Learning Through Social Media: Facebook as a Collaborative and Experiential Pedagogical Tool

2021 ◽  
pp. 221-247
Author(s):  
Kumaran Rajaram
Keyword(s):  
Social Media ◽  
Pedagogical Tool

scholarly journals Is Twitter a Pedagogical Tool in Higher Education? Perspectives of Education Graduate Students

2015 ◽  
pp. 83-102 ◽  
Author(s):  
Krishna Bista
Keyword(s):  
Higher Education ◽  
Social Media ◽  
Graduate Students ◽  
Learning Experience ◽  
Text Book ◽  
Pedagogical Tool ◽  
Academic Activities ◽  
To Receive

This study presents the perspectives of education graduate students of using Twitter as a pedagogical tool for 15 weeks as a required social media activity in class. The results indicated that each course participants reported a positive learning experience of using Twitter. Although this was their first experience with Twitter, participants reported that Twitter provided space and opportunities to engage in academic activities as a new pedagogical tool. Participants reported they used Twitter to receive immediate and frequent course information, ask questions to the mentor, update course assignment, and to share helpful information from outside the text book to their fellow classmates and mentor.  This study also highlights suggestions and implication of Twitter in personal and professional developments. 

Social Media in Education

2018 ◽  
pp. 218-239
Author(s):  
Dena F. Rezaei ◽  
Nicola L. Ritter
Keyword(s):  
Professional Development ◽  
Social Media ◽  
Best Practices ◽  
Affective Learning ◽  
Educational Environment ◽  
Community Of Learners ◽  
Pedagogical Tool ◽  
Instructional Design Process ◽  
Individual Use ◽  
Creativity And Innovation

Although social media is prevalent among individual use, instructors and students have not fully embraced social media as tool for the classroom. The focus of the chapter is to identify and identify ways in which social media, as a complementary pedagogical tool to traditional techniques, contributes to create an innovative, collaborative educational environment for students. Different categories and themes, as well as best practices have been identified as the ways of improving students' learning as a result of utilizing social media. Social media helps students in their learning through facilitating active learning, promoting affective learning outcomes, inspiring creativity and innovation, supporting team-based work, and creating a community of learners. Social media enhances professional development and increases performance and grades. Finally, the authors identify best practices for implementing social media in educational setting during the different phases of instructional design process.

From the Physical to the Social: Twitter as a Pedagogical Innovation in the Sport Communication and Sport Management Classroom

2015 ◽  
Vol 9 (2) ◽  
pp. 124-131 ◽  
Author(s):  
Jimmy Sanderson ◽  
Blair Browning
Keyword(s):  
College Students ◽  
Social Media ◽  
Sport Management ◽  
Pedagogical Innovation ◽  
Pedagogical Tool ◽  
Sport Communication ◽  
The Social ◽  
Sport Industry

This essay discusses how Twitter can be used as a pedagogical tool for sport communication and sport management courses. Given the prevalence with which Twitter has penetrated the sport industry and the frequency with which college students use social media, Twitter is a complementary and viable classroom component. The essay provides ways in which Twitter can be used for formal assignments in the sport communication and sport management classroom. The essay concludes by discussing some challenges to using Twitter in the classroom, describing strategies for overcoming these barriers, and encouraging sport communication and sport management educators to embrace the culture of convergence that Twitter affords. The appendix offers detailed guidelines for the assignments discussed in the essay.

scholarly journals Appraising the Ingredients of the Interpreter/Researcher Relationship

2018 ◽  
Vol 2 (4) ◽  
pp. 53-69 ◽  
Author(s):  
Supriya Baily
Keyword(s):  
Social Media ◽  
Teacher Education ◽  
Student Teachers ◽  
Classroom Practices ◽  
Pedagogical Tool ◽  
Democratic Culture ◽  
Reference Framework ◽  
Digital World ◽  
Democratic Engagement ◽  
Use Of Social Media

In this study, we address how student teachers can facilitate democratic engagement in school. The demo-cratic engagement is seen through the lenses of an increasingly digital world through which both teachers and children live in. 42 third-year student teachers systematically prepared to use social media as an illus-trative pedagogical tool in their practice placement period. By using the notions of “thin” and “thick” de-mocracy, we are analyzing student teachers’ understanding of democracy and democratic engagement. Our findings suggest that the students view democracy in a thin way, and this lack of democratic competence may influence their classroom practices as future teachers. The Council of Europe’s Reference Framework of Competences for Democratic Culture was used to analyse the student teachers’ competence to connect the use of social media as a digital and pedagogical tool in promoting democratic engagement. The findings disclose that students vary in their capacity to make use of social media when promoting democratic en-gagement. In our closing discussion, we argue that these results, primarily, pose serious challenges for teacher education.

scholarly journals Exploring the ethical dilemmas of afro-centric social media use through agent-based modeling: A review

