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Students´ perceptions of Facebook for academic purposes

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... La presencia de las redes sociales en la cotidianeidad es un hecho firmemente consolidado independientemente del escenario que se quiera observar: es inherente a los diferentes sectores sociales, géneros o edades en mayor o menor medida y ha crecido exponencialmente en los últimos veinte años. Esta realidad se hace especialmente patente en el ámbito educativo, un mundo particularmente permeable a la pronta incorporación de novedades tecnológicas (Saini y Abraham, 2019) y su asunción a modo de recurso, herramienta o vehículo de comunicación e intercambio de contenidos (Arteaga et al., 2014). Este hecho ha ido remodelando y adaptando constante y paulatinamente el paradigma educativo, pues docentes y discentes invierten mucho tiempo en las redes. ...
... Uno de los modelos observacionales referido al uso de las redes sociales en ámbitos educativos más extendido parte de una ecuación estructural que consta de tres variables latentes reportadas (adopción, propósitos y uso educativo) a través de 12 dimensiones (Mazman y Usluel, 2010;Arteaga et al., 2014; Saini y Abraham 2019). ...
... La identidad comunitaria es una variable observable que detecta cómo el individuo se percibe e identifica como parte integrante de un grupo (Mazman y Usluel, 2010). La identidad social se caracteriza por tres rasgos distintivos: solidaridad con el grupo social, conformidad con las normas del grupo y discriminación de otros grupos externos e identificación con el grupo propio, y tiene un efecto positivo sobre la imagen de sí mismo (Riedlinger et al., 2004;Arteaga et al., 2014). Por último, el constructo "influencia motivacional" fue añadido a este grupo de dimensiones observables por Saini y Abraham (2019) para hacer más completa la variable latente con la que se relaciona, la adopción. ...
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Explorando adopciones, finalidades y usos de las redes sociales en el ámbito educativo desde la perspectiva de Usos y Gratificaciones. Representaciones de los futuros docentes y los profesores en ejercicio RESUMEN Las redes sociales están presentes en la cotidianeidad. Esta presencia ha trascendido y ha penetrado en el ámbito educativo. Para analizar el porqué, en esta investigación se ha partido de la Teoría de Usos y Gratificaciones, aplicando la Social Media Perception Scale (Saini y Abraham, 2019) en una muestra total de 160 personas (56 docentes en su formación inicial de siete universidades y 104 docentes en activo de 30 centros). Los resultados mostraron que las puntuaciones más altas se referían al intercambio de recursos y/o materiales, la colaboración y la utilidad de las redes sociales. Por el contrario, las dimensiones que menos puntuaron fueron las referidas a las relaciones sociales, facilitador de condiciones y la influencia social. En cualquier caso, fueron los docentes en formación los que puntuaron más alto en todas las dimensiones. Los resultados obtenidos confirmaron el modelo teórico propuesto según el cual el uso educativo de las redes sociales está explicado por la adopción y el propósito. Finalmente, se concluye que tanto los docentes en activo como los futuros utilizan las redes para intercambiar recursos y prácticas más allá del aula, constituyendo para ellos una forma importante de mejorar la comprensión de nuevos conceptos e ideas. Palabras Clave: Tecnología educativa, redes sociales, usos y gratificaciones, perfiles de uso. ABSTRACT Social media are present in everyday life. This presence has transcended and penetrated the educational sphere. In order to analyze the reason why this happens, this research was based on the Theory of Uses and Gratifications, applying the Social Media Perception Scale (Saini and Abraham, 2019) to a total sample of 160 teachers (56 teachers in their initial training and from seven different universities, and 104 active teachers from 30 schools). The results showed that the highest scores corresponded to the sharing of resources and/ or materials, collaboration, and the usefulness of social media. In contrast, the lowest scoring dimensions were social relationships, facilitating conditions, and social influence. In any case, it was the trainee teachers who scored the highest in all cases. The results obtained confirmed the proposed theoretical model according to which the educational use of social networks is explained by adoption and purpose. Finally, it is concluded that both pre-service and in-service teachers use social networks to exchange resources and practices beyond the classroom, which is an important way for them to improve the understanding of new concepts and ideas.
... This item is logically imposed in the given analysis and this question was asked first. Item SN2-Frequency of social media usage, was formed based on the study [47], where the same question was asked, but only for Facebook. Here, too, the respondents gave grades from 1 to 6, with a larger number representing more frequent use of social networks. ...
... Items SN3-Daily time usage (hours per day) (according to [47][48][49], SN4-Number of friends on social media networks (according to [47][48][49], SN5-Number of photos on social media networks (according to [49]), SN7-Number of groups on social media networks (according to [48,49]) and SN8-Number of groups in whose work I active participation, respondents rated with real values. ...
... Items SN3-Daily time usage (hours per day) (according to [47][48][49], SN4-Number of friends on social media networks (according to [47][48][49], SN5-Number of photos on social media networks (according to [49]), SN7-Number of groups on social media networks (according to [48,49]) and SN8-Number of groups in whose work I active participation, respondents rated with real values. ...
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This paper aims to determine the effects of using social networks on work-related outcomes. Observed work-related outcomes are job satisfaction, organizational commitment, and work performance. The moderating effects of gender and age of respondents on the given relations were also observed. In addition, this paper aims to consider the theoretical and practical implications of such research. The research was conducted in West Balkan countries: Bosnia and Herzegovina, Croatia, Montenegro, North Macedonia, and Serbia. Respondents were employed in organizations in these countries and 313 complete questionnaires were collected. The number of social media networks and somewhat frequency of social media networks usage and the number of photos has a positive effect on individual outcomes of employed persons. Daily time usage, frequency of posting photos, number of groups, and number of groups (active participant) have negative effects on individual outcomes of employed persons. Prolonged use of social media networks (during the day) can especially reduce job satisfaction while joining a large number of groups severely jeopardizes organizational commitment. Active participation in a number of groups significantly reduces salary satisfaction and organizational loyalty among male employees. Excessive use of social media network sites and frequent posting of images can reduce satisfaction with the nature of work and work performance among older employees. The discovered connections and influences have scientific and practical significance, which is explained in the paper.
... As a result, should the user perceive those groups as accepting of their use of social-media platforms for learning and professional collaboration, they will be more likely to also favour the practice itself [19,20,21,22,23,24]. Sanchez et al. [25] and Čičević et al. [26] similarly found that the acceptance of social-media platforms for communication and learning collaboration among students resulted from their awareness of the acceptance of their influencers. Additionally, Milosevic et al. [27] and Ifinedo [28] reported that the perceptions formed based on influencers had a positive correlation with students' acceptance and use of social-media platforms for collaborative learning in their virtual classrooms. ...
... Mazman and Usluel [36], Lin et al. [37] and Lee and Chong [38] discovered that perceived usefulness helped determine users' acceptance of social-media platforms for collaborative learning. Chen and Tseng [39], Sanchez et al. [25], Ainin et al. [40] and Elkaseh et al. [35] went a step further, revealing that perceived usefulness had a significantly positive correlation not only with users' acceptance of social-media platforms, but also with their intention to use them on a continual basis. Based on these findings, our second hypothesis is formulated as follows: ...
... Information and resource sharing capability: Refers to the effectiveness of social-media platforms in storing and sharing necessary information and resources for education and learning, such as presentation slides for course lectures, online notebooks, electronic books and other forms of audio-visual materials connected to instruction [36,45,46,47]. In this regard, Sanchez et al. [25], Milosevic et al. [27], and Sharma et al. [48] reported that information-and resource-sharing capabilities were vital determinants of the acceptance of, and support for, the use of social-media platforms for educational purposes in virtual classrooms. Based on these findings, the fourth hypothesis is developed as follows: ...
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There are benefits and challenges related to the recent worldwide Covid-19-driven surge of social-media collaborative learning in higher education. This research examines the antecedents influencing this ‘new normal’ phenomenon among university students to provide a causal model of understanding. This study was based on a purposive sample; a questionnaire was completed by 371 university students. The analysis of the data obtained using applied structural equation modelling of the partial least-squares technique, it was found that the most influential antecedents included collaborative capability and perceived enjoyment. Based on the results, we recommend that, owing to the turbulent and changing requirements of social distancing and distance learning, educational institutions and stakeholders invest in the improvement of implied social-media collaboration and learning platforms.
