Using Facebook for Academic Purposes: Current Literature and Directions for Future Research

2017 ◽  
Vol 56 (8) ◽  
pp. 1384-1406 ◽  
Author(s):  
Lian Niu
Keyword(s):  
Response Bias ◽  
Teaching And Learning ◽  
Formal Education ◽  
Empirical Studies ◽  
Social Networking Site ◽  
Future Research ◽  
Student Centered Learning ◽  
Positive Effects ◽  
Reported Data

This study reviews the international literature on using Facebook for academic purposes to examine whether and how this popular social networking site contributes to teaching and learning in formal education. A review of 57 empirical studies on this topic suggest that (a) the majority of studies report positive effects or feedback of using Facebook for academic purposes, and recommend its integration into teaching and learning; (b) Facebook is shown to be effective as a platform for academic communication and effective in promoting student-centered learning; (c) the effects of Facebook used as Learning Management System are mixed and under-studied; (d) the quality of Facebook-related learning process and learning outcomes is under-studied; (e) Facebook may not be suitable for teaching in all disciplines; and (f) studies heavily rely on preexperimental design and self-reported data, which raises the issue of response bias. It is recommended that future research should (a) focus more on in-depth examination of the process and quality of learning using Facebook, (b) adopt quasi- or true experimental design to control for confounding factors, (c) properly address potential response bias by minimizing the relationship between researcher and students, and (d) more frequently adopt content analysis to reduce reliance on self-reported data.

Digital technologies, online learning and lesson study

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Rongjin Huang ◽  
Nina Helgevold ◽  
Jean Lang
Keyword(s):  
Online Learning ◽  
Lesson Study ◽  
Teaching And Learning ◽  
Scale Up ◽  
Extended Period ◽  
International Perspective ◽  
Future Research ◽  
Content Type ◽  
Equity Issues ◽  
Positive Effects

PurposeFinding ways in which technology can be used to modify, strengthen, scale up and sustain lesson study (LS) is an emerging field of research. It has become even more important due to a pandemic leading to teacher and student learning being delivered online. The purpose of this paper is to present research findings about experiences of online LS and identify issues for further research.Design/methodology/approachA systematic search of articles from 2010 to 2020 identified 13 relevant papers, and through analysis, some major themes were identified. All papers in the special issue were synthesized from the lens of the identified themes; finally, further directions are discussed.FindingsIn general, various online LS models were found to have features that resulted in positive effects on teaching and learning, but, whilst several characteristics of effective online learning were identified, some studies also highlighted issues.Research limitations/implicationsThere is a need for larger scale projects over an extended period to assess the effectiveness of online LS. Future research focused on carrying out learning study online as well as consideration of equity issues associated with online LS are also suggested.Originality/valueThe studies presented in this issue address the opportunities and challenges of conducting online LS during a pandemic and beyond. Together, the literature review and contributory papers provide an international perspective of using online LS and identify important issues for further research.

Smart Device Clickers

Biotechnology ◽  
2019 ◽  
pp. 1581-1606
Author(s):  
Érika Bertozzi de Aquino Mattos ◽  
Isabelle Mazza Guimarães ◽  
Alexander Gonçalves da Silva ◽  
Claudia Marcia Borges Barreto ◽  
Gerlinde Agate Platais Brasil Teixeira
Keyword(s):  
Teaching And Learning ◽  
Smart Phone ◽  
Faculty Members ◽  
Smart Device ◽  
Full Time ◽  
Student Centered ◽  
Student Centered Learning ◽  
Smart Glasses ◽  
Content Acquisition

In the traditional instructional paradigm, faculty members act like actors on a stage. They memorize their speech and deliver it to the audience, many times with very little to no interaction at all with the audience. On the other hand, in the student-centered learning paradigm, faculty members act like coaches interacting full time with their team. This chapter is based on a study conducted at a Brazilian Federal University. The study depicts the distance between science production and teaching, and reports on experiences using smart phone clickers to track and analyze students' content acquisition. The objective is to improve the interactive quality of teaching and learning, thus promoting steps to shift towards a student-centered instructional paradigm. Although smartphones were used in this study, with wearable technologies continuing to grow, other wearables such as smart glasses and smart watches could be used instead.

