Use of Social Media across Different Generations in Higher Education in a Developing Country

2014 ◽  
pp. 42-55
Author(s):  
Ilknur Celik ◽  
Cyril Schoreels
Keyword(s):  
Higher Education ◽  
Social Media ◽  
Developing Country ◽  
Use Of Social Media

scholarly journals Educational Use of Social Media: A Teaching Experience Based on the Higher Education Students' Perception

2015 ◽  
pp. 155-160
Author(s):  
Miguel Ángel Herrera Batista ◽  
María Aguirre Tamez ◽  
Emilio Martínez de Velasco y Arellano
Keyword(s):  
Higher Education ◽  
Social Media ◽  
Teaching Experience ◽  
Education Students ◽  
Use Of Social Media

scholarly journals Unwaged Posts in UK Universities: Controversies and Campaigns

2015 ◽  
Vol 13 (2) ◽  
pp. 533-553 ◽  
Author(s):  
Kirsten Forkert ◽  
Ana Lopes
Keyword(s):  
Higher Education ◽  
Social Media ◽  
Trade Unions ◽  
Creative Industries ◽  
Early Career ◽  
Higher Education System ◽  
Use Of Social Media ◽  
The Uk ◽  
The University ◽  
Uk Higher Education

This article examines unwaged posts at UK universities, using recent examples of advertised job posts. While unpaid work is common in the UK higher education system, unwaged posts are not. The posts under scrutiny in this article differ from traditional honorary titles as they target early career academics, who are unlikely to have a paid position elsewhere, rather than established scholars. The article contextualizes the appearance of these posts in a climate of increasing marketization of higher education, entrenching managerialism in higher education institutions, and the casualization of academic work. We also discuss resistance to the posts, arguing that the controversy surrounding unpaid internships in the creative industries created a receptive environment for resisting unwaged posts in academia. We analyze the campaigns that were fought against the advertisement of the posts, mostly through social media and the University and College Union. We explore the tactics used and discuss the advantages and limitations of the use of social media, as well as the role of trade unions in the campaigns against these posts, and we reflect on what future campaigns can learn from these experiences.

Factors influencing the intention to use social media for work-related purposes at a South African higher education institution

2017 ◽  
Vol 1 (2) ◽  
Author(s):  
Liezel Cilliers ◽  
Willie T. Chinyamurindi ◽  
Kim Viljoen
Keyword(s):  
Higher Education ◽  
Social Media ◽  
South African ◽  
Education Institution ◽  
Behavioural Intention ◽  
Intention To Use ◽  
Higher Education Institution ◽  
Media Usage ◽  
Work Related ◽  
Use Of Social Media

Orientation: The rapid development of information communication technology (ICT) has changed much of contemporary society. ICT’s influence extends to the working context with ramifications not only for employees but also for the entire organisation.Research purpose: The primary purpose of this research was to investigate the behavioural intention of a sample of employees at a traditional higher education institution to make use of social media within the workplace.Motivation for the study: Social media has become a common tool within society for communication and networking purposes. An understanding of the factors that influence behavioural intention to use social media within the workplace can assist the organisation to better manage social media usage within the workplace.Research design, approach and method: The research adopted the positivism paradigm with a quantitative research approach. The data were analysed making use of exploratory factor analysis and multiple regression analysis. A traditional higher education institution was chosen as the research site for the study, relying on a convenience sample (n = 134) and data gathered using the work-related social media scale and behavioural intention to use scale.Main findings: Although most employees make use of social media for problem-solving and communication purposes already in the workplace, organisations should allow their employees to help manage their reputation on social media.Practical and managerial implications: An understanding of the factors that influence behavioural intention to use social media within the workplace can serve as a useful precursor for both employee and organisational-specific interventions. This study has specific relevance to the use of ICT platforms, such as social media, in traditional higher education institutions in South Africa. The study’s results are therefore useful to both employees as end-users and managers as drivers of such interventions in the workplace.Contribution: This study is one of the first within a South African work context to investigate social media usage in a traditional higher education institution and proposes a workplace social media usage framework (WSMUF) that helps not only employees but also the entire organisation to predict intention to use social media in the workplace.