... Facebook is currently the most prominent social network, with an estimated 2.85 billion users, according to data for the first quarter of 2021 (Statista, 2021). University students continue to prefer Facebook to other social networks for academic work (Arteaga et al., 2014;Chiroma et al., 2016;Lambić, 2016). This study analyzed the level of satisfaction among distance learning students enrolled in Spain's National Distance Education University (UNED) regarding their use of Facebook study groups, free of teacher vigilance, as an educational resource in support of their learning process. ...
... Most study of the educational use of Facebook has emerged in the last decade (Arteaga et al., 2014;Chiroma et al., 2016;Kitsantas et al., 2016;Lambić, 2016;Niu, 2019;Sharma et al., 2016). These studies showed that the main reasons for using Facebook as a learning tool were its ease of use and popularity as a social network familiar to nearly all students worldwide (Giannikas, 2020;Moghavvemi et al., 2017;Moorthy et al., 2019). ...
... These groups provided an attractive, interactive, and motivating environment for the development of dialogue and bonds between colleagues and, if designed as such, among students and teachers, too (Al-Rahmi et al., 2015;Bahati, 2015;Davidovitch & Belichenko, 2018;Fiock, 2020;Moghavvemi et al., 2017). In this sense, Facebook's social function has been used for academic purposes such as promoting positive feedback by students (Arteaga et al., 2014;Davidovitch & Belichenko, 2018;Moghavvemi et al., 2017;Niu, 2019). That said, the use of Facebook groups in educational settings has appeared to be more effective when adopted alongside other applications or digital resources, or as a support to an LMS (Chiroma et al., 2016;Chugh & Ruhi, 2018Kaya & Bicen, 2016. ...
Article
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This article describes an investigation into the level of satisfaction among students at Spain’s National Distance Education University (UNED) regarding use of Facebook groups as an environment for learning. Based on a structural equation methodology, the research analyzed the most relevant personal and socio-educational factors that affect satisfaction. The sample consisted of 418 undergraduate and master’s degree students at UNED’s Faculty of Education; participants were consulted in three semesters between September 2019 and January 2021. The results showed that students who participated in Facebook study groups achieved better results than those who did not, and that they interacted more frequently in these groups than in UNED’s official learning management system. The main latent variables that influenced satisfaction with Facebook study groups were the perception of efficacy they elicited as a complement to distance learning by enabling greater interaction with other students, and the feeling of course companionship they provided. The absence of teacher control also influenced student satisfaction, which allowed students to focus on learning and achieving better results in tests and exams.
... The second most significant variable impacting academic use of Facebook/ Meta is FC. It is consistent with the study done by (Ainin et al., 2015;Sánchez et al., 2014). ...
... The third most influential component is C. The conclusions of this study are consistent with the findings of previous researches (Ainin et al., 2015;Arshad & Akram, 2018;Mazman & Usluel, 2010;Sánchez et al., 2014;Sharma et al., 2016;Tiruwa et al., 2018). The conclusions of this study contradict the findings of previous research done by (Shmueli & Koppius, 2010). ...
... PEOU is the fifth most influencing factor. Consistent with Al-Sharafi et al., Lenhart and Madden (2007), Moorthy et al., (2015), Motaghian et al., (2013), Sánchez et al., (2014) perceived ease of use in predicting behavioral intention to use was found significant in the context of Facebook/ Meta usage. Surprisingly, though these empirical outcomes are contradictory to the classic findings of Akgül (2019), Leong, Ibrahim, et al. (2018), Leong, Jaafar, et al. (2018)), Mohammadi (2015). ...
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The paper’s main aim is to investigate and predict major factors in students’ behav- ioral intentions toward academic use of Facebook/Meta as a virtual classroom, tak- ing into account its adoption level, purpose, and education usage. In contrast to ear- lier social network research, this one utilized a novel technique that comprised a two-phase analysis and an upcoming the Artificial Neural Network (ANN) analy- sis approach known as deep learning was engaged to sort out relatively significant predictors acquired from Structural Equation Modeling (SEM). This study has con- firmed that perceived task-technology fit is the most affirmative and meaningful effect on Facebook/Meta usage in higher education. Moreover, facilitating condi- tions, collaboration, subjective norms, and perceived ease of use has strong influ- ence on Facebook usage in higher education. The study’s findings can be utilized to improve the usage of social media tools for teaching and learning, such as Facebook/ Meta. There is a discussion of both theoretical and practical implications.
... The aforementioned Facebook usage indicators rely on the beneficiary's personal description and the aim of using Facebook (Skues, Williams, & Wise, 2012). According to Sanchez, Cortijo and Javed (Sanchez, Cortijo, & Javed, 2014), the user's gender and year of study have a significant influence on the purpose and method of using Facebook. Female students do not have the same motives for using itas their male counterparts. ...
... The first year students are much lonelier and have a greater need to use Facebook than their older colleagues. Students most often use it for socializing and entertainment, but also for academic purposes (Sanchez et al., 2014). ...
... Students use Facebook several times a day and have many Facebook friends (Sanchez et al., 2014). The number of Facebook friends ranges from 100 to 400 (Skues et al., 2012). ...
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The paper presents the results of the research of the impact that Facebook and smartphone use have on the enterprise potential, individual entrepreneurial orientation and entrepreneurial intentions of students in Serbia. The moderating effects of gender and the year of study were also examined. The sample included 488 valid questionnaires. From the Facebook use items, the most powerful and positive correlations were achieved by number of groups, number of friends and number of photos (items which involve active participation in Facebook activities, while a passive and random long stay on Facebook can negatively affect the entrepreneurship dimensions). More time spent on a mobile phone may produce a higher degree of passive behaviour in students, thus reducing their need for success. Creativity, subjective norm, achievement, innovativeness and leadership are under the greatest influence of Facebook and smartphone use items. The impact on entrepreneurial intentions is indirect. The recommendation for parents and teachers is to encourage young people to limit passive participation on Facebook and other social networks. There are no previous studies which link Facebook and smartphones with students’ entrepreneurial intentions. Understanding and improving knowledge of the entrepreneurial intention of individuals has a positive effect on the development of society.
... These immersive experiences build multi-lingual identities as learners share thoughts with several other users from different cultures (Liu & Laohawiriyanon, 2013). Moreover, it has been seen that social networking technologies build language skills for learners, such as communicating with their teachers through online exercises or collaborating on tasks (Sánchez et al., 2014). ...
... The survey consists of three parts with 34 closed-questions 5-point Likert scales, ranging from "Strongly disagree" to "Strongly agree" to maintain records of the findings' coordination and validity. (Sánchez et al., 2014). ...
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Teachers' views influence how they choose pedagogical methods and how they execute teaching practices in the classroom. An investigation of teachers' views regarding the notion of "language socialization" (LS) and how it may be used to enhance pedagogical application via the use of social networking technologies (SNTs) in a Yemeni EFL setting is the subject of this study. In this study, 30 EFL teachers participated in a survey. Five males were interviewed out of the total number of participants. The findings revealed that the vast majority of teachers had good associations with LS as a teaching method and positive reactions to the use of SNTs in the EFL classrooms even though most participants had never used SNTs in their own classrooms. Because of a lack of access to and training in the usage of SNTs, teachers have been prevented from integrating them into their classrooms when teaching English. This suggests that instructors recognize the important functions that SNTs play in improving students' language learning and socialization but that they lack first-hand experience and training in how to use them in their classrooms effectively. That there is a shortage of provision must be addressed as soon as possible to guarantee that Yemeni English as a foreign language teachers and their students have the chance to engage with new technologies in order to enhance their educational experiences critically.
... An attractive educational message, adapted to a specific group of recipients, has proven to develop understanding and appreciation on the critical need to maintain healthy wildlife species and ecosystems, as well as build positive attitudes by citizens toward nature conservation and the required management investments. Technological advancements and widespread of social media make the availability and numerous and varied options for transferring information and knowledge [Sánchez et al. 2014], as well as promotion of learning through play. New tools like multimedia billboards or apps for cell phones or other interactive devices are commonly used. ...
