scholarly journals Using mobile learning and social media to enhance learner feedback

2017 ◽  
Vol 9 (1) ◽  
pp. 70-90 ◽  
Author(s):  
Mireilla Bikanga Ada ◽  
Mark Stansfield ◽  
Gavin Baxter
Keyword(s):  
Higher Education ◽  
Social Media ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Learning Experience ◽  
Educational Institution ◽  
Research Approach ◽  
Content Type ◽  
Media Applications

Purpose The purpose of this paper is to investigate an area of growing importance that is widely recognised in the literature relating to the issue of how to improve ways that assessments and feedback are provided to students within higher education. This paper reports on a study that aimed to explore the views of both educators (n=70) and students (n=540) on feedback and feed-forward at a UK university. The study also investigated their experience and attitudes to social media applications as a means of enhancing access to feedback within the context of mobile learning. Design/methodology/approach The research approach adopted in this study predominately conforms to a quantitative research design though embeds elements of qualitative research via a “mixed methods” approach. The overall methodology of the paper adheres to an exploratory case study in a higher education environment to identify various issues and approaches that could be addressed or enhanced to aid ways that assessments and feedback are disseminated to students within higher education. Findings Participants’ views were sought in relation to students receiving learning materials, as well as feedback from tutors directly to their smartphones and mobile devices. In addition, the study explored possible reasons for students not wanting to use social media and mobile devices for their learning and feedback. Overall, the results indicated a positive attitude on the part of educators and students to using mobile devices and social media applications for teaching and learning purposes. Research limitations/implications The case study presented in this paper draws on findings from one higher educational institution. Further research is required to determine the generalisability of the findings to allow comparison of the findings to be undertaken within other higher education institutions. Originality/value The originality of the paper is that it provides detailed empirical evidence and findings that provide several important implications in relation to enhancing the student learning experience and providing considerable improvements to the way that feedback is provided that make it more likely that students will take more notice to feedback and act upon it. This in turn enables educators to better plan and manage their teaching and student experience online and through students’ mobile devices. The value of this study is that it explores views of both educators and students, whereas many other previous studies tend to focus on the views of either educators or students.

Lean Six Sigma in higher education institutes: an Irish case study

2019 ◽  
Vol 10 (4) ◽  
pp. 948-974 ◽  
Author(s):  
Seamus J. O’Reilly ◽  
Joe Healy ◽  
Tom Murphy ◽  
Rónán Ó’Dubhghaill
Keyword(s):  
Higher Education ◽  
Six Sigma ◽  
Single Case ◽  
Lean Six Sigma ◽  
Research Approach ◽  
Content Type ◽  
Training Programmes ◽  
The Impact

Purpose This paper aims to contribute to a developing literature on continuous improvement (CI), enabled by Lean Six Sigma (LSS), in higher education institutions (HEIs). It reports on the key learning points arising from the initial steps taken by an Irish university on its CI journey. Design/methodology/approach A case study strategy was adopted following a participatory research approach. This approach supports reflexivity and also provides access to all relevant documentation and staff within the case university. Thematic analysis was supported by data reduction and display techniques. Findings The introduction of a LSS approach rather than a reliance on lean alone introduced a structured methodology (DMAIC) that supported simplification of a number of administrative processes. A number of specific improvements were achieved including: Cycle time and cost reduction; customer or employee satisfaction; and rework and error reduction. The findings support the importance of the Readiness Factors as identified by Antony (2014), with particular insight into the role of senior and middle management, the impact of training and deployment of expertise. Research limitations/implications This paper is based on an ongoing, longitudinal, empirical study of a single case study in Ireland. Originality/value This paper tracks the development of CI in a HEI in a longitudinal manner and adds to the emerging the literature in this area. The paper evaluates the role of management at various levels, analyses the use of LSS tools and techniques and evaluated the role of training and capacity building. Implications for Management are shared including: design and role of training programmes, role of champions at various organisational levels, including key functional areas and sustaining momentum.

