identify meaningful patterns of technology use, and descriptive statistics, analysis of correlations, and extreme group t-tests were used to explore the relationships between technology use patterns and learning characteristics. The findings indicate some positive correlations between use of digital technology and the characteristics ascribed in the popular press to the digital native learners, and negative correlations between some categories of technology use and the productiveness of student learning behaviors. Overall, however, the small to moderate relationships suggest a less deterministic relationship between technology and learning than what the popular press writers claim.
Moreover, even in cases where quantitative research finds differences between generations, such differences do not always involve a greater tendency to embrace online learning on the part of younger students, nor do they necessarily outweigh the equally important commonalities between older and younger students. For example, Hartman, Moskal, and Dziuban (2005) analyzed student surveys for generational differences in learning engagement, classroom interaction, and learning approaches in response to online environments. Their findings showed that older students, in this case Baby Boomers (that is, individuals born between 1946-1964), had the highest levels of satisfaction with engagement and interaction; their findings also indicated that older students were the most likely to change their approach to learning whereas Net Generation students were the least satisfied and the least likely to change their approach to learning. However, they found no generational differences in what students considered quality university teaching. In other words, although students from different generations had very different attitudes about the online teaching practices to which they were exposed, all students maintained the same fundamental expectations of quality from their faculty teachers. In light of these competing viewpoints, we sought to investigate the differences between older and younger students at Northern Arizona University (NAU) and to analyze what those differences, if they indeed exist, mean for online teaching and learning. In what follows we provide an overview of the design and methodology of the study, a summary of the results, and further discussion of the results with regard to the similarities and differences between different age groups. While the circumstances of this study may limit broader implications for other populations, we believe that our findings provide a more balanced, nuanced perspective towards the generation gap in higher education.
On September 4 2010, a massive 7.1 magnitude earthquake struck the Canterbury region in the South Island of New Zealand. The response from the University of Canterbury was immediate and carefully co-ordinated, with the university's web-based environment and a responsive site developed on the social media platform ‘Facebook’ becoming prominent sources of support for many months. This case study illustrates how the university effectively utilised these environments and their impact within the wider university community. Case study methodology draws upon literature from the fields of social media, social network communities and crisis informatics. The findings propose that social media can effectively support information sharing, communication and collaboration in higher education contexts, in particular in times of crisis, but suggest there needs to be a defined purpose to integrate these within an institution's communications strategy given the resource implications and range of social media already used by students.
Web-based learning has made learning content much more freely and instantaneously available to students who can download course notes and readings with a single mouse click. Facebook is one of many Web 2.0 tools – wikis, delicious, YouTube, podcasts – that are listed as having potential applications for teaching and learning. Moreover, it has been argued that the current generation of youth, often described as Net Geners or Digital Natives, may be resistant to traditional methods of teaching and learning. This article explores student use of Facebook at the University of Cape Town, as well as lecturer engagement with students via the new social media. Drawing on a virtual ethnography and qualitative interviews, this article shows that while there are potential positive benefits to using Facebook in teaching and learning, particularly for the development of educational micro-communities, certain challenges, including ICT literacy and uneven access, remain pertinent.
We hypothesized that people who can better disclose their “true” or inner self to others on the Internet than in face-to-face settings will be more likely to form close relationships on-line and will tend to bring those virtual relationships into their “real” lives. Study 1, a survey of randomly selected Internet newsgroup posters, showed that those who better express their true self over the Internet were more likely than others to have formed close on-line relationships and moved these friendships to a face-to-face basis. Study 2 revealed that the majority of these close Internet relationships were still intact 2 years later. Finally, a laboratory experiment found that undergraduates liked each other more following an Internet compared to a face-to-face initial meeting.
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Part 2 of Prensky’s paper exploring the differences between “digital natives” and “digital immigrants”. In this second part the author presents evidence to support these differences from neurology, social psychology and from studies done on children using games for learning.
Part one of this paper highlights how students today think and process information fundamentally differently from their predecessors, as a result of being surrounded by new technology. The author compares these “digital natives” with the older generation who are learning and adopting new technology naming them “digital immigrants”.
Universities are losing their grip on higher learning as the Internet is, inexorably, becoming the dominant infrastructure for knowledge--both as a container and as a global platform for knowledge exchange between people--and as a new generation of students requires a very different model of higher education. The transformation of the university is not just a good idea. It is an imperative, and evidence is mounting that the consequences of further delay may be dire. Change is required in two vast and interwoven domains that permeate the deep structures and operating model of the university: (1) the value created for the main customers of the university (the students); and (2) the model of production for how that value is created. First universities need to toss out the old industrial model of pedagogy (how learning is accomplished) and replace it with a new model called collaborative learning. Second they need an entirely new "modus operandi" for how the subject matter, course materials, texts, written and spoken word, and other media (the content of higher education) are created. The authors believe that if the university opens up and embraces "collaborative learning" and "collaborative knowledge production," it has a chance of surviving and even thriving in the networked, global economy. They call for the launching of a "Global Network for Higher Learning," consisting of the following five stages or levels: (1) course content exchange; (2) course content collaboration; (3) course content co-innovation; (4) knowledge co-creation; and (5) collaborative learning connection. (Contains 23 notes.)