Making sense of comments on YouTube educational videos: a self-directed learning perspective

2017 ◽  
Vol 41 (5) ◽  
pp. 611-625 ◽  
Author(s):  
Chei Sian Lee ◽  
Hamzah Osop ◽  
Dion Hoe-Lian Goh ◽  
Gani Kelni
Keyword(s):  
Social Media ◽  
Hybrid Approach ◽  
Analytical Techniques ◽  
Educational Institutions ◽  
Digital Learning ◽  
Classroom Context ◽  
Self Directed Learning ◽  
Content Type ◽  
Directed Learning ◽  
Educational Videos

Purpose Through the lens of self-directed theory, the purpose of this paper is to investigate if social technologies such as YouTube will be viable to disseminate educational instructions and in the process empowering learners to take charge of their learning. Design/methodology/approach A total of 150 educational videos on YouTube were selected and 29,386 comments extracted using the authors’ customized extraction software application. Sentiment and qualitative content analyses were performed. Findings Results indicate that YouTube can play important roles in facilitating online self-directed learning (SDL) as the findings uncovered a variety of learning and social affordances of YouTube. However, caution should be exercised as high views and well-commented videos might not imply quality and credibility. This study concludes that YouTube generally provides a conducive a learning environment that affords learners the resources to meet their SDL objectives. Research limitations/implications To the best of knowledge, this is the first study that investigates SDL in social media by combining both qualitative content and sentiment analyses. The study shows that such a hybrid approach of combining two diverse analytical techniques provides an innovative means to make sense of comments expressed in social media. Practical implications The results will help educational institutions and policy-makers to craft better programs for public education and create policies to help self-directed learners in evaluating online video resources. Originality/value Despite a wealth of literature on the use of technologies to support learning, the majority of work done to date has dealt in the classroom context. Studies on SDL using educational content on YouTube are limited. Hence, this research contributes by providing insights on how educational institutions can move toward the direction of building collaborative digital learning platforms with relevant educational instruction and resources to enable users to participate in lifelong self-learning and education.

Utilization and professionalism toward social media among undergraduate nursing students

2020 ◽  
pp. 096973302095210
Author(s):  
Xinhong Zhu ◽  
Hui Hu ◽  
Zhenfang Xiong ◽  
Taoyun Zheng ◽  
Lin Li ◽  
...  
Keyword(s):  
Social Media ◽  
Nursing Students ◽  
Health Care Providers ◽  
Care Providers ◽  
Self Directed Learning ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Positive Attitudes ◽  
Directed Learning ◽  
And Gender

Background: Social media has become an integrated part of nursing profession, requiring nursing students to develop confidentiality and professional fitness to practice. The aim of this study was to investigate nursing students’ usage, professionalism and attitudes toward social media. Methods: A cross-section study was conducted online among undergraduate nursing students (n = 654). Questionnaires of self-directed learning, self-efficacy and usage and views toward social media were administered. Ethical considerations: Ethical approval was obtained from the Hubei University of Chinese Medicine. Results: All participants were social media users. QQ (93.2%) was the most frequently used. 74.5% respondents spent 2–6 h on social media daily. The majority held positive attitudes toward social media. Year group and gender had influence on perceptions and attitudes toward social media. Furthermore, 81.5% students believed that social media positively influenced self-directed learning. Self-directed learning and learning motivation acted as predictors of the attitudes toward social media. Meanwhile, 67.3% students had posted personal photos and videos online, and 82.4% of them did not have privacy setting on social media. In addition,13.8% students attacked others or posted improper photos online. 22.9% participants witnessed improper posts from schoolmates or teachers, such as complaints about schoolmates or teachers (22.2%), foul language (11.1%), violence (3.9%), sexually suggestive photos (2.6%) and patient confidentiality (0.7%). In all, 15.0% respondents accepted “friend request” from patients. A total of 58.2% students were not aware of professional standards of behavior online for health care providers. In addition, 52.3% participants insisted that it is essential to develop social media and professionalism course for nursing students. Conclusion: Nursing students use social media extensively. Some students are at risk of carrying out unprofessional behavior which have detrimental effects on students’ future opportunities. This suggests that best practices and training in nurse education should be implemented to help students to be informed of professionalism.