Use of Assistive Technology to Empower Persons with Intellectual Disabilities

2016 ◽  
pp. 331-345
Author(s):  
Sanjeev Kumar Gupta
Keyword(s):  
Assistive Technology ◽  
Intellectual Disabilities ◽  
Empirical Studies ◽  
Health And Safety ◽  
Daily Activities ◽  
Future Research ◽  
Safety Communication ◽  
New Learning ◽  
Home Living

This chapter focuses on the use of assistive technology in persons with Intellectual Disabilities (IDs). Persons with IDs have significant limitations, both in intellectual functioning and in adaptive behaviors. The use of assistive technology is essential to help persons with IDs and make them independent in all spheres of life. Assistive technology devices and services can be used to teach, train, rehabilitate, and empower persons in a variety of daily activities viz. new learning, home living, employment, health and safety, communication, social activities, protection and leisure. Empirical studies suggest that assistive technology is effective in improving the quality of life of persons with IDs and make them less dependent on others. This chapter investigates the available research evidence on the use of assistive technology in IDs, discusses utilizations, impediments/barriers, implications and suggests recommendations for future research.

English Learners in K–12 Mathematics Education: A Review of the Literature

2018 ◽  
Vol 88 (6) ◽  
pp. 879-919 ◽  
Author(s):  
Zandra de Araujo ◽  
Sarah A. Roberts ◽  
Craig Willey ◽  
William Zahner
Keyword(s):  
Mathematics Education ◽  
English Learners ◽  
Teaching And Learning ◽  
Empirical Studies ◽  
Future Research ◽  
Sociocultural Perspective ◽  
Mathematics Classrooms ◽  
Persistent Pattern ◽  
Mathematics Teaching And Learning ◽  
K 12

Alongside the increased presence of students classified as English learners (ELs) in mathematics classrooms exists a persistent pattern of the marginalization of ELs. Educators have sought research to identify how to provide ELs with high-quality mathematics education. Over the past two decades, education researchers have responded with increased attention to issues related to the teaching and learning of mathematics with ELs. In this review we analyzed literature published between 2000 and 2015 on mathematics teaching and learning with K–12 ELs. We identified 75 peer-reviewed, empirical studies related to the teaching and learning of mathematics with ELs in Grades K–12 and categorized the studies by focus (Learning, Teaching, and Teacher Education). We synthesize the results of these studies through the lens of a sociocultural perspective on language in mathematics. We then discuss avenues for future research and calls to action based on the extant body of literature.

Connecting personality traits to social networking site addiction: the mediating role of motives

2019 ◽  
Vol 33 (2) ◽  
pp. 633-656 ◽  
Author(s):  
Adela Chen ◽  
Nicholas Roberts
Keyword(s):  
Social Networking ◽  
Impulse Control ◽  
Structural Equation ◽  
Personality Types ◽  
Social Networking Site ◽  
Equation Modeling ◽  
Future Research ◽  
Content Type ◽  
Positive Effects ◽  
And Coping

Purpose The purpose of this paper is to investigate whether four motives – conformity, enhancement, social and coping – mediate relationships between four personality types – agreeableness, extraversion, neuroticism and openness to experience – and social networking site (SNS) addiction. Impulse control is included as a moderator. Design/methodology/approach The paper uses a survey to collect data at two points in time from 304 SNS users. Structural equation modeling was used for data analysis. Findings Empirical results show that conformity, enhancement and coping motives act as mediators between various personality types and SNS addiction. Furthermore, impulse control weakens the effects of two motives – enhancement and social – on SNS addiction. Research limitations/implications The research model included only four motives. Future research could investigate other motivational mechanisms and moderators. The research method surveyed university students in the USA; thus, results may not generalize to a different user population. The method also included only one SNS, Facebook. Originality/value The paper contributes to the literature by showing that motives of SNS use connect personality to SNS addiction. This study also shows that self-reflective factors like impulse control can reduce the positive effects of motives on SNS addiction.