Students’ Privacy Concerns on the Use of Social Media in Higher Education

2014 ◽  
pp. 54-75 ◽  
Author(s):  
Laura Aymerich-Franch ◽  
Maddalena Fedele
Keyword(s):  
Higher Education ◽  
Social Networks ◽  
Social Media ◽  
Undergraduate Students ◽  
Educational Institutions ◽  
Privacy Concerns ◽  
Use Of Social Media ◽  
The University ◽  
Video Calling ◽  
Correct Implementation

Social media is principally used by students in the private sphere. However, its implementation for educational purposes in higher education is rapidly expanding. This chapter looks into undergraduate students’ perceptions of using social media in the university context. In particular, it examines students’ privacy concerns regarding faculty use of social networks to support classroom work and video calling or online chats to meet for work discussion. Two-hundred-forty-four undergraduate students completed a survey and four focus groups were carried out. The results reveal that although students generally accept using social media in the instructional arena, privacy concerns can easily emerge. Educational institutions are encouraged to take these concerns seriously. Using applications specifically created for learning purposes and developing some guidelines for a correct implementation of these resources for the faculty to follow might contribute to alleviate these concerns.

How Social Media Tools are used in Research

2015 ◽  
pp. 830-850
Author(s):  
Anabela Mesquita ◽  
Ana Ramalho Correia ◽  
Diana Aguiar Vieira
Keyword(s):  
Higher Education ◽  
Social Media ◽  
Education Institution ◽  
Time And Space ◽  
Higher Education Institution ◽  
Social Media Tools ◽  
Use Of Social Media ◽  
Reasons For Use

Social media tools are being widely used. Every day we witness new tools appearing or new features being added to already existing tools. Their characteristics allow us to communicate and collaborate without time and space constraints. Moreover, they also help us in the development and creation of new content as well as in the sharing and publishing of it. Since they are so popular, can it be that researchers are also using them in the research workflow process? If they use them, what are the most commonly used tools and their reasons for use? These are some of the questions addressed in this chapter. The authors analyse responses given by a higher education institution to a questionnaire on the use of social media tools. These findings contribute to a greater understanding of the importance of these tools for research purposes.

Social Media in Tertiary Education

2018 ◽  
pp. 1-19
Author(s):  
Ann M. Simpson
Keyword(s):  
Higher Education ◽  
Social Media ◽  
Media Use ◽  
Tertiary Education ◽  
Social Media Use ◽  
Privacy Concerns ◽  
Educational Environments ◽  
Constant State ◽  
Use Of Social Media ◽  
Media Applications

Social media use is prevalent throughout the world and is now commonplace in higher education. The devices, support technologies, and social media applications used in higher education are in a constant state of change. Using social media in education creates new and sometimes challenging issues for institutions, instructors, and students. This chapter attempts to address some of the considerations and potential issues that impact our use of social media in the higher education classroom. It examines social media as an educational tool in higher education, possible pedagogies for social media use, potential educational contexts, and privacy concerns raised by social media use in educational environments. This chapter also provides a possible definition for social media and introduces some themes that will be explored in further detail in the following chapters.

Web 2.0 Technologies and Marketing

2017 ◽  
pp. 733-755
Author(s):  
Dora Simões ◽  
Sandra Filipe
Keyword(s):  
Higher Education ◽  
Social Media ◽  
Web 2.0 ◽  
Social Media Marketing ◽  
Statistical Techniques ◽  
Brand Knowledge ◽  
Media Type ◽  
Use Of Social Media ◽  
Portuguese Higher Education

This chapter reports on the use of social media marketing by pre-adults, setting off from a case study of pre-adults of different courses at a Portuguese higher education school. Data were collected through a questionnaire available online and analyzed with descriptive statistical techniques. Based on the pointed outlines, the aim is to evaluate longitudinally the types of social media used by pre-adults, the contexts in which they use each social media type, their opinions about the intentions of social media marketing and the influences of social media marketing on their brand knowledge, attitude and behaviour. Tendencies around concepts, tools and levels of attraction by the audiences, with focus on relationship marketing in the 2.0 era are revisited. Furthermore, the chapter presents the perception of pre-adults about social media marketing, and contributes with critical information that might help cast light over recent theories and practices of social media marketing.