Some antecedent factors that shape SMEs adoption of social media marketing applications: a hybrid approach

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Sunday C. Eze ◽  
Vera C. Chinedu-Eze ◽  
Adenike O. Bello
Keyword(s):  
Social Media ◽  
Data Analysis ◽  
Technology Adoption ◽  
Hybrid Approach ◽  
Social Media Marketing ◽  
Comparative Approach ◽  
Western World ◽  
Content Type ◽  
Marketing Technology ◽  
Toe Framework

Purpose Although several researchers have made significant efforts to examine the adoption of social media marketing technology in Nigeria, many have focussed on large organizations while others have constantly extrapolated the findings obtained in the Western world as if small and medium enterprises (SMEs) have the same structure, managerial capabilities, and operate in the same way. This has hindered the development of an integrated framework aimed at unravelling the factors shaping the adoption of social media marketing applications in SMEs in Nigeria. The paper, therefore, aims to explore some antecedent factors that shape SMEs adoption of social media marketing applications in SMEs in Nigeria. Design/methodology/approach The study deployed a qualitative approach with the use of unstructured and semi-structured interviews with a total of 20 participants drawn purposeful from Nigeria directories and analysed by using a hybrid method of thematic analysis. Findings The study developed an extended technology–organization–environment framework (TOE) framework that incorporated the communication context, which aids in identifying 11 key success factors shaping SMEs adoption of social media marketing technology in Nigeria. The findings associated with the extended TOE framework show that they have an impact on social media marketing technology adoption in SMEs. Research limitations/implications Because the researchers adopted the qualitative method, the findings may lead to some bias in the analysis of the data which may limit the insights into the key factors shaping the adoption of social media marketing technology adoption. Future studies may adopt a mixed-method approach or a comparative approach to confirm the finding and to better understand the critical factors linked to the framework. Although it is believed the with the use of thematic data analysis, the results are well associated with the structure; however, the structure has limitations. Drawing from the data analysis, the factors are limited. Other factors which may positively influence social media marketing adoption in SMEs. Hence, further studies are needed in this area in a bid to explore these factors by using different research appraoches. Originality/value The study has enriched the existing TOE framework and provided insights into the dominant issue faced by SMEs in adopting social media marketing technology, provided an analytical dimension, reliable explanation of these finding and tool for evaluating some of the challenges faced by SMEs in the adoption of social media marketing technology.

scholarly journals Vector AR3-APP – A Good-Practice Example of Learning with Augmented Reality

2021 ◽  
Vol 23 (2) ◽  
pp. 51-64
Author(s):  
Karin Langer ◽  
Stefanie Lietze ◽  
Gerd Ch. Krizek
Keyword(s):  
Higher Education ◽  
Augmented Reality ◽  
Good Practice ◽  
Digital Learning ◽  
Self Directed Learning ◽  
Learning And Teaching ◽  
Augmented Reality Application ◽  
Directed Learning

AbstractAfter a discussion about the possibilities and status of augmented reality in education, a good practice example of an augmented reality application is presented. This case study examines the use of an augmented reality app in higher education to support abstract STEM content, such as vectors. Based on this example, the implementation of such apps in didactic concepts and self-directed learning will be discussed. Furthermore, aspects of integration into digital learning and teaching will be addressed.

Beyond students’ perceptions: investigating learning presence in an educational blogging community

2017 ◽  
Vol 9 (1) ◽  
pp. 129-146 ◽  
Author(s):  
Athanassios Jimoyiannis ◽  
Panagiotis Tsiotakis
Keyword(s):  
Learning Community ◽  
Three Dimensions ◽  
Future Research ◽  
Self Directed Learning ◽  
Content Type ◽  
Directed Learning ◽  
Educational Blogging ◽  
Course Features ◽  
Blended Course ◽  
Learning Presence

Purpose The purpose of this paper is to present an integrated framework for designing and investigating students’ engagement patterns and learning presence in educational blogs. The framework was grounded on the ideas of self-directed and reflective learning, and was applied to analyse students’ blogging activities in the context of an undergraduate course. Design/methodology/approach The proposed research framework was organized along three dimensions: content artefacts, blogging processes and community building. With regard to the methodological tools used, this study integrates content analysis of students’ posts using the framework of community of inquiry, the representation of learning mapping and social network analysis methods. Findings The results have revealed important information about the different ways of students’ engagement and learning presence within the blogging groups, the contribution and the influence each student had, as well as the structure and the cohesion of the learning community developed around the blogging project. Research limitations/implications The findings of this study are limited by the blended course features, the specific sample and the context of implementation. Future research needs to consider and analyse students’ lurking or invisible presence in educational blogging communities. Practical implications This study has yielded promising results with regard to the design of educational blogs in higher education that aim to enhance students’ engagement, reflection, collaboration and self-directed learning. Originality/value The originality concerns the proposed conceptual framework which can guide the design, monitoring and analysis of blogging processes in order to reveal students’ learning presence within self-directed communities of blogging.