... Other studies show that importance of TV as a source of information is slowly declining in favor of social media, which creates new opportunities [Gerhards and Schäfer 2010;Robelia et al. 2011]. Indeed, technological progress in social communication has made information transfer and sharing using the Internet and social media extremely popular [Kirtis and Karahan 2011;Sánchez et al. 2014]. In our study, respondents also highly rated the Internet as a tool for obtaining information on nature protection (15.6% of respondents). ...
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The purpose of this preliminary study was to learn about citizens’ perceptions of promotion activities related to wildlife and nature conservation in public spaces in Warsaw, Poland. One hundred and fifty individuals, randomly approached, agreed to participate in the survey, 48 of whom were professionals in natural sciences. The survey contained 13 substantive questions, whereby predefined answers or were open-ended. The vast majority (81%) of respondents were interested in nature and environmental problems. They expressed views that the current efforts and activities in Warsaw to promote conservation of nature and endangered wild animal species are insufficient. In most cases, the respondents were able to list some activities for nature education they had observed in a number of the city's public spaces. The survey suggested that age and education of the respondents did not affect their attitudes toward nature conservation. However, the survey did indicate that women were more interested and concerned with nature protection than men, and they were willing to take part in the survey, when approached, more often than men. This study helps to consider directions for further research in this area.
... Satisfaction is defined as individuals' perception of what represents the extent to which their needs, goals, and desires are met [67]. According to [68], traditional education technologies affect student satisfaction through student involvement and education performance, and social media practices reinforce these effects. ...
... For the purpose of the study, we distributed 1210 questionnaires, of which 1200 were retrieved from the respondents; after the manual analysis of the questionnaires, 10 of 1210 questionnaires were incomplete, i.e., students did not finish the survey; thus, they had to be dropped, making the remaining number of useable questionnaires 1200. Such exclusions were recommended by [67], who related that outliers could lead to inaccurate statistical results and should be eliminated. The chosen research model comprised social media users as its sample, and their behavioral intention to use social media and actual social media use were also examined. ...
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The current study explores the students’ behavioral intention to use social media and actual social media use in higher education, specifically the perception of their academic performance and satisfaction. The study is theoretically based on the technology acceptance model (TAM) with evaluation information system success models (ISSM). Theoretically, five independent constructs were identified as contributory to behavioral intention to use social media, and actual social media use towards the students’ satisfaction and performance impact was analyzed. A questionnaire survey based on the technology acceptance model (TAM) and information system success model (ISSM) was utilized as the key method for collecting data and disseminated to 1200 students from four public universities of Malaysia chosen through a random sampling technique. For data analysis, the SPSS and structural equation modeling (SEM-Amos) were used. Outcomes obtained from the students’ behavioral intention to use and actual social media usage indicates a positive and constructive influence on satisfaction and academic performance in higher education. In addition, both male and female students were satisfied with perceived usefulness (β = 0.095, t-value = 3.325, p < 0.001 and β = −0.045, t-value = −2.079, p < 0.001, respectively), perceived ease of use (β = 0.108, t-value = 3.29, p < 0.001 and β = 0.307, t-value = 12.365, p < 0.001, respectively), perceived technology fit (β = 0.14, t-value = 4.769, p < 0.001 and β = 0.277, t-value = 12.358, p < 0.001, respectively), information quality (β = 0.108, t-value = 3.825, p < 0.001 and β = 0.109, t-value = 5.087, p < 0.001, respectively), and system quality (β = 0.232, t-value = 7.573, p < 0.001 and β = 0.176, t-value = 7.429, p < 0.001, respectively). Therefore, we encourage students to use social media for educational purposes and encourage more interactions with peers at higher education institutions. The study’s empirical findings present strong support for the integrative association between the TAM and the ISSM in using online learning platforms to improve students’ academic achievements and satisfaction. This could help decision makers in universities, higher education institutions, and colleges to plan, evaluate, and implement online learning platforms in their institutions.
... In addition to the specific requirements of any one discipline, students are typically required to register for their degree and manage their progression information through a centralised data system, enrol on an e-learning platform, submit work in digital format, often via a plagiarism detection service, negotiate a student finance portal and make use of a range of collaboration and online video systems (Funamori, 2016;Khalid et al., 2018). Students are then introduced to a range of opt-in digital offers, including departmental Facebook pages, student WhatsApp groups and other social media platforms designed to support their membership of a new learning community (Sánchez et al., 2014). For a student parent, these resources may serve to make learning a more flexible process, but the 'always on' nature of digital exchange could add to the stresses of managing dual roles. ...
Article
A growing body of work explores the well-being of students. However, little work has addressed the experiences of student mothers, who must juggle the demands of study and childcare simultaneously. The rise of the student mother is taking place at a time when student learning and engagement as well as childcare has become highly digitised. Existing literature on work/life balance suggests a key issue for student mothers is management of the work-family border, such that they can choose to segregate or blend roles as appropriate. In this study, we used work-family border theory to examine the role that technology plays in supporting both the segregation and blending of student and parent roles, making recommendations for the ways that boundary maintenance might be more explicitly considered in digital systems design.
... There are several studies (e.g. see Arteaga Sánchez, Cortijo, & Javed, 2014;Aydin, 2012;Kaban, 2021a;Mulenga & Marbán, 2020;Susilo, 2014;Biton & Segal, 2021) showing that Facebook is among the social media tools which contribute positively to the educational environment. ...
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The presence of social media platforms in secondary students’ daily life is growing on but it may appear difficult to know which ones are more convenient for academia, particularly among secondary school pupils who are commonly substantial internet-based life clients. This study seeks to understand Zambian pupils’ profiles of social media usage, in particular, in mathematics learning environments, mainly focusing on Facebook. Primary data sources were collected using a validated questionnaire from 288 participants at Wusakile Secondary School in Kitwe comprising of Grade 11 and Grade 12 pupils. Results revealed that Facebook was the most widely used application and that there was no statistically significant difference in pupils’ mathematics Facebook usage based on gender while there was when considering grade level. Results also indicated that Grade 11 pupils’ mean scores for social media usage were higher than those from Grade 12 pupils. Finally, results show that in the absence of mathematics classroom instructions, some pupils are also having mathematics discussions outside the classroom by means of social media, particularly on Facebook, although this academic use is still far from being relevant.
... Existen diversas redes sociales que explícitamente se dedican a un uso educativo (Interuniversidades, Clipit, Docsicity, Edmodo, etc.). Sin embargo, una de las redes sociales mejor valoradas en cuanto a su potencial en educación superior es Facebook (Calzado, et al., 2018: Martínez & Ferraz, 2016, aunque no siempre se ha utilizado asiduamente y de la mejor forma posible (Arteaga et al., 2014). Twitter, también se valora como un entorno adecuado para su uso en educación universitaria, aunque algunos estudiantes expresan su descontento por la sobrecarga de información que ofrece, la motivación extrínseca que genera, entre otras razones (Adams et al., 2018). ...
Article
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Las redes sociales en educación superior presentan un enorme potencial didáctico, en el marco de un proceso didáctico que ponga en valor la comunicación entre los agentes educativos, la colaboración como metodología de enseñanza y la participación activa como medio para lograr un aprendizaje más significativo y contextualizado. En el marco de una experiencia de innovación educativa basada en el uso de Facebook en el Grado en Educación Infantil de la Universidad de Murcia (España se analiza la relación entre la participación del alumnado en esta red social y sus calificaciones en la asignatura "Medios, Materiales y TIC". Se ha empleado una metodología cuantitativa con un diseño de investigación ex post facto a partir de las calificaciones obtenidas por los estudiantes (n=172), con las que se ha llevado a cabo un análisis de correlaciones múltiple. Los resultados ponen de manifiesto las diferencias significativas existentes en las calificaciones obtenidas por los tres grupos de la asignatura, así como en la relación existente entre la participación en la red social social Facebook y la calificación final de la asignatura, evidenciándose que los alumnos que obtienen mejores calificaciones, son los que más han participado en la red social. La experiencia llevada a cabo evidencia las potencialidades de Facebook como recurso complementario como parte de un proceso reflexivo y planificado. Asimismo, plantea la necesidad de completar investigaciones como la presente con planteamientos de investigación de corte que permita dar cuenta de las diferencias en función de la metodología empleada por el profesorado.
... To increase the opportunities for communication, collaboration, and reflection during the course of learning how to teach, integrating technology into the microteaching process has been reported very effective in the related literature (Bozyiğit, 2015;Ekpo-Eloma et al., 2013;Ostrosky et al., 2013;Punia, 2013;Savas, 2012;Serdar Tülüce & Çeçen, 2018). Justifiably, research has shown that new technology can be considered as a relevant resource to enhance learning interactions and provide students with a great amount of time utilizing learning materials and sharing ideas (Arteaga Sánchez et al., 2014;Lee & Tsai, 2011). The recording feature of technology (e.g., videos) is one of the most common uses of technology in microteaching process, in which preservice teachers share their microteaching videos and then the peers and teacher review them together, gather data from them, and provide constructive feedback to the student who shared the video. ...
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In second language teacher education programs microteaching has always been a significant technique to help bridge theory to practice and prepare the trainees for real classroom contexts. The expected benefits from 10 to 15 minute-microteaching sessions are the communication among the trainees and supervisor, collaboration with each other, and reflection on the teaching. However, due to some constraints such as limited time and big class size, these benefits may not be derived easily. Therefore, this study aims to explore how the effect of a designed Internet-based instructional learning environment (hereafter iBILE) was perceived by the participating preservice teachers on developing their communication, collaboration and reflection in microteaching process. In so doing, 52 Kurdish preservice English language teachers were asked to use the iBILE for 6 weeks. Both quantitative and qualitative data were collected from questionnaires, the system analytics, reflection journals, and semi-structured interviews. The results of the data analysis revealed that the designed iBILE has been perceived highly effective in solving the defined microteaching problems by creating unique opportunities for communication, collaboration, and reflection in microteaching process among the preservice teachers.
... All items were measured via the five-point Likert scale ranging from "strongly disagree (1)" to "strongly agree (5)". The instrument items measuring the dimensions of educational usage of SM were adapted from prior studies, CC [93] and CLE [33], while the instrument items measuring IS were self-constructed. The instrumentation measurements for the three variables of use outcomes were as follows: the measuring items for SAT were adapted from Bhattacherjee [94], items used to represent PAP were adapted from Yu et al. [12] and Islam [95], while the items for measuring IMPT were adopted from Goodhue and Thompson [76] and Lin [96]. ...
Article
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This study aims to explore the moderating roles of task–technology fit (TTF) and perceived risk (PR) in the relationships between the educational usage of social media (SM) platforms and its use outcomes. This is to better understand the potential benefits of using SM for educational purposes and to provide thorough insights on how SM usage would influence students’ use outcomes. We conceptualize the potential use outcomes through three-dimensional factors: perceived satisfaction, perceived academic performance, and perceived impact on learning. We further hypothesize that TTF and PR have negative moderation effects on the relationships between SM usage and the variables of use outcomes. In addition, we examine gender differences using multi-group analysis. Data were collected from a state college in Palestine using a self-administered survey, and Smart-PLS was used for data analysis and model testing using partial least square–structural equation modeling. The findings reveal that TTF has significant negative effects on the relationships between SM usage and its outcomes, whereas PR has insignificant negative moderation effects. Despite the significant negative interaction effects of TTF, the educational usage of SM has a positive impact on use outcomes. Furthermore, the findings only indicate significant gender differences in three variables: information sharing, TTF, and PR.
... The use of SNSs is widespread with hundreds of millions of users being confirmed. In the academic society, several studies from all over the world confirm the extended use of such SNSs, especially Facebook, wikis, myspace by undergraduate students from several scientific fields (Kim et al., 2011;Lampe et al., 2006;Ophus and Abbitt, 2009;Ainin et al., 2015;Sánchez et al., 2014). This extended use enhances the theory of utilising SNSs as a viable educational tool. ...
Article
Social Networking Sites (SNSs) use increase tremendously among university students, creating at the same time second thoughts and opportunities for their use. This study explored, for the first time, the impact of Social Networking Sites and eLearning platform (eClass) on the education and academic life of Greek students. An online 35-statement questionnaire was administered to 330 undergraduate students of the Physiotherapy Department at the University of Thessaly. Demographic data, nature of SNSs, their application into education, and the use of e-Learning platform (eClass) were collected and analyzed. The results revealed the high familiarity of university students with SNSs, the acknowledgment of the potential negative effects of their excessive use and their importance for communication and education purposes, proposing reforms that would embed the use of social media in teaching and learning pedagogies across academic disciplines.
... Facilitating condition is the tendency of an individual with the intent that availability of infrastructure can be the decision to adopt the technology. Few studies reported that facilitating condition and adoption of technology do have positive relationship [22], [31], [36], [37]. The willingness to adopt the use of technology is highly depends on the availability of device, network and support. ...
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Pandemic COVID-19 has changed the business landscape dramatically. Many large business and corporate sectors are able to adapt to the change but the micro-entrepreneurs continue their struggling to adapt to the change. Due to the movement restrictions while battling with COVID-19, businesses are forced to switch from conventional brick-and-mortar business to digital business application involving developing their own e-commerce sites. The emerging social media in society provides opportunity for the micro-enterprises to virtually engage with their customers. The social media has now become one of the important business tools for marketing, branding, networking and developing the business strategy. Despite of the active social media involvement among the micro-entrepreneurs, the outcome of the social media activities is still at its infancy. Micro-entrepreneurs especially the Bumiputeras have still not fully utilized the social media as their business tool. Micro-entrepreneurs lack the knowledge on how to interpret the social media platform analysis tools such as site traffic, post engagement, post impressions and others. Therefore, it is necessary to further study of degree social media adoption among the Bumiputera micro-entrepreneurs and how it affects the business performance. A quantitative method is proposed for this study by considering the existing UTAUT variables like performance expectancy, effort expectancy, social influence and facilitating conditions. This paper proposes a conceptual research model based on the underpinning theory and aim to measure the outcome from adoption of social media on Bumiputera micro-entrepreneurs' business performance.
... The findings revealed that students' purposes of Facebook usage mediated the connections between students' adoption of Facebook and students' educational usage of Facebook. Mazman and Usluel's model has been replicated in numerous studies (e.g., Manasijević et al., 2016;Sánchez et al., 2014;Toker & Baturay, 2019). However, an investigation of the connections between the three types of educational usage of Facebook proposed by Mazman and Usluel (2010) and student academic achievement is still awaiting researchers' interest. ...
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Facebook has been widely used among students, not only for socializing, but also for educational purposes. However, it is much less clear whether educational usage of Facebook would be beneficial for student academic achievement, especially in distance education. This paper examined whether different types of educational usage of Facebook would be differentially connected with academic achievement of distance university students. Unlike previous studies, we distinguished between the quantity and the quality of educational usage of Facebook: The former is con- cerned with time spent, while the latter includes three types of educational utilities offered by Facebook (communication, collaboration, and resource sharing). Taking a self-determination theory perspective, we also examined whether the connection between different types of educational usage of Facebook and academic achieve- ment would be mediated by basic needs satisfaction in distance study. A total of 274 distance university students participated in an online survey. A path analysis demonstrated that different types of educational usage of Facebook and academic achievement were not directly associated. However, a mediation analysis showed that competence need satisfaction (and no other needs) fully mediated some link- ages: time spent to achievement, communication to achievement, and resource shar- ing to achievement. Findings and implications of this paper are discussed.
... Communication with peers regarding educational matters, new collaborations to enhance learning process and information sharing influence the use of Facebook for the study purpose (Sánchez, Cortijo, & Javed, 2014). Hsiao, Shu and Huan (accepted manuscript) examined the social media and its likely effect on academic performance. ...
Article
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Research is getting enormously important to compete with rival institutes for ranking, financial funding, students enrollment. However, there still exist numerous gaps in our understanding of creating a knowledge generating environment that will produce superior quality research. With the initiation of web 2.0 technology, a model of social networking sites has become increasingly famous. With ever increasing popularity, these social media have been used by researchers and academicians as well to enrich the learning outcome and academic performance. However, OSNS have been a debatable topic in academia with its impact on the academic performance of the students. In this study, the impact of OSNS is investigated on the research performance of students in Pakistan. The survey questionnaire technique is used to gather the data from a sample of 212 research students. And to testify the hypothesis, factor analysis and regression analysis technique are used. The results showed a contradiction in the perception and behavior of the research students. Perceived usefulness of OSNS, information quality and media sharing via OSNS have proved to have a positive impact on the researcher's performance whereas collaboration has a negative impact; perceived behavior and facilitation support have an insignificant impact on researcher's performance. It is suggested to the researcher and supervisor both to consider the implication of OSNS in research work for better research output.