ESL/EFL Instructors’ Perceptions of the Importance of Computer-assisted Reading in L2 Reading Instruction

2016 ◽  
Vol 6 (9) ◽  
pp. 1753
Author(s):  
Khalid Al-Seghayer
Keyword(s):  
Reading Instruction ◽  
Teaching And Learning ◽  
Reading Skills ◽  
Future Research ◽  
Electronic Text ◽  
Computer Assisted ◽  
L2 Reading ◽  
P Values ◽  
Assisted Reading

English instructors’ perceptions of computer-assisted reading (CAR) influence their tendency to integrate it in the L2 reading classroom. Accordingly, this study assessed English instructors’ perceptions of the importance of electronic text in L2 reading and their general attitudes about the role and effectiveness of computers in teaching ESL/EFL. To this end, 70 ESL/EFL instructors at multiple universities responded to a two-part survey containing 34 items and open-ended questions about the respondents’ general attitudes about computers in language teaching and learning, and the importance of computer-assisted L2 reading instruction specifically. The researcher performed both descriptive and inferential statistical analyses on the data, including means and standard deviations, as well as paired t-tests and bootstrapped p-values. The results indicated that the participants recognized the importance of CAR in improving the quality of L2 reading instruction and developing learners’ reading skills. The implications of the study are discussed, and potential areas of future research are suggested.

scholarly journals INTRODUCTION TO SPECIAL ISSUE

2020 ◽  
Vol 11 (3) ◽  
pp. 1-11
Author(s):  
Johanne Jean-Pierre ◽  
Sandrina De Finney ◽  
Natasha Blanchet-Cohen
Keyword(s):  
Postsecondary Education ◽  
Situated Learning ◽  
Teaching And Learning ◽  
Empirical Studies ◽  
Youth Care ◽  
Future Research ◽  
Special Issue ◽  
Prevention Education ◽  
Child And Youth Care ◽  
Curricular Practices

This special issue aims to explore Canadian pedagogical and curricular practices in child and youth care and youth work preservice education with an emphasis on empirical and applied studies that centre students’ perspectives of learning. The issue includes a theoretical reflection and empirical studies with students, educators, and practitioners from a range of postsecondary programs in Quebec, Ontario, Alberta, and British Columbia. The empirical articles use various methodologies to explore pedagogical and curricular approaches, including Indigenous land- and water-based pedagogies, ethical settler frontline and teaching practices, the pedagogy of the lightning talk, novel-based pedagogy, situated learning, suicide prevention education, and simulation-based teaching. These advance our understanding of accountability and commitment to Indigenous, decolonial, critical, experiential, and participatory praxis in child and youth care postsecondary education. In expanding the state of knowledge about teaching and learning in child and youth care, we also aspire to validate interdisciplinary ways of learning and knowing, and to spark interest in future research that recognizes the need for education to be ethical, critically engaged, creatively experiential, and deeply culturally and environmentally relevant.

scholarly journals Record breaking achievements by spiders and the scientists who study them

PeerJ ◽  
2017 ◽  
Vol 5 ◽  
pp. e3972 ◽  
Author(s):  
Stefano Mammola ◽  
Peter Michalik ◽  
Eileen A. Hebets ◽  
Marco Isaia
Keyword(s):  
Teaching And Learning ◽  
Formal Education ◽  
Public Awareness ◽  
Future Research ◽  
Organismal Biology ◽  
Discovery Research ◽  
Teachers And Students ◽  
Science Educators ◽  
Effective Teaching And Learning ◽  
World Records

Organismal biology has been steadily losing fashion in both formal education and scientific research. Simultaneous with this is an observable decrease in the connection between humans, their environment, and the organisms with which they share the planet. Nonetheless, we propose that organismal biology can facilitate scientific observation, discovery, research, and engagement, especially when the organisms of focus are ubiquitous and charismatic animals such as spiders. Despite being often feared, spiders are mysterious and intriguing, offering a useful foundation for the effective teaching and learning of scientific concepts and processes. In order to provide an entryway for teachers and students—as well as scientists themselves—into the biology of spiders, we compiled a list of 99 record breaking achievements by spiders (the “Spider World Records”). We chose a world-record style format, as this is known to be an effective way to intrigue readers of all ages. We highlighted, for example, the largest and smallest spiders, the largest prey eaten, the fastest runners, the highest fliers, the species with the longest sperm, the most venomous species, and many more. We hope that our compilation will inspire science educators to embrace the biology of spiders as a resource that engages students in science learning. By making these achievements accessible to non-arachnologists and arachnologists alike, we suggest that they could be used: (i) by educators to draw in students for science education, (ii) to highlight gaps in current organismal knowledge, and (iii) to suggest novel avenues for future research efforts. Our contribution is not meant to be comprehensive, but aims to raise public awareness on spiders, while also providing an initial database of their record breaking achievements.