Social media models, technologies, and applications

2015 ◽  
Vol 115 (5) ◽  
pp. 769-802 ◽  
Author(s):  
Eric W.T. Ngai ◽  
Ka-leung Karen Moon ◽  
S.S. Lam ◽  
Eric S. K. Chin ◽  
Spencer S.C. Tao
Keyword(s):  
Social Media ◽  
Literature Review ◽  
Conceptual Framework ◽  
Real Life ◽  
Content Type ◽  
Behavior Theories ◽  
Media Research ◽  
Social Media Research ◽  
Media Applications

Purpose – In recent years, social media have attracted considerable attention. Hence, the purpose of this paper is to conduct a critical literature review of social media research with the aim of developing a conceptual framework to explain how social media applications are supported by various social media tools and technologies and underpinned by a set of personal and social behavior theories or models. Design/methodology/approach – This study adopted a two-stage approach. The first stage involves a critical literature review of academic journals in social media research, followed by the proposal of a conceptual framework that highlights the tools and technologies as well as theories and models that serve as the foundation of social media applications. The second stage involves the use of an actual case to demonstrate how the proposed framework facilitates the development of a social media application for a regional division of an international non-government organization. Findings – The literature review indicated that social media have been applied in diverse business areas with the support of various social media tools and technologies and underpinned by a range of personal and social behavior theories and models. Based upon such findings, a conceptual social media application framework was devised and its usability illustrated via a real-life case study. Managerial implications are also discussed. Research limitations/implications – Social media covers a wide range of research topics and thus, the literature review presented in this study may not be exhaustive. Nevertheless, the proposed framework and case study can both serve as reference for future research and provide recommendations for practitioners in the design and development of their own social media applications. Practical implications – This study not only explains the importance of applying social media in various business sectors, but also enhances the understanding of the infrastructure of social media applications. The study also provides insights for improving the efficiency of application solutions. Organizations are advised to adopt social media in their business based on the proposed conceptual framework. Originality/value – With a literature review of social media research and a real-life case study, this study presents a conceptual framework using extant theories and models to form a foundation for social media applications. The framework extends existing knowledge on the design and development of information systems.

Campus sustainability in Chinese higher education institutions

2015 ◽  
Vol 16 (1) ◽  
pp. 34-43 ◽  
Author(s):  
Kevin Lo
Keyword(s):  
Higher Education ◽  
Energy Conservation ◽  
Higher Education Institutions ◽  
Case Study Research ◽  
Chinese Higher Education ◽  
Research Approach ◽  
Content Type ◽  
Campus Sustainability ◽  
The Government

Purpose – The purpose of this paper is to examine the focuses, motivations and challenges of achieving campus sustainability in Chinese higher education institutions (HEIs). Design/methodology/approach – A multisite case study was conducted in Changchun City, Jilin, where eight HEIs of various types were examined. Structured interviews with school managers, students and government officials were accompanied with analysis of relevant documents. Findings – The focuses of sustainability among the studied HEIs were on water and energy conservation and on non-technical initiatives. The focuses can be explained by motivations and challenges. The HEIs are motivated by government and financial pressures and face challenges in limited accessibility to funding. The reliance of non-technical initiatives has negatively impacted student welfare and has become unpopular among students. Practical implications – The government is advised to increase funding to HEIs in relation to sustainability and to make the funding more equitable. The HEIs are advised to modify sustainability practices that severely affect the daily lives of students, to share the benefits of water and energy conservation with their students and to involve students in sustainability governance. Originality/value – This paper adds to the existing literature in two ways. First, it expands the geographical reach of the literature to developing countries, in general, and to China, in particular. Second, it adopts the multisite case study research approach to study the whole spectrum of Chinese HEIs and highlights the differences among these HEIs when it comes to sustainability.

Social technologies in public libraries: exploring best practice

2014 ◽  
Vol 35 (3) ◽  
pp. 224-238 ◽  
Author(s):  
Kathleen Smeaton ◽  
Kate Davis
Keyword(s):  
Social Media ◽  
Best Practice ◽  
Media Use ◽  
Public Library ◽  
Research Approach ◽  
Successful Implementation ◽  
Library Service ◽  
Social Media Use ◽  
Content Type