... La recherche s'inscrit dans le champ de l'ingénierie pédagogique dans l'enseignement supérieur à l'heure des technologies numériques (Baron, 2020;Caron, 2020;Karsenti et Lepage, 2020). L'enjeu est de comprendre les potentialités d'action des étudiants qui s'engagent en situation d'apprentissage avec un prescrit pédagogique, instanciant Facebook (FB) en tant qu'instrument cognitif (Idris et Wang, 2009;Rabardel et Béguin, 2005;Sánchez et al., 2014). FB est un des outils de communication mobilisés par les étudiants pour entretenir des relations amicales, mais aussi dans un but pédagogique et communicationnel (Ben Rebah et Dabove, 2017;Fanelli-Isla, 2012;Mélot et al., 2017). ...
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est distribuée sous licence Creative Commons Attribution 4.0 International http://creativecommons.org/licences/by/4.0/deed.fr 18 RITPU|IJTHE ritpu.org | ijthe.org Revue internationale des technologies en pédagogie universitaire International Journal of Technologies in Higher Education Théodore NJINGANG MBADJOIN theodore.NjingangMbaDjoin@univ-lyon2.fr Stéphane SIMONIAN stephane.simonian@univ-lyon2.fr Université Lumière Lyon 2 1 France Mis en ligne : 25 janvier 2022 Résumé La recherche s'inscrit en ingénierie pédagogique, mobilisant l'affordance dans des conditions environnementales du prescrit pédagogique instanciant le réseau Facebook (FB) en situation. Les données quantitatives et qualitatives révèlent des différences entre groupes d'étudiants explicitant la variabilité d'affordance socioculturelle (allocentrique, égocentrique, déontique, collective). Le prescrit influence partiellement les potentialités d'action perçue s'inscrivant dans une dynamique situationnelle et un processus d'acculturation dépendant pour partie du rapport antécédent des étudiants à l'outil. Plus généralement, on constate que l'affordance socioculturelle de FB implique l'usage d'outils complémentaires de communication (SMS, Courriel, Google Drive, WhatsApp) non prédéterminés par le prescrit de départ. Par conséquent, tout concepteur d'un scénario pédagogique avec FB doit le positionner comme un maillon d'un écosystème technique et socioculturel plus large selon deux critères : formaliser la signification de l'outil de communication (FB) par rapport aux tâches à réaliser; considérer que cette signification sera l'objet d'un processus d'acculturation par les étudiants en les autorisant à mobiliser plus largement d'autres outils situationnels de communication en réseau. Abstract This instructional engineering research aims to promote affordance, in environmental conditions, of educational technology exemplified by the Facebook (FB) network in situ. Through
... 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). ...
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Over the previous decade, online social networks (OSN) have been ingrained in our daily lives. They've changed the way young people live while also becoming one of the most important means of communication and entertainment. The use of social media by teens and young adults is on the rise. Higher education institutions recognise the value of social media as tools of communication to provide information to target students and use its platforms to advertise themselves to prospective students. Students also use Social Media and Facebook to access, analyse information to make their study decisions. The current study focused to see how social media in general and Facebook in particular influences students' decision of programme of study and and Higher Education Institute (HEI). The quantitative research methods were employed as most appropriate for this study. A total of 170 OBC students took part in the survey, sixty-three (63) participants were male, and hundred and seven (107) were female all voluntarily participated.The study involved a survey questionnaire based on four sections (A, B,C and D) comprising of fifteen questions mostly based on a Likert scale. Simple descriptive statistics and SPSS were used to identify and analyse the factors students consider most important (influential) in their (students) decision making about a programme of study and HEI. The most popular social media sites were Facebook followed by Instagram which students used and in regard to influence, Facebook seems to be more influential than other social media sites. It is obvious that Facebook has been used as a marketing tool by majority of HEIs. There are no claims for the generalisability of findings from this research because of the small sample size and convenience sampling used in the study. However, the results generally support what is already known about the most popular social media, site-Facebook and do have a positive influence on programme of study and HEI choice.
... Moreover, teachers should take advantage of the social potential of Facebook, [50] that provides the opportunity to build stronger connections between them and the university, thus students are more willing to study and complete their degree at their current university [51]. Despite its social potential, Facebook can have an educational potential by fostering the development of collaborative learning models, by offering a space where learning and teaching can be done in a more pleasant and comfortable way [52]. ...
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Prior to the COVID 19 pandemic, discussions about online learning referred to the use of e-learning platforms and social networks as auxiliary tools in the educational process. Due to the pandemic, universities were forced to adopt an exclusive online teaching process and most universities today use platforms dedicated to online learning such as Moodle platforms. In this context, we were interested in analyzing the attitude of students regarding the way social networks could be integrated into the educational process, and if the positive attitude of students towards social networks and their use for academic purposes, proven in previous studies, remains positive under the conditions generated by the pandemic. In this regard, the present study aimed at identifying the attitude of Romanian students towards the use of Facebook and Instagram as educational tools and the circumstances in which students believe these platforms could be used by them and their teachers. An online survey was conducted on 872 students from public higher education institutions in Romania. Based on the exploratory factor analysis and the parametric test, the empirical results show that students have a slightly positive attitude towards using Facebook in the educational process, but they have a more reticent, less positive attitude towards using Instagram. Thus, the most appropriate contexts in which these platforms could be used are represented by extracurricular activities. A higher preference for the use of Facebook rather than Instagram, was identified among master and PhD students. No major differences were revealed in student subgroups sorted by gender or study domain.
... Cette conclusion rejoint celle de So (2016) dont les étudiants ont accueilli et perçu de manière positive l'utilisation de WhatsApp dans leur formation. D'autres atouts de ce média social incluent le rapprochement entre l'enseignant et les apprenants, l'altération de l'espace-temps, la continuité de l'apprentissage (Belhouchet 2016), la participation active, l'apprentissage n'importe où et n'importe quand, la communication informelle (Arteaga Sánchez et al. 2014), ainsi que l'apprentissage incidente (Smit 2012). ...
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This paper gives an account of an experience in a French as a foreign language class carried out by a teacher who wished to provide more learning opportunities to her students and by the same way extend classroom time and space. A WhatsApp discussion group was created where students can express themselves and receive feedbacks on their outputs. The main objective of the paper is to elicit the added value of that application in a technologically challenged context. For that purpose, the author uses triangulation (Van Der Maren 1996) to analyze data gathered from the corpus of interaction, questionnaire and interviews. It focusses on corrective feedback and repairs strategies. Besides the perceived usefulness of the application by the participants, the results confirm the potential of WhatsApp for language learning as it fosters language-related episodes (Swain & Lapkin 1995) where corrective feedback and repairs occur. To efficiently exploit the potential of this application, it has to be articulated, through a good pedagogic scenario, with the intramural class.
... La recherche s'inscrit dans le champ de l'ingénierie pédagogique dans l'enseignement supérieur à l'heure des technologies numériques (Baron, 2020;Caron, 2020;Karsenti et Lepage, 2020). L'enjeu est de comprendre les potentialités d'action des étudiants qui s'engagent en situation d'apprentissage avec un prescrit pédagogique, instanciant Facebook (FB) en tant qu'instrument cognitif (Idris et Wang, 2009;Rabardel et Béguin, 2005;Sánchez et al., 2014). FB est un des outils de communication mobilisés par les étudiants pour entretenir des relations amicales, mais aussi dans un but pédagogique et communicationnel (Ben Rebah et Dabove, 2017;Fanelli-Isla, 2012;Mélot et al., 2017). ...