Investigating the Effects of Social Media on Higher Education with a Case Study

2020 ◽  
Vol 19 (01) ◽  
pp. 2040023 ◽  
Author(s):  
Mamoun Masoud Abdulqader ◽  
Yousof Zohair Almunsour
Keyword(s):  
Higher Education ◽  
Social Media ◽  
Teaching And Learning ◽  
Faculty Members ◽  
The Other ◽  
Media In Education ◽  
Social Media Platforms ◽  
Use Of Social Media ◽  
Teaching Learning

This research aims to investigate the effects of social media use on higher education teaching and learning as well as the students’ academic performance. A total of 275 students and faculty members from the College of Computer Science and Information Technology at Imam Abdulrahman Bin Faisal University took part in the study. The participants answered survey questions to analyse information on their use of social media in education and how that has affected their teaching, learning and grades. A majority of the participants reported that they used social media in training. However, they also stated that social media platforms were beneficial in academic matters. The number of participants who stated that the use of social media in learning helped improve their grades was 43%. The other 57% thought that social media had no impact on their grades or had an adverse effect or were undecided.

How Web 3.0 Tourism Students See the 1.0 Higher Education System

2020 ◽  
pp. 252-268
Author(s):  
José Alexandre Martins ◽  
Romeu Lopes ◽  
Vitor Roque
Keyword(s):  
Higher Education ◽  
Social Networks ◽  
Social Media ◽  
Education System ◽  
Cultural Resistance ◽  
Higher Education System ◽  
Web 3.0 ◽  
Challenges And Opportunities ◽  
Use Of Social Media ◽  
Portuguese Higher Education

Social media does not seem to easily fit in the higher education system. The Web 3.0 students use social networks on a daily basis, however, 1.0 higher education institutions are not taking advantage of these tools. There are some institutional constraints, pedagogical issues, and cultural resistance for its adoption. A survey directed to Portuguese Higher Education students was held, aiming to identify social networks' use either in a personal and academic context. Results show that social networks are under-exploited in the teaching-learning process, both by students and also their teachers. They are both aware of the platforms and applications but are rarely used for an academic purpose. The study raises important issues and gives practical examples for effective use of social media in education. In order to address these challenges and opportunities wisely, it is necessary an effective engagement in social media by students, professors, and all the academic staff.

scholarly journals Uses and Gratifications factors for social media use in teaching: Instructors’ perspectives

2016 ◽  
Vol 20 (2) ◽  
pp. 475-494 ◽  
Author(s):  
Anatoliy Gruzd ◽  
Caroline Haythornthwaite ◽  
Drew Paulin ◽  
Sarah Gilbert ◽  
Marc Esteve del Valle
Keyword(s):  
Higher Education ◽  
Social Media ◽  
Uses And Gratifications ◽  
Media Use ◽  
Resource Discovery ◽  
Learning Theories ◽  
Online Questionnaire ◽  
Social Media Use ◽  
Education Data ◽  
Use Of Social Media

This research was motivated by an interest in understanding how social media are applied in teaching in higher education. Data were collected using an online questionnaire, completed by 333 instructors in higher education, that asked about general social media use and specific use in teaching. Education and learning theories suggest three potential reasons for instructors to use social media in their teaching: (1) exposing students to practices, (2) extending the range of the learning environment, and (3) promoting learning through social interaction and collaboration. Answers to open-ended questions about how social media were used in teaching, and results of a factor analysis of coded results, revealed six distinct factors that align with these reasons for use: (1) facilitating student engagement, (2) instructor’s organization for teaching, (3) engagement with outside resources, (4) enhancing student attention to content, (5) building communities of practice, and (6) resource discovery. These factors accord with a Uses and Gratifications perspective that depicts adopters as active media users choosing and shaping media use to meet their own needs. Results provide a more comprehensive picture of social media use than found in previous work, encompassing not only the array of media used but also the range of purposes associated with use of social media in contemporary teaching initiatives.

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