Purpose – The purpose of this article is to report on a research project that explored social media best practice in the public library sector. Design/methodology/approach – The primary research approach for the project was case study. Two organisations participated in case studies that involved interviews, document analysis, and social media observation. Findings – The two case study organisations use social media effectively to facilitate participatory networks, however, there have been challenges surrounding its implementation in both organisations. Challenges include negotiating requirements of governing bodies and broader organisational environments, and managing staff reluctance around the implementations. As social media use continues to grow and libraries continue to take up new platforms, social media must be considered to be another service point of the virtual branch, and indeed, for the library service as a whole. This acceptance of social media as being core business is critical to the successful implementation of social media based activities. Practical implications – The article provides an empirically grounded discussion of best practice and the conditions that support it. The findings are relevant for information organisations across all sectors and could inform the development of policy and practice in other organisations. This paper contributes to the broader dialogue around best practice in participatory service delivery and social media use in library and information organisations. Originality/value – Research around social media has focused on the usage of tools rather than the conditions that allow staff to use social media to reach users effectively. This research fills the gap by exploring the organisational culture that allows staff to use social media in order to develop a participatory library service.

scholarly journals A Study of EFL Saudi Students' Use of Mobile Social Media Applications for Learning

2018 ◽  
Author(s):  
Arab World English Journal ◽  
Abdulrahman M. Alshabeb ◽  
Riam K. Almaqrn
Keyword(s):  
Social Media ◽  
Saudi Arabia ◽  
Language Learning ◽  
Mobile Devices ◽  
Learning Experience ◽  
Mobile Technologies ◽  
Learning Approaches ◽  
Structured Interviews ◽  
Use Of Social Media ◽  
Media Applications

This research addresses the gaps in the literature on m-learning approaches in Saudi Arabia, with a focus on English as a Foreign Language (EFL) students studying at university level. The research aimed to explore university students’ use of social media applications and their role in language learning, with a focus on how mobile devices can best be utilised. It analysed the attitudes of 102 learners towards the use of social media to improve language learning both inside and outside the classroom setting. Students of both genders completed a questionnaire, and five students engaged in semi-structured interviews. The aim was to discover whether the students are currently using social media applications to enhance their language skills, and what the students’ attitudes are towards the use of social media via mobile devices inside and outside the classroom. Prior to designing the research instruments, the literature was reviewed, including examining the attitudes of learners in different countries towards mobile technologies, and to decide on the best approach to take in examining attitudes towards new forms of learning. Based on the findings from the literature, appropriate questions were devised, and these reveal an overall positive response towards from the student participants towards using social media and mobile technologies to facilitate learning English. The results of this research are positive, and it is important that Saudi Arabia keeps up to date with advancements in technology to ensure the best learning experience for learners and maximise their potential.

Large class teaching with Backstage

2017 ◽  
Vol 9 (1) ◽  
pp. 105-128 ◽  
Author(s):  
François Bry ◽  
Alexander Yong-Su Pohl
Keyword(s):  
Higher Education ◽  
Social Media ◽  
Large Class ◽  
The Novel ◽  
Classroom Communication ◽  
Content Type ◽  
Large Classes ◽  
Media Platform ◽  
The Given

Purpose Several challenges of today’s higher education were motivations to reconsider the contents and formats of lectures and tutorials and to conceive the classroom communication system Backstage, a social media platform supporting a novel form of large-class teaching. The purpose of this paper is to report on the challenges met, on the novel teaching form and on an evaluation of this teaching form. Design/methodology/approach The use of Backstage in two courses is evaluated. One of the courses has been specially adapted to promote student participation, the other course has been held in a traditional way. To investigate the usefulness and acceptance of Backstage in the given settings the data collected on Backstage and student responses in surveys are analyzed. Findings The results indicate that Backstage can foster interactivity and awareness in large-class lectures when used in combination with a teaching format that provides opportunities for and encourges lecture-relevant communication. Furthermore, students appreciated the use of Backstage. Research limitations/implications This paper reports on a case study which lacks generalizability. Further studies under controlled conditions and of the learning effectiveness of the approach are still outstanding. Practical implications This paper describes an approach fostering a form of Active Learning in large classes. Since large classes are widespread in higher education, the approach has a considerable practical potential. Social implications The paper describes an approach to large class higher education teaching in using social media. Originality/value Similar results have not been published so far.