Article
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La recherche s’inscrit en ingénierie pédagogique, mobilisant l’affordance dans des conditions environnementales du prescrit pédagogique instanciant le réseau Facebook (FB) en situation. Les données quantitatives et qualitatives révèlent des différences entre groupes d’étudiants explicitant la variabilité d’affordance socioculturelle (allocentrique, égocentrique, déontique, collective). Le prescrit influence partiellement les potentialités d’action perçue s’inscrivant dans une dynamique situationnelle et un processus d’acculturation dépendant pour partie du rapport antécédent des étudiants à l’outil. Plus généralement, on constate que l’affordance socioculturelle de FB implique l’usage d’outils complémentaires de communication (SMS, Courriel, Google Drive, WhatsApp) non prédéterminés par le prescrit de départ. Par conséquent, tout concepteur d’un scénario pédagogique avec FB doit le positionner comme un maillon d’un écosystème technique et socioculturel plus large selon deux critères : formaliser la signification de l’outil de communication (FB) par rapport aux tâches à réaliser; considérer que cette signification sera l’objet d’un processus d’acculturation par les étudiants en les autorisant à mobiliser plus largement d’autres outils situationnels de communication en réseau.
... Murire and Cilliers (2017) found that both Google+ and LinkedIn provided an environment where students discussed and shared different types of books, and the fun of interaction and discussion of the content of the information contained in the books built up the academic competence of students. Sánchez, Cortijo and Javed (2014) pointed out that WhatsApp and Facebook enable students to enter new types of collaborative learning according to their shared interests and for their personal growth and educational success. In South Africa, Mbodila, Ndebele and Muhandji (2014) revealed that some academics have welcomed the ability of social media services to afford teachers a forum for learning and positive networking with students. ...
Article
The study investigated the use of social media for academic purposes by postgraduate information studies students on the Pietermaritzburg campus of the University of KwaZulu-Natal (UKZN). The study was prompted by the recognition, as reflected in the literature, of problems associated with their use and uncertainty regarding their use in the South African context. The study was underpinned by communication theory. The study also employed a quantitative research design in the form of an online questionnaire using Google Forms. Fifty-five post-graduate students were sampled of which 51 participated, giving a response rate of 93%. Findings revealed that majority of the respondents (94%) indicated that they used social media for academic purposes, and the most used social media for such purposes was WhatsApp and Zoom, mentioned by 83% and 79% of the respondents, respectively. WhatsApp was also the most frequently used social media, followed by Google+, YouTube and Facebook. The two least used social media were Pinterest (10%) and Instagram (15%). Smartphones (96%) and laptops (88%) were the two most used methods to access social media, while 85% of respondents accessed social media for academic purposes from their homes. The main academic purposes for which respondents used social media were learning, personal research/development, personal growth and assignments. The practical implications of these findings are that students may find it difficult to cope with the disruption to their studies brought about by the global pandemic (COVID-19) as well as take full advantage of using social media for academic purposes to enhance their academic performance. Being unable to do so could have a negative effect on students’ success rate especially postgraduate students at UKZN.
... Several researchers have studied informal learning from the individual perspective, not on the acceptance of technology such as OSN to aid informal learning (Madjar and Cohen-Malayev 2013;Merriam et al. 2012;Romi and Schmida 2009;Misko 2008). Therefore, there is a need to investigate the factors that influence the acceptance of OSN for informal learning (Manasijević et al. 2016;Sharma et al. 2016;Sánchez et al. 2014;Lei et al. 2012;Alloway and Alloway 2012). Besides, while there are many OSN models, there is a lack of models that explain the acceptance of OSN for informal learning by academic researchers in higher education. ...
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Currently, online social networks (OSN) have become active collaborative learning and a popular e-learning platform for sharing knowledge. Informal learning is any form of learning that occurs outside the formal curricula of higher educational institutes. There is plenty of studies on the use of OSN for formal learning; however, the use of OSN for informal learning particularly by academic researchers got limited attention. This study attempts to fill this gap in the literature. This research aims to examine the factors which motivate academic researchers to accept OSN as a platform for informal learning. Also, a technology, interactivity, individuality, and behavior (TIIB) model is proposed based on feedback from academic researchers from research universities. To achieve this aim, a quantitative study based on the theory of constructivism and technology acceptance model 3 (TAM3) is done. With 786 valid questionnaires received, the proposed model is tested and statistically evaluated using partial least squares structural equation modelling (PLS-SEM) technique. The study results showed that collaborative, interactive, communication, quality of information, and subjective norms are the major factors of the behavioral intention of academic researchers to use OSN for informal learning. The study suggests instructional recommendations containing important technological, individual, and interactive features that could be considered by practitioners to encourage the acceptance of OSN for informal learning. The results of this research guide OSN for informal learning education providers in terms of developing an effective platform for academic researchers.
... Another main factor is to share information as Facebook provides great opportunity to share information by the form of images, videos, audios, text etc. As a significant part of socialization, it is indeed beneficial to keep updated on activities and scenarios taking place around and what is happening on others lives who are surrounded [26]. All these purposes along with the purpose of use of Facebook as it is a Day-to-day activity that most of the users adicted to. ...
Article
The use of Facebook as a prominent social media has become critical along with its features, as the Covid 19 pandemic taken control over Sri Lanka limping the health, economy, education, mentality, day-to-day activities, etc. Continuous education via online platforms is now an established concept all over the world. Sri Lanka also follows online education procedures and along with online platforms, social media plays a collaborative role. The objective of the study is to identify the undergraduates' behavior towards social media, technology, and their use of Facebook in educational activities. The study examines the purpose, and attitudes on the benefits of Facebook from 150 undergraduates of the University of Kelaniya, Sri Lanka. The data was collected by using Google forms where Descriptive Analysis, Structural Equation Modelling (SEM), and Confirmatory Factor Analysis (CFA) used to model data by using IBM SPSS Statistics, and AMOS as tools to analyze data. The hypothesized SEM validated the latent structure and theory which the conclusions may support in further actions on distance education using social media as well.
... Studies are carried out to ensure that these practices give positive results in the field of education. With some reviews, it has been revealed that social networks can be used as practical tools in education (Arteaga Sánchez, Cortijo, & Javed, 2014;Cain & Policastri, 2011;Norman, Nordin, Din, Ally, & Dogan, 2015). ...
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Smartphones are among the most used devices. Considering the high rate of usage by university students, these devices' intended usage is a matter of curiosity. The purpose of this study is to determine the smartphones usage duration and purpose of using for university students. The study was carried out with a qualitative design. In the first stage of the study, smartphones' usage duration were obtained from 29 participants via a smartphone application. Considering these data, in the second stage, data were collected from seven participants via semi-structured interview form. Among the study results, it was determined that smartphones and smartphone applications were used extensively. Although this intensive usage causes on students' physical problems, there is no change in use intensity. According to the results, it was determined that the level of use of smartphones for following the educational processes or for improving learning is in the last place. Besides, problems were identified in students' participation in learning processes and focusing on lessons. The most used application types are messaging, social networks, video watching and editing, and game applications. Among the study's suggestions, reducing students' intensively usage and guiding students for using smartphone applications that support learning processes are stated.
... Overall, this study supports Ellison et al.'s [166] argument that indeed students are further integrated into university life by using social media. It is also in accordance with Gray et al.'s [167] study which claimed that social media could empower the connections in the university community and with Sanchez et al.'s [168] vision that social media promotes high levels of team working and cooperation. ...
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The COVID-19 pandemic led universities to transform the traditional teaching methodologies into distance education. Therefore, social media has become progressively prominent as teaching and learning resources in universities. Several studies have been conducted for the development of social media as a learning tool. However, there is limited empirical evidence supporting this claim. The present study bridges the gap in the literature concerning the value of the use of social media in higher education. This research seeks to examine the impact of the use of social media in (a) enhancing teaching and learning in universities, (b) motivating and supporting students and (c) developing community connection. A qualitative methodology was adopted. Specifically, in-depth interviews were conducted to assess the effectiveness of social media on students learning in higher education. The results showed that the use of social media by higher educational institutions positively impacts the educational process by (a) promoting teaching and learning, (b) motivating students to be active participants, and (c) establishing connections in the university community. Some obstacles in the teaching and learning process were also identified. Future areas of research are proposed.
... Users on social media are more interested in a service if they can experience it in a more immersive environment (Rauniar et al., 2014). People who love using a web system have a positive perspective of their interactions with it, according to Moon and Kim (2001), and are thus more inclined to utilize it to increase their collaborative learning (Sa'nch et al., 2014). However, when compared to other external factors, perceived enjoyment as an external factor in the context of student learning has not been frequently detected in previous TAM investigations. ...
