scholarly journals New tools for a new age: An evolution or revolution in higher education?

F1000Research ◽  
2015 ◽  
Vol 4 ◽  
pp. 1502 ◽  
Author(s):  
Roslyn Gleadow ◽  
Melissa Honeydew ◽  
Allie Ford ◽  
Bronwyn Isaac ◽  
Kirsti Abbott
Keyword(s):  
Higher Education ◽  
Social Media ◽  
Student Engagement ◽  
Digital Technologies ◽  
Communication Technologies ◽  
New Age ◽  
Discussion Forums ◽  
On Line ◽  
Undergraduate Science ◽  
Electronic Whiteboards

In this paper we describe how digital technologies can be used to enhance collaboration and student engagement in a large, multicampus undergraduate science unit. Four innovations developed and implemented over a period of eight years are described: use of electronic whiteboards, on-line discussion forums, social media and blogs. In showing the intermediate steps in the evolution of the use of digital and communication technologies, we demonstrate that to be effective, good educational principles are paramount.

Tweeting the Lecture: How Social Media Can Increase Student Engagement in Higher Education

2015 ◽  
Vol 9 (2) ◽  
pp. 91-101 ◽  
Author(s):  
Olan Kees Martin Scott ◽  
Alicia R. Stanway
Keyword(s):  
Higher Education ◽  
Social Media ◽  
Student Engagement ◽  
Social Networking Sites ◽  
Sport Management ◽  
Sport Marketing ◽  
Course Materials ◽  
Online Lectures ◽  
Use Of Social Media ◽  
Effective Use

The higher education sector increasingly uses social media as an educational tool to develop a sense of community and foster student engagement, particularly as social networking sites have become an integral part of the lives of digital natives. The current study sought to explore whether the use of Twitter could foster student engagement in a sport marketing course, specifically by embedding Twitter through two assessments, online lectures and weekly tasks. Mean score comparisons indicated that over a 13-week semester, students (N = 68) felt more engaged and included in the course because it had Twitter, found Twitter to be relatively easy to use, and the use of social media aligned with course objectives. The results of the current study have salience in sport management education, because the effective use of Twitter within a higher education context demonstrates how the use of social media can foster engagement with course materials.

scholarly journals Transition 2.0: Digital technologies, higher education, and vision impairment

2021 ◽  
Author(s):  
Edgar Pacheco
Keyword(s):  
Higher Education ◽  
Social Media ◽  
Students With Disabilities ◽  
Service Provision ◽  
Paradigm Shift ◽  
Digital Technologies ◽  
Individual Interviews ◽  
Conventional View ◽  
Transition To Higher Education ◽  
Support Students

This article introduces Transition 2.0, a paradigm shift designed to study and support students with disabilities’ transition to higher education. Transition 2.0 is the result of a qualitative study about how a group of young people with vision impairments used digital technologies for their transition to university. The findings draw from observations, a researcher diary, focus groups, individual interviews, and data from social media. The article discusses a conventional view of transition, referred to here as Transition 1.0, which has dominated disability-related research and service provision in higher education. It counters this view by further developing the conceptual framework for Transition 2.0. The findings expand current conceptual approaches to transition by incorporating in the analysis the role played by digital tools such as social media and mobile devices. They also provide a new lens through which to study and understand student engagement in higher education.

scholarly journals Digitalization in Higher Education: A Qualitative Approach

2020 ◽  
Vol 4 (1) ◽  
pp. 18-25 ◽  
Author(s):  
Naciye Guliz Ugur
Keyword(s):  
Higher Education ◽  
Social Media ◽  
Digital Technology ◽  
Participant Observation ◽  
Digital Technologies ◽  
Qualitative Approach ◽  
Educational Technologies ◽  
Classroom Setting ◽  
Educational Context ◽  
Forms Of Knowledge

The increasing use of digital technology by young people has become a major concern in the 21st century. This access to technology has led to hot-button arguments surrounding the place of these technologies in our lives and the implications that they have for the future. The incorporation of multimodal and digital technologies in courses has been increasing, with documentaries, social media posts, and blogs host significant spaces for learning and coursework. These forms of knowledge and communication have started to become legitimized in the classroom setting, in addition to the traditional educational technologies such as lectures and textbooks. This paper explores the assumptions by instructors and students concerning why and how multimodal and digital technologies are incorporated into undergraduate classes by qualitative approach. Also, the actual experiences that students and instructors have in using these forms of media in an educational context are investigated via participant observation, in-depth review and open-ended questionnaire techniques along the research

scholarly journals Digital Competencies and Professional attitudes as Predictors of Universities academics' Digital Technologies Usage: Example of Al-Hussein Bin Talal