Antecedents, processes and outcomes of an internship program: an employer's perspective

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Nanja Kroon ◽  
Mário Franco
Keyword(s):  
Higher Education ◽  
Conceptual Model ◽  
Educational Institution ◽  
A Priori ◽  
Strategic Thinking ◽  
Content Type ◽  
Multiple Case ◽  
Internship Programs ◽  
University Industry

PurposeHigher education internships have been studied in different aspects, mainly from the student or university perspective. To contribute to the understanding of the third actor in this type of university-industry cooperation, the paper examines employers' perspectives on higher education internships.Design/methodology/approachThrough a literature review and based on Narayanan et al. (2010) conceptual model, an a priori model was developed, which was then validated by a multiple-case study in a Portuguese undergraduate course.FindingsThe findings reveal rich and meaningful insights into an under-researched area, including validation of seven antecedents, two processes and six outcomes of internships from the employer's perspective. This research showed that employers give great importance to outcomes of internships, either in terms of productivity, possible future recruitment, inflow of ideas, behaviours and competences or the intern's satisfaction.Practical implicationsThe findings suggest the need for universities to undertake more collaboration with industry, as the employers made weak references to the creation and maintenance of ties with the educational institution, denoting low motivation. On the other hand, most of the outcomes for employers found in the literature are confirmed, except for the continued inflow of ideas construct. This may evidence some lack of strategic thinking related to the internship programs on part of the employers.Originality/valueThis paper validates and extends the dispersed findings of existing research by providing a useful, unifying conceptual model of the employer's perspective on higher education internships, which can be tested at other levels of education or in other countries.

scholarly journals Using Mobile Technologies for Enhancing Student Academic Experience: University of Jordan Case Study

2016 ◽  
Vol 10 (1) ◽  
pp. 13 ◽  
Author(s):  
Mohamd Hassan Hassan ◽  
Fuad Alhosban ◽  
Mou'ath Hourani
Keyword(s):  
Higher Education ◽  
Mobile Learning ◽  
Learning Experience ◽  
Learning Outcome ◽  
Mobile Technologies ◽  
Graduation Requirements ◽  
Test Case ◽  
Academic Experience ◽  
Mobile Environment

This paper presents an approach to enhance students’ engagement with their university, as well as assisting them in understanding their current academic state by using mobile technologies. This approach simplifies the presentation, awareness of university rules and regulation in regards to graduation requirements, in credit hour system, through the development of a friendly mobile environment called UniApp. A test case is presented of an interactive mobile learning (m-learning) environment in higher education institutions that adhere to university rules and regulations. Normally, students login frequently to their university account in order to use some of the provided facilities, such as marks and registered modules. However, students need to be aware of what they are studying and what learning outcome they need to achieve. They also need to be aware of how this can benefit them in completing their major, as well as having an enjoyable learning experience

Modernisation of Higher Education – Willful Action or Wishful Thinking? The Case of Bulgaria

2020 ◽  
Vol 8 (3) ◽  
pp. 3-17
Author(s):  
Elena Blagoeva
Keyword(s):  
Higher Education ◽  
Economic Crisis ◽  
Negative Impact ◽  
National Level ◽  
Sustainable Growth ◽  
Research Approach ◽  
Case Study Methodology ◽  
The Impact ◽  
The Eu

The impact of the last global economic crisis (2008) on the European economy put a strain on higher education (HE), yet it also pushed the sector towards intensive reforms and improvements. This paper focuses on the “Strategy for the Development of Higher Education in the Republic of Bulgaria 2014-2020”. With a case study methodology, we explore the strategic endeavours of the Bulgarian government to comply with the European directions and to secure sustainable growth for the HE sector. Our research question is ‘How capable is the Bulgarian HE Strategy to overcome the economic and systemic restraints of Bulgarian higher education?’. Because the development of strategies for HE within the EU is highly contextual, a single qualitative case study was chosen as the research approach. HE institutions are not ivory towers, but subjects to a variety of external and internal forces. Within the EU, this is obviated by the fact that Universities obtain their funds from institutions such as governments, students and their families, donors, as well as EU-level programmes. Therefore, to explore how these pressures interact to affect strategic action on national level, the case method is well suited as it enabled us to study the phenomena thoroughly and deeply. The paper suggests the actions proposed within the Strategy have the potential to overcome the delay, the regional isolation and the negative impact of the economic crisis on the country. Nevertheless, the key elements on which the success or failure of this Strategy hinges are the control mechanisms and the approach to implementation. Shortcomings in these two aspects of strategic actions in HE seem to mark the difference between gaining long-term benefits and merely saving face in front of international institutions.

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