2021 ◽  
Vol 62 (1) ◽  
pp. 83-93
Author(s):  
C. H. Nwokoye ◽  
I. I. Umeh ◽  
I. J. Odo
Keyword(s):  
Social Media ◽  
Operations Research ◽  
Ethical Decision Making ◽  
Ethical Dilemmas ◽  
Agent Based Modeling ◽  
X Rays ◽  
Pedagogical Tool ◽  
Agent Based ◽  
Ethical Concerns ◽  
Pros And Cons

Social media (SM) has become indispensable for individuals and workplaces/organizations in Africa and beyond. Therein, ethical concerns are posed due to the inability to create virtual boundaries (VM), the intractability of guidelines for managers and other unintended risks/con­sequences. Operations research was used for modeling ethical concerns but have been defeated due to reasons of several ethical values and various assessment criteria for stakeholders. Conse­quently, this review paper initially x-rays the import of ethical dilemmas in older studies so as to conceive a strategy characterized by engaging stakeholders that utilize SM via Agent-Based Modeling (ABM), in such a manner that ethics can be evaluated. Additionally, it presented the rudiments of social media ABM explorations and the peculiarities of Africa. Finally, the review provided a suitable methodology and sheds light on the possible challenges of ABM implementation. Besides the benefit of increased patronage, the agent technology may also constitute a pedagogical tool for learning ethical behavior. Moreover, it is our hope that with the involvement of experts of related disciplines in Africa, attendant theories are formalized and used for building agent models that allows ethical decision making, weighing of pros and cons, analyzing differences and dimensions inherent in VM creation.

Learning and Teaching as Communicative Actions

2013 ◽  
pp. 193-213 ◽  
Author(s):  
Scott J. Warren ◽  
Jenny S. Wakefield ◽  
Kim A. Knight ◽  
Metta Alsobrook
Keyword(s):  
Higher Education ◽  
Social Media ◽  
Technology Implementation ◽  
Online Course ◽  
Hybrid Courses ◽  
Pedagogical Tool ◽  
Learning And Teaching ◽  
Face To Face ◽  
Communicative Actions ◽  
Two Hybrid

This chapter explains how Twitter was implemented into three higher education course modality designs: two face-to-face courses in Digital Textuality, one fully online course in Global Policy, and two hybrid courses in Instructional Design II and Theory of Educational Technology Implementation, respectively. Learning and teaching as communicative actions (LTCA) theory guided the designs expanded on here. The authors sought to understand how instructors in their natural educational settings would use social media, specifically Twitter, as a pedagogical tool and aid to support their existing curriculum. Thus, the intent is to report the experiences of instructors using this tool in higher education in order to provide a clear narrative of their experiences, engage readers in critical thinking about the use and implementation of such a tool in the educational setting, and foster discussion, while also allowing the reader to draw appropriate parallels to their own contexts.

Social Media in Education

2018 ◽  
pp. 12-33
Author(s):  
Dena F. Rezaei ◽  
Nicola L. Ritter
Keyword(s):  
Professional Development ◽  
Social Media ◽  
Best Practices ◽  
Affective Learning ◽  
Educational Environment ◽  
Community Of Learners ◽  
Pedagogical Tool ◽  
Instructional Design Process ◽  
Individual Use ◽  
Creativity And Innovation

Although social media is prevalent among individual use, instructors and students have not fully embraced social media as tool for the classroom. The focus of the chapter is to identify and identify ways in which social media, as a complementary pedagogical tool to traditional techniques, contributes to create an innovative, collaborative educational environment for students. Different categories and themes, as well as best practices have been identified as the ways of improving students' learning as a result of utilizing social media. Social media helps students in their learning through facilitating active learning, promoting affective learning outcomes, inspiring creativity and innovation, supporting team-based work, and creating a community of learners. Social media enhances professional development and increases performance and grades. Finally, the authors identify best practices for implementing social media in educational setting during the different phases of instructional design process.

scholarly journals An Exploration into the Pedagogical Benefits of Using Social Media: Can Educators Incorporate Social Media into Pedagogy Successfully?

2020 ◽  
Vol 9 (2) ◽  
pp. 69-78
Author(s):  
Ryan Thomas Williams
Keyword(s):  
Social Media ◽  
Mixed Methods ◽  
Social Networking ◽  
Social Networking Sites ◽  
Educational Resources ◽  
Pedagogical Tool ◽  
Work In Progress ◽  
The World

Many social networking sites have been thought to break down traditional hierarchies in terms of society and global geography (Lewis 2017). As an example, Twitter empowers learners to engage with individuals from all over the world, often sharing educational resources for free. This ‘work in progress’ paper adopts a mixed-methods model to explore if social media can be incorporated successfully with pedagogy. In total, 431 participants took part in this study. Of those, 411 completed the survey, and 20 were subjects in the interviews. Teachers described professional reasons and social reasons why they do not use social media regularly in their pedagogy. One emerging theme is that CPD appears to be underdeveloped in this area, as teachers report that TEL training focuses on administrative uses of a product rather than pedagogical benefits. This has implications on how social media could be used as a pedagogical tool and addresses gaps in the literature in this area. This direction of social media in the classroom remains unclear, however, this study aims to offer a framework for educators when using social media strategies.

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