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The study’s major goal was to figure out what factors impact university students’ behavior and intentions to use social media to boost their academic performance during the COVID-19 Pandemic. Given the context-dependent nature of online learning, the Technology Acceptance Model (TAM) was adopted and supplemented with components largely relevant to harnessing social media for collaborative learning and engagement. Collaborative learning, student participation, and a social media mindset are just a few of the new features. The enlarged model was validated using empirical data from an online survey questionnaire filled by a sample of 409 Saudi Arabia higher education students, which assesses students’ social media usage intentions and academic performance during the COVID-19 Pandemic. AMOS-SEM was used to analyze the model’s various assumptions (Analysis of Moment Structures- Structural Equation Modeling). The findings revealed that: (1) utilizing social media for collaborative learning and student engagement has a direct positive impact on perceived usefulness, ease of use, and enjoyment; (2) perceived usefulness, ease of use, and enjoyment has a direct positive impact on attitude to use social media; and (3) the link between TAM characteristics “usefulness, ease of use, and pleasure” and behavior intention to use social media is mediated by attitude to use social media. (4) Students’ attitudes and behavior intentions on social media have a direct positive influence on their academic performance during the COVID-19 Pandemic. Academics, higher education institutions, and educational technology application providers will benefit greatly from the conclusions of this study, both theoretically and practically.
... Also, SNS is helpful to both instructors and students if it is used as a proper instrument of knowledge construction and broadcasting (Tuckman, 1975). Sánchez et al. (2014) stated that in university, Facebook should be used as a learning resources. ...
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Nowadays, Internet, specifically Social Network Sites (SNS) has a great influence on the education system and academic life in universities. The main purpose of this study was to find out and discover instructors’ and students' attitudes towards the use of both SNS and Academic Social Network (ASN) sites in their academic life at the University of Sulaimani. In addition, the UoS_ASN site was proposed and developed as an ASN site. The development of the UoS_ASN site was formulated by the design-based research approach. Later, it was tested and used by students and instructors in the same university then students’ and instructors' attitudes and opinions were examined. The core purpose of the UoS_ASN site was to assemble instructors and students online which gave the opportunity to them to communicate and collaborate with each other, disseminate tutorials, research, and academic papers as well as help them to express their ideas and opinions. In this research, both qualitative and quantitative research methods were administered. The semi-structured interview was used to collect qualitative data with the instructors and questionnaire tools were used to collect quantitative data with the students. The participants in this research consisted of 105 students and 11 instructors. The result of the research demonstrated that instructors and students mostly have a positive attitude toward the use of SNSs and UoS_ASN. Keywords: Social Network Sites, Academic Social Network, ICT, E-learning
... Therefore, it is still vital and critical that social media impact student achievement, even more so than external and other elements (Eke &Odoh, 2014). Sánchez et al. (2014) recommended that institutions adopt Facebook as a teaching tool. Teachers and students should also use social networking sites like Facebook to communicate, collaborate, and participate in the educational process. ...
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In recent years, the usage of social network websites has become popular because of the extreme development of technology and massive use by users. Consequently, the public has transformed into an enormous user of social network websites. At present, the Internet, precisely Social Network Site (SNS), has a prodigious effect on the university academic life and education system. The crucial point behind implementing this research was to realize and explain the students' educational outcomes that engage in social networking sites for the majority of their time as well as to learn about students' perspectives regarding the usage of technology in their academic lives at the university level then students' opinions were examined. The quantitative research methods were managed in this study, and questionnaires were administered to accumulate quantitative data with students. The research participants comprised 105 students in the computer science department-university of Sulaimani in the north of Iraq. This research has exposed that most students positively think about social network sites that spend most of their time on it daily. They use it for academic purposes to share and generate new ideas related to their studies. On the other hand, they use it for having fun and entertainment with their friends.
... It conforms to other studies (e.g. Arshad & Akram, 2018, Mazman & Usluel, 2010Sánchez et al., 2014), and is also consistent with the constructivist theory of Vygotsky (1978). ...
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This paper investigated the intention of social media adoption among undergraduate students in business schools during 2020. A purposive sampling technique was used to collect data from 200 undergraduate students in the Kathmandu Valley using self-administered questionnaires. Data were analyzed by applying Partial Least Squares-Structural Equation Modeling (PLS-SEM). This research paper found a significant positive influence of resource sharing on behavior intention of social media adoption. The hypothesis showed that perceived ease of use partially mediated the relationship between collaboration and behavior of educational use of social media. However, the research found no significant influence of perceived ease of use, and perceived usefulness on behavior intention of social media adoption. Using the findings of this paper, the research paper discussed the theoretical and practical implications for researchers and educators. The paper incorporates resource sharing and collaboration variables to the existing TAM framework.
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Der vorliegende Beitrag geht der Fragestellung nach, wie sich die Mediennutzung Studierender in verschiedenen formalen und informellen Kontexten konstituiert. Studentisches Medienhandeln wird hinsichtlich der kontextuellen Dimensionen Zeit, Sozialität und Situation beleuchtet, um Auswirkungen der Kontextbedingungen auf die Mediennutzung zu veranschaulichen und daraus resultierende studentische Praktiken herauszuarbeiten.
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The Architecture, Engineering and Construction (AEC) industry is known to be slow in technology adoption. Higher education is an industry that well-placed to assist the AEC industry to move towards digital transformation. Given the popularity of Facebook among generations Y (ages 28–42 years old) and Z (ages 13–27 years old), Facebook could be an innovative learning and teaching platform in higher education. Although research on Facebook usage has been studied extensively in the past, users’ behaviour tends to evolve with the emergence of new social media and new features. Hence, this study aims to explore the current state of Facebook usage among civil engineering undergraduate students. Data was collected through a questionnaire survey. Results of questionnaire discovered that Facebook usage among civil engineering students could be categorized into four groups, namely: ‘Fulfill basic needs of psychological health’, ‘Personal enhancement/life long learning’, ‘Maintaining social connectivity’ and ‘Engaging for academic achievement’. In conclusion, Facebook is a viable and preferable choice of a learning and teaching platform among younger generations. Educators can consider exploring further the benefits and limitations of using Facebook in improving students’ learning experience and collaborative skills in civil engineering programme in the digitalization era.
This study investigated the factors that influence Ghanaian entrepreneurs to adopt e-commerce. Cross-sectional data was gathered from 520 entrepreneurs in the most populous and industrious regions in Ghana. The unified theory of acceptance and use of technology (UTAUT) was employed to effectively understand the unexplored phenomenon of e-commerce adoption among Ghanaian entrepreneurs. Partial Least Square-Structural Equation Modeling (PLS-SEM) was used to test the hypothesized relationships. The findings indicate that performance expectancy, effort expectancy, and social influence (SI) positively and significantly influenced the behavioral intention (BI) to adopt e-commerce. Facilitating conditions (FC) and BI had a significant positive relationship with the adoption of e-commerce.
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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.
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The study attempts to determine whether or not Facebook is an environment suiting the Community of Inquiry Framework by investigating the cognitive, social, and teaching presence perceptions of students in Facebook groups and to examine the impact of group size on the CoI model. Additionally, whether or not these three types of presences predicted academic success and motivation were investigated. The data were analyzed through logistic regression analysis, independent samples t-test and the Pearson correlation coefficient. The study was conducted in a blended course, where Facebook was utilized for online discussions. The study revealed that the relation between cognitive, social, and teaching presences was significant and at a high-level. The high correlation determined among the social, cognitive, and teaching presence perceptions of students in learning communities created on Facebook leads to the consideration that Facebook is a suitable online environment for the COI framework. It is understandable, that all presence perceptions are higher in smaller groups when group impacts are investigated. Other conclusions derived from the study are that academic success was only predicted by cognitive presence and motivation was predicted by both cognitive and teaching presences. Key words: academic success, cognitive presence, Facebook, motivation, social presence, teaching presence.
