Social Media in Chemistry: Using a Learning Management System and Twitter To Improve Student Perceptions and Performance in Chemistry

2019 ◽  
pp. 185-208
Author(s):  
Mercy Adoma Fosu ◽  
Tanya Gupta ◽  
Semhar Michael
Keyword(s):  
Social Media ◽  
Student Perceptions ◽  
Management System ◽  
Learning Management System ◽  
Learning Management ◽  
And Performance

EXPLORING STUDENT PERCEPTIONS OF USING THE LEARNING MANAGEMENT SYSTEM AND SOCIAL MEDIA FOR BLENDED LEARNING AT A RURAL UNIVERSITY

2015 ◽  
Vol 37 (1) ◽  
pp. 68-82 ◽  
Author(s):  
P Moodley ◽  
R J Singh ◽  
J Cloete
Keyword(s):  
Social Media ◽  
Education Reform ◽  
Blended Learning ◽  
Student Perceptions ◽  
Management System ◽  
Learning Management System ◽  
Full Potential ◽  
Learning Management ◽  
Face To Face Learning ◽  
Networking Technologies

Blended learning combines the strength of face-to-face learning with e-learning, which has become the catalyst for education reform today. Unfortunately there are many obstacles that can derail this format of hybrid learning before it can reach its full potential, especially at universities where budgetary constraints inhibit the development of the information and communication infrastructure. This study seeks to capture students’ perceptions regarding web-based activities at a rural university. Purposive sampling was used to generate the sample and a combined total of 380 second- and third-year students participated in this study. Second- and third-year students were selected as it is expected that they have experienced the university learning management system and its shortcomings, and are hence in a posistion to compare the learning management system with social media platforms. The data collection instrument was a self-administered questionnaire, which was analysed using quantitative and qualitative methods. The findings indicate that students at the rural university preferred to engage in blended learning through social networking technologies, as opposed to the learning management system, which they found was mostly unavailable or inaccessible at their residences. 

scholarly journals A Development Framework for Social Media Interaction in Learning Management System

2018 ◽  
Vol 7 (2.13) ◽  
pp. 301 ◽  
Author(s):  
Kalaivani Ravisekaran ◽  
Sivakumar Ramakrishnan
Keyword(s):  
Social Media ◽  
Management System ◽  
Learning Management System ◽  
Vital Role ◽  
Technology Enhanced Learning ◽  
Ubiquitous Learning ◽  
Learning Condition ◽  
Development Framework ◽  
Media Interaction ◽  
Learning Management

Learning Management System (LMS) plays a vital role and an imprortant part in technology-enhanced learning. It presents different services to enhance the education procedure in ubiquitous learning condition. But, it is found that in existing education MS a extend range of education procedure and process are presented. But, it needs to be developed with some ubiquitous additional functionality. So the current research we proposed a struture for LMS to integrate social media services to make the LMS enrich in ubiquitous condition. This structure approves efficient social and intellectual interaction between users in ubiquitous Learning Management System environment. 

Facebook and the Societal Aspects of Formal Learning

2015 ◽  
pp. 1345-1367
Author(s):  
Carolyn Woodley ◽  
Petrina Dorrington
Keyword(s):  
Social Media ◽  
Management System ◽  
Learning Management System ◽  
Student Support ◽  
Teaching Staff ◽  
Formal Learning ◽  
Cooperative Group ◽  
Collaborative Spaces ◽  
Learning Management ◽  
Critical Consideration

An online subject used social media to provide “collaborative spaces” that were “additional and complementary” to discussion in the university's Learning Management System (LMS). Facebook and Twitter provided optional “informal spaces” in which students “talk about general issues to do with media and connect with other students in the unit.” This chapter's analysis of Facebook posts shows a cooperative group of peers providing advice on assessment and recommending useful resources. Analysis, however, reveals that, as well as supportive posts, a proportion of posts could be considered inappropriate, distracting, or even, infrequently, inflammatory. Guidelines about acceptable behaviour must be imposed by teaching staff. More importantly, optional participation in social media sites requires critical consideration. If Facebook is used as a student support space for an online subject, it should be integrated into the curriculum and have an explicit purpose; making social media sites optional alongside mandatory university-supported platforms can prove problematic.