Nonprofits meet millennials: a hybrid approach of uses and gratifications and TAM to identify the drivers of monetary donation intention

2020 ◽  
Vol 21 (4) ◽  
pp. 435-449
Author(s):  
Bela Florenthal ◽  
Manar Awad ◽  
Susan Godar
Keyword(s):  
Social Media ◽  
Nonprofit Organizations ◽  
Technology Acceptance ◽  
Structural Equation ◽  
Uses And Gratifications ◽  
Hybrid Approach ◽  
Equation Modeling ◽  
Content Type ◽  
Donation Behavior ◽  
The Impact

Purpose Nonprofit organizations (NPOs) are increasingly using social media outlets to target millennials for donations of time and money. This study aims to investigate the motivational drivers of millennials’ intention to donate money to charities on social media sites (SMSs). Design/methodology/approach A partial least squares-structural equation modeling (PLS-SEM) method was used to test the proposed model. Findings The results indicate that both information seeking and entertainment, coupled with subjective norm, directly affect millennials’ intention to donate money to NPOs via SMSs. In addition, attitude toward engagement with NPOs on SMSs mediates the impact of credibility (fully, positively), irritation (fully, negatively) and entertainment (partially, positively) on behavior intention. Implications for practitioners are discussed. Originality/value An integration of two leading theories, Uses and An integration of two leading theories, Uses and Gratifications (U&G) and the Technology Acceptance Model (TAM)—is used to examine the antecedents of donation behavior of this cohort as related to their engagement with NPOs on SMSs. Such an approach has not been used in the past to examine Millennials’ engagement with NPOs on SMSs.

scholarly journals Examining the perceived value of extracurricular enterprise activities in relation to entrepreneurial learning processes

2020 ◽  
Vol 27 (7) ◽  
pp. 1085-1105
Author(s):  
Sarah Preedy ◽  
Paul Jones ◽  
Gideon Maas ◽  
Hilary Duckett
Keyword(s):  
Extracurricular Activities ◽  
Perceived Value ◽  
Learning Opportunities ◽  
Learning Processes ◽  
Learning Theories ◽  
Self Directed Learning ◽  
Entrepreneurial Learning ◽  
Content Type ◽  
Learning Capabilities ◽  
Directed Learning

PurposeThis study contributes towards increased understanding of the perceived value of extracurricular enterprise activities from an entrepreneurial learning perspective. Past decades have witnessed a global increase in the provision of enterprise and entrepreneurship education alongside a growing suite of extracurricular enterprise activities. However, there is a paucity of research examining how entrepreneurial learning might be understood in the context of these activities.Design/methodology/approachThe study draws on an empirical study of student and educator participants across 24 United Kingdom (UK) universities using semi-structured surveys and in-depth interviews. Three main learning theories drawn from the entrepreneurial learning literature: experiential, social and self-directed learning provided a conceptual framework to frame the research phenomenon.FindingsFindings posit that extracurricular enterprise activities provide perceived value in the experiential and social learning opportunities afforded for students. However, these activities are restricted in enabling the experiential learning cycle to be completed due to limited reflection opportunities. Positioning these extracurricular activities outside the main curriculum also empowers participants to self-direct aspects of their learning and develop their autonomous learning capabilities.Originality/valueThe existing literature focusses upon the entrepreneurial learning processes of established entrepreneurs rather than latent and nascent entrepreneurs within a higher education (HE) setting. The limited literature examining HE entrepreneurial learning does so by concentrating upon entrepreneurial learning resulting from in-curricular activities. This study offers novel insights into students’ entrepreneurial learning processes, highlighting the importance of experiential, social and self-directed learning opportunities to the entrepreneurial learning process and the perceived value of extracurricular activities as a platform for these types of learning.

Developing Mentoring Programs in Engineering and Technology Education

2016 ◽  
Vol 5 (2) ◽  
pp. 1-15
Author(s):  
Catherine A. Hansman
Keyword(s):  
Transformative Learning ◽  
Mentoring Programs ◽  
Educational Institutions ◽  
Mentoring Relationships ◽  
Future Research ◽  
Self Directed Learning ◽  
Research And Practice ◽  
Technology Students ◽  
Engineering And Technology ◽  
Directed Learning

Mentoring relationships have long been viewed as essential to encourage the career development of engineering and technology students. The purpose of this article is to examine and analyze the concepts of shared power, self-directed learning, critical reflection, and potential for transformative learning in mentoring models and programs, exploring research and models that reflect these concepts in their program design and “curriculum” for mentoring. The article concludes with an analysis of mentoring models and suggestions for future research and practice for mentoring in higher educational institutions engineering and technology programs that may lead to active and transformative learning among mentors and protégés in these programs.

An Introduction to Data Analytics

2017 ◽  
pp. 1-14 ◽  
Author(s):  
A. Sheik Abdullah ◽  
S. Selvakumar ◽  
A. M. Abirami
Keyword(s):  
Social Media ◽  
Data Analytics ◽  
Predictive Analytics ◽  
Analytical Techniques ◽  
Educational Institutions ◽  
Social Media Analytics ◽  
Text Analytics ◽  
Raw Data ◽  
Industrial Organizations ◽  
Prescriptive Analytics

Data analytics mainly deals with the science of examining and investigating raw data to derive useful patterns and inference. Data analytics has been deployed in many of the industries to make decisions at proper levels. It focuses upon the assumption and evaluation of the method with the intention of deriving a conclusion at various levels. Various types of data analytical techniques such as predictive analytics, prescriptive analytics, descriptive analytics, text analytics, and social media analytics are used by industrial organizations, educational institutions and by government associations. This context mainly focuses towards the illustration of contextual examples for various types of analytical techniques and its applications.

Does culture or self-directed learning drive online performance?

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Qian Wang ◽  
Chang Xiong ◽  
Jiajun Liu
Keyword(s):  
College Students ◽  
Student Performance ◽  
Learning Experience ◽  
Cultural Orientation ◽  
Self Directed Learning ◽  
Scoring Method ◽  
Content Type ◽  
Team Members ◽  
Directed Learning ◽  
The Impact

PurposeThe foundations of internally driven discipline are similar to self-directed learning (SDL). This study examines the effect of cultural orientation and SDL on the online performance of college students. It investigates how college students pursue SDL while maintaining a collectivist cultural orientation in their learning experience. It explains why students prefer SDL to learning constrained by an externally enforced discipline.Design/methodology/approachThe explanatory sequential mixed-method design uses a quantitative method, followed by qualitative enquiry. The research was conducted in an undergraduate non-credit online course in China.FindingsThe findings show that cultural orientation has no impact on students' online performance, while SDL abilities are positively related to it. When fully mediated by SDL, a horizontal-collectivist culture has a positive effect on students' online performance.Research limitations/implicationsData were collected in a non-credit online college course, where the final assessment used a peer-rating approach and team members shared the same final score. This scoring method may not fully reflect each student's online performance.Practical implicationsThe findings suggest that, when considering cultural influence on student performance, researchers should consider learning contexts, including educational level and learning mode. This study validates that colleges should focus on ability and skill development that enhance internal motivation to improve students' online performance, rather than focussing on their beliefs.Originality/valueThis paper introduces evidence to support the impact of culture on college students' online performance, showing that SDL abilities can drive performance.

How a learning organization cultivates self-directed learning

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Ida Hutasuhut ◽  
Shahren Ahmad Zaidi Adruce ◽  
Victoria Jonathan
Keyword(s):  
Organizational Learning ◽  
Empirical Evidence ◽  
Learning Organization ◽  
Work Life ◽  
Self Directed Learning ◽  
Content Type ◽  
Daily Work ◽  
Five Disciplines ◽  
Directed Learning

Purpose This study aims to provide empirical evidence of how the five disciplines of learning organization introduced by Senge (1990) are practiced and how it could cultivate self-directed learning among employees. Design/methodology/approach This qualitative study used a case study approach to get an in-depth understanding of how organizational learning is practiced in an innovative motorcycle-manufacturing company in Indonesia. A total of 30 staff and managers were selected purposively and interviewed by using a semi-structured interview to gain information about their experience in practicing the 5 disciplines in their daily work–life. Among the 30 participants, 11 were at the managerial level and 19 were at the staff level. Data collected were analyzed using a content analysis approach. Findings This study provides empirical evidence of how self-directed learning is cultivated in an organization that applies the five disciplines of learning organization introduced by Senge (1990). This study found that to cultivate self-directed learning, an organization needs to build a working climate where the five disciplines are integrated into daily work–life. Organizations need to ensure that its vision is shared by each of the employee, build synergy for personal mastery and team learning, train their employees to continuously refine their mental models and improve their ability to think using a systems approach. Practical implications The implications and recommendations arising from this study, first, provide insight to managers and human resource (HR) practitioners about the importance of creating a conducive working environment for learning. Moreover, with learning facilities in the era of industrial revolution 4.0, organizations need to shift their attention on how to transfer the responsibility of learning to the hands of the employees and HR practitioners should focus on providing more opportunities for employees to direct their own learning. Second, to support a learning environment that is conducive for cultivating self-directedness in learning requires commitment from top leaders in the organization. Originality/value This study observed that Senge’s approach to organizational learning focuses heavily on the individual’s processes and the interactions between them. Further studies are suggested to integrate knowledge management, particularly on how new knowledge is gained, stored, created, used and disseminated under the five pillars of the learning organization. It is also recommended to look at a broader perspective, such as the role of technology in intensifying learning and the role of strategic leadership in learning.

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