Purpose This study aims to determine the effect of online social networks on university students’ environmentally responsible behavior (ERB). This research aimed to develop and test a behavioral model in the context of online social networks, where students’ attitudes, knowledge and behavior influence their ERB. Design/methodology/approach This study used a quasi-experiment with a pretest-posttest design and a random parallelization control group. The research used a questionnaire to assess ERB, environmental attitudes and environmental knowledge. The researcher randomly assigned 120 students to an experimental and a control group of equal size. Both groups initially completed a pretest. The experimental group was trained in environmental issues over four months (an academic semester) via an online social network. Findings The findings indicated that the social network had a significant effect on motivating ERB. Additionally, it improved environmental attitudes. According to the results, online social networks such as Facebook can significantly aid in teaching and learning environmental issues in formal academic settings. Originality/value Online social networks facilitated significant cognitive progress in environmental education. The primary objective is to educate students about ERB.
Thesis
This qualitative study explored the use of mobile-based social media technologies in the library services at the Federal University Lafia, North Central Nigeria. The purpose was to understand the academic information-seeking behaviour of the student library users while using mobile-based social media and other mobile-based technologies. A further purpose was to identify some of the barriers the students encountered when seeking information. Meyer’s (2016) information behaviour model provided the conceptual framework for the study. For this reason, the literature review and the empirical data were structured according to the six major information behaviour components identified in the model. These are information, user, context, technology, information needs, and information activities. Meyer’s model recognises technology as an important enabler of information behaviour. After clarifying these concepts, the discussion explored mobile technologies and mobile applications to acquire an understanding of these technologies and applications and the way in which they could be employed by a library to enhance its services. After that, the literature review focused on the way in which mobile technologies and social media are employed by users (especially students) to seek information that is supportive of their information needs. In this discussion, the influence the interplay between context and the users’ cognitive, affective and sensorimotor structures have on the users’ information needs and seeking behaviour was explored. The study used a descriptive qualitative phenomenology research design to gain insight into participating students’ experiences using mobile-based social media technologies as a phenomenon. A total of 21 undergraduate students who were in their second to fourth year of study were interviewed using semi-structured interviews. The findings revealed that the use of mobile-based social media in information-seeking is affected by the participants’ cognitive and affective structures which shaped their attitudes towards information sources and the way in which they use them. In addition, certain personal and environmental barriers seem to affect the participants’ information-seeking activities. In order to get access to information that would satisfy their information needs, the participants relied on online social media groups. The use of Meyer’s information behaviour model enabled an understanding of the reasons why students use mobile technologies and social media when seeking academic information and the means they employ to deal with their academic task-related information needs when they lack the necessary knowledge and skills to seek information in the library. This understanding enabled the researcher to graphically illustrate the participating students’ information-seeking behaviour while using mobile technologies and social media. Some recommendations could also be made to improve the library’s services. These include the aggressive promotion of library services and information resources to users with frequently conducted user surveys. Such surveys would support the library management in keeping abreast with their users’ information needs and would guide the development of a reliable environment that is conducive to users’ information-seeking activities which are focused on satisfying their information needs.
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This qualitative study explores the performance of teacher agency amidst national financial and professional deficits in education and sheds light on the growing utilization of Instagram in elementary school contexts. To better understand teachers’ use of this social media platform, we examined the Instagram accounts of 12 highly popular and influential pre-K–6 teachers (i.e., teacher influencers). Data sources comprised over 600 visual and textual posts, which included images, captions, hashtags, and emojis, produced over 3 months in the spring of 2019. Using qualitative coding procedures that were recursive and emphasized the emergent nature of interpretation through a critical literacies framework, we documented the neoliberal teachers’ use of Instagram as a method of participation in a virtual community of practice and as a way to produce, commodify, and possibly profit from posts presented as curricula. Findings suggest that teacher influencers primarily used Instagram as a form of commodification and commerce, as educational content was promoted to users as well as methods of purchase via personal websites, Teachers Pay Teachers and other digital stores. Overall, the teacher influencers’ Instagram use revealed a convergence of complex and multiple discourses involving curriculum, racialized and/or gendered identities, and neoliberal production.
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This research seeks through empirical testing to confirm the relationship between the sense of belonging to a company or institution and the likelihood of repurchasing. With this end in mind, we consider the context of Higher Education (HE), looking for the variables which may influence the repurchase intention, that is the returning to the same college, university, or business school where a student had previously studied. Our study has been carried out with more than 350 responses obtained from the alumni of three small and medium-sized institutions in Spain, the United States of America, and Colombia. The questionnaire designed for this study included questions regarding quality and value perceived as well as student satisfaction, in addition to questions referring to sense of belonging and repurchase intention. Moreover, a sequence of moderator and mediator variables, such as demographic and social variables, have been included in the study. In order to model these relationships, we apply the partial least square (PLS) method using SmartPLS software. The applied model takes into consideration reflective indicators for each variable. The results obtained allow us to affirm that the pride or sense of belonging felt by the alumni can be a good predictor of the repurchase intention (returning to the HE Institution) and, therefore, these results allow us to propose this variable as a useful tool for marketing in the future. The final objective of this research is to enable the managers of HE institutions to focus on the development of strategies which would increase the sense of belonging in the alumni.
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En los últimos años, la red social Facebook ha sido la más utilizada en el ámbito educativo. Bajo esta realidad, el presente trabajo se enmarca en conocer la percepción del estudiantado sobre el uso del Facebook como una herramienta de enseñanza y comunicación educativa entre estudiante-estudiante, docente-estudiante. Para ello, se creó un grupo cerrado de Facebook en la materia Prácticum 3 de la carrera en Gestión Ambiental que se dicta en la Modalidad de Estudios a Distancia de la Universidad Técnica Particular de Loja – Ecuador. Posterior al trabajo realizado en la red social, se generó y aplicó un cuestionario de 15 ítems a los estudiantes. Los alumnos percibieron de un modo positivo el uso del Facebook para mejorar procesos comunicativos durante el desarrollo de la materia, existiendo valoraciones positivas entre las variables analizadas. Para la mayoría de los estudiantes, el Facebook permitió mayor facilidad de interacción, prefiriendo así, el uso de esta herramienta social a la plataforma educativa usada en la universidad. Los resultados evidenciaron que, el Facebook puede ser un recurso educativo de apoyo directo en los procesos comunicativos en la Modalidad de Estudios a Distancia, donde, uno de los puntos de inflexión ha sido la comunicación entre los autores del proceso educativo.
Article
Social media has been increasingly utilized by many instructors and students for personal and educational use in higher education. Therefore, this study aims to examine whether and how utilization and usage of social media applications as instructional networking platforms affect use outcomes. This study proposes a research model for assessing the potential use outcomes of social media by conceptualizing three-dimensional factors that capture use outcomes, namely perceived satisfaction, perceived academic performance, and perceived impact on learning. The study collected survey data from 95 undergraduate students from a state college in Palestine reflecting their personal experience on using social media as an educational tool. Partial least square approach using structural equation modelling technique (PLS-SEM) was used for data analysis and research model testing. The results indicate that utilization and educational usage of social media have a positive impact on learning, enhance students’ perception of performance, and produce greater learning satisfaction. This study contributes to the growing body of literature by verifying the benefits of using social media as an educational tool and, in particular, Facebook groups created for educational purposes. Furthermore, this study offers insights into the predictive capabilities of PLS-SEM in the assessment of reflective-formative constructs of the higher-order model.
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Blended learning has recently gained popularity because of technological advancements. Both teachers and students now have more convenient and customized access to educational resources i.e., learning management systems (LMS), online libraries, and digital media. Outside of the classroom, learning can be ensured at any place and time. While today's children have no reservations about using technology for social and recreational purposes, it would be beneficial to learn whether they can also utilize it for educational purposes. Digital literacy is necessary for properly utilizing technology for learning. Digital literacy for learning encompasses knowledge of technology, information management, critical thinking, and appropriate online behaviour. Is digital literacy necessary for students to learn well in a unified classroom environment? It was the question to be addressed in this detailed survey. The data was acquired from students engaged in a blended learning programme at an institution and analysed using partial least squares. The conceptualization of digital literacy indicated a significant association with effective learning. Students must be digitally literate to excel in a blended learning system, as demonstrated by this research.
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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.
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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.
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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.
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This publication contains reprint articles for which IEEE does not hold copyright. Full text is not available on IEEE Xplore for these articles.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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”.
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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.)