scholarly journals PELATIHAN BLOG SEBAGAI SARANA PUBLIKASI PEMBELAJARAN GURU SMA NEGERI 2 KISARAN

2019 ◽  
Vol 2 (2) ◽  
pp. 143-150
Author(s):  
Guntur Maha Putra ◽  
Novica Irawati ◽  
Adi Prijuna
Keyword(s):  
Teaching And Learning ◽  
Formal Education ◽  
Education Institution ◽  
Teaching Materials ◽  
Student Centered ◽  
Student Centered Learning ◽  
The Hours ◽  
Student Center ◽  
Student Centred Learning ◽  
The Mind

Abstract: As a formal education institution, acculturation of techniques in Teaching and Learning Activities (KBM) is required by each lesson teacher to be able to transfer knowledge to students maximal and optimally. So far the teaching carried out by the teachers of SMA 2 Kisaran is more dominant in learning done face-to-face in the classroom, so that learning requires the mind and energy that is extra because it is done repeatedly in the classroom and the hours that different. Starting from the above, the dedication team sought solutions so that teaching can be acculturated by online learning using blog media to publish teachers' teaching materials to the internet. It is expected that online-based teaching techniques, one of which is outlined in the making and utilization of blogs can stimulate interest from students to access teaching materials that have been published online, both in the form of text, images, audio and learning videos that have been recorded and uploaded by the teacher into his blog whenever and wherever it is, so that it will create student centered learning and learning objectives can be achieved. Keywords: blogs, teaching materials, online publications, videos, student center learning.  Abstrak: Sebagai institusi pendidikan formal maka diperlukan akulturasi teknik dalam Kegiatan Belajar Mengajar (KBM) yang dilakukan oleh masing-masing guru pelajaran untuk dapat mentransfer ilmu pengetahuan kepada peserta didik secara maksimal dan optimal. Selama ini pengajaran yang dilakukan oleh guru-guru SMA Negeri 2 Kisaran lebih dominan ke-pembelajaran yang dilakukan secara tatap muka di dalam kelas, sehingga pembelajaran membutuhkan pikiran dan tenaga yang ekstra karena dilakukan secara berulang-ulang pada kelas dan jam yang berbeda. Berawal dari hal diatas maka tim pengabdian mencari solusi agar pengajaran dapat diakulturasi dengan pembelajaran secara online menggunakan media blog untuk mempublikasikan bahar ajar para guru ke internet. Diharapkan dengan teknik  pengajaran berbasis online salah satunya yang dituangkan dalam pembuatan dan pemanfaatan blog dapat merangsang minat dari para siswa untuk mengakses bahan ajar yang telah dipublikasikan secara online baik informasi berupa text, gambar, audio maupun video pembelajaran yang telah direkam dan diupload oleh guru ke dalam blognya kapan dan dimanapun berada, sehingga akan tercipta pembelajaran berpusat pada siswa (Student Centred Learning) dan tujuan pembelajaran dapat tercapai. Kata kunci: blog, bahan ajar, publikasi online, video, Student Center Learning.

scholarly journals PENINGKATAN PERAN PTK-PNF DALAM PEMBELAJARAN BERBASIS INFORMASI KOMPUTER DAN TEKNOLOGI

2008 ◽  
Vol 3 (1) ◽  
pp. 95-101
Author(s):  
Rasid Rasid
Keyword(s):  
Information And Communication Technology ◽  
Communication Technology ◽  
Learning Process ◽  
Teaching And Learning ◽  
Formal Education ◽  
Empirical Studies ◽  
Learning Achievement ◽  
Instructional Activities ◽  
Information And Communication

Under an assumption that in the present days information and communication technology plays an important role in teaching and learning process, this article discusses how ICT can support the attainment of learning achievement. Based on the empirical studies, it recommends the educators and the supporting staff of non-formal education to improve their skills in using ICT in non-formal education and apply them in the instructional activities.

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