Facebook and the Societal Aspects of Formal Learning

2014 ◽  
pp. 269-291
Author(s):  
Carolyn Woodley ◽  
Petrina Dorrington
Keyword(s):  
Social Media ◽  
Management System ◽  
Learning Management System ◽  
Student Support ◽  
Teaching Staff ◽  
Formal Learning ◽  
Cooperative Group ◽  
Collaborative Spaces ◽  
Learning Management ◽  
Critical Consideration

An online subject used social media to provide “collaborative spaces” that were “additional and complementary” to discussion in the university’s Learning Management System (LMS). Facebook and Twitter provided optional “informal spaces” in which students “talk about general issues to do with media and connect with other students in the unit.” This chapter’s analysis of Facebook posts shows a cooperative group of peers providing advice on assessment and recommending useful resources. Analysis, however, reveals that, as well as supportive posts, a proportion of posts could be considered inappropriate, distracting, or even, infrequently, inflammatory. Guidelines about acceptable behaviour must be imposed by teaching staff. More importantly, optional participation in social media sites requires critical consideration. If Facebook is used as a student support space for an online subject, it should be integrated into the curriculum and have an explicit purpose; making social media sites optional alongside mandatory university-supported platforms can prove problematic.

scholarly journals Development of a Problem-Based Learning Management System-Supported Smartphone (PBLMS3) Application Using the ADDIE Model to Improve Digital Literacy

2021 ◽  
Vol 20 (11) ◽  
pp. 115-131
Author(s):  
Rahmat Rizal ◽  
Dadi Rusdiana ◽  
Wawan Setiawan ◽  
Parsaoran Siahaan
Keyword(s):  
Student Perceptions ◽  
Physics Education ◽  
Digital Literacy ◽  
Management System ◽  
Learning Management System ◽  
Problem Based Learning ◽  
Wilcoxon Test ◽  
Learning Management ◽  
Addie Model ◽  
Expert Validation

This research aims to describe the development process of a problem-based learning management system-supported smartphone (PBLMS3) application using the ADDIE Model (analysis, design, development, implementation, and evaluation) and to determine its effectiveness in improving digital literacy. Data were collected from 40 physics education students in Tasikmalaya, consisting of 13 males and 27 females with an average age of 20 years. Data collection techniques included a literature study, expert validation, digital literacy test, and a questionnaire on student perceptions. Expert validation was obtained from three experts using a Likert scale and processed by the validation value equation developed by Aiken. The expert validation resulted in a value of 0.92, which met the minimum validation requirements. Furthermore, the effectiveness of the PBLMS3 application in improving digital literacy in online physics learning was determined by a statistical process using the Wilcoxon test. Based on its results, the t-value was 0.4752, with a p-value of 0.00 < 0.05. This means that the PBLMS3 application is effective for and capable of improving students’ digital literacy. Further research is recommended to determine other factors capable of improving digital literacy.

Accounting students' perceptions of a Learning Management System

2012 ◽  
Vol 25 (2) ◽  
pp. 72-86 ◽  
Author(s):  
Ilias G. Basioudis ◽  
Paul de Lange ◽  
Themin Suwardy ◽  
Paul Wells
Keyword(s):  
Student Perceptions ◽  
Management System ◽  
Learning Management System ◽  
Student Perception ◽  
Accounting Students ◽  
Future Research ◽  
Motivation To Learn ◽  
Content Type ◽  
Lecture Notes ◽  
Learning Management

PurposeThe purpose of this study is to investigate student perceptions of the design features included in an “off the shelf” Learning Management System (LMS) in teaching undergraduate accounting students.Design/methodology/approachQuestionnaire responses from 846 accounting students studying in the UK, Australia and New Zealand provide international data to develop a model to explain student perception of the LMS.FindingsThe final model shows student satisfaction with the use of a LMS is positively associated with three variables: usefulness of lecture notes, bulletin boards and discussion forums, and other LMS tools. Further, the comparison of cultural differences of the three countries shows all students treat the provision of notes as a desirable attribute on a LMS. Findings also suggest that although students find the provision of materials over the LMS does not enhance student engagement in class, overall a comparison of the three countries shows all students treat the provision of notes as a desirable attribute of a LMS.Research limitations/implicationsFuture research should collect ethnicity data to enable an analysis of cultural influence on student perceptions of the LMS.Practical implicationsAs increased motivation to learn is found to contribute to improved achievement of learning outcomes, the study's findings have implications for faculty contemplating the adoption of a LMS in their courses. The findings specifically confirm that usefulness of lecture notes, use of bulletin/discussion boards, and other LMS tools are positively endorsed by students and hence increase their motivation to learn.Originality/valueThe current paper adds to the literature as the motivation to use and engage with LMSs by accounting students is not well understood.

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