2019 ◽  
Vol 8 (6) ◽  
pp. 267 ◽  
Author(s):  
Mustafa Jwaifell ◽  
Osama M Kraishan ◽  
Dima Waswas ◽  
Raed O Salah
Keyword(s):  
Higher Education ◽  
Digital Technologies ◽  
Communication Technologies ◽  
Digital Tools ◽  
Information Communication Technologies ◽  
Information Communication ◽  
Professional Attitudes ◽  
Digital Competencies ◽  
Technology Tool ◽  
Electronic Technologies

Information Communication Technologies (ICT) has experienced remarkable development and changes provoked by the spread of digitization and the rise of electronic technologies. Those changes made it urgent to understand academics' perceptions and professional usage of those technologies in higher education. To understand the academics' perception of digital technologies in higher education we have conducted this study in Al-Hussein Bin Talal University (AHU) as an example of academics' digital competencies, professional attitudes, and professional application of digital tools, and possibility of predicting the degree of application of digital tools through the degree of academics' competencies and professional attitudes . This study carried out in Ma'an, a poor-environment area of Southern Governorate in Jordan, with 107 academics who work in AHU as an instructors, has one aim which is to explore how they perceive new digital technologies. Most important result of the study showed that academics competence, attitudes, and digital technologies tools usage are in average level. Moreover the study showed that digital technology tool usage's degree can be predicted through the degrees of the academics' competence and attitudes.. Recommendations were included in this study. 

The Impact of Social Media on Instruction in Higher Education

2016 ◽  
pp. 373-401 ◽  
Author(s):  
Pamela A. Lemoine ◽  
Paul Thomas Hackett ◽  
Michael D. Richardson
Keyword(s):  
Higher Education ◽  
Social Media ◽  
Media Use ◽  
Digital Technologies ◽  
Social Media Use ◽  
Media Communication ◽  
Faculty Collaboration ◽  
Use Of Technology ◽  
Personal Use ◽  
Social Media Communication

The technological revolution of the past two decades has changed communication in contemporary educational settings. Consequently, there is now a wide gulf between the unlimited use of technology and higher education, particularly with respect to digital communications between professors and students. Technology offers college students an array of options to socialize, network, stay informed and connected, but with risks and consequences. As social media use by students becomes more established, educators in higher education are pursuing methods to continue significant and appropriate contact with their audience. Web 2.0 digital technologies convey information and permit interaction with distance participants. Personal use of digital technologies for social media communication is one thing; social media use by professors for communication with students is another. Can social media be used in higher education to improve learning through student and faculty collaboration and are there less than desirable results in the interaction of social media and higher education?

A Framework for Student Engagement

2020 ◽  
pp. 153-171 ◽  
Author(s):  
Desiree' Caldwell ◽  
Tiffany J. Cresswell-Yeager ◽  
Jennifer Aucoin ◽  
Danielle Budenz
Keyword(s):  
Higher Education ◽  
Student Engagement ◽  
Best Practices ◽  
Higher Education Institutions ◽  
Discussion Forums ◽  
Learning Materials ◽  
Online Instructors ◽  
Teaching Online ◽  
Know How

When teaching online, many instructors are provided with a master course that contains the learning materials, discussion forums, assignments, and assessments. With more higher education institutions opting to offer master course shells, it can be difficult for instructors to know how to incorporate their personality, experiences, and insights into a pre-designed course. Faculty who teach online may be searching for ideas on how to personalize their master course and increase student engagement. Many faculty express concerns about students who are disconnected. Personalization of master courses increases student engagement while allowing students and instructors to feel more connected during the course. The authors will explore best practices to increase student engagement and provide a framework to implement these strategies that assist online instructors in demonstrating their personalities and expertise in master courses.

Exploring education-related use of social media: business students perspectives in a changing India

2018 ◽  
Vol 60 (2) ◽  
pp. 198-212 ◽  
Author(s):  
Jehangir Bharucha
Keyword(s):  
Higher Education ◽  
Social Media ◽  
Student Engagement ◽  
Education System ◽  
Business Education ◽  
Easy Access ◽  
Content Type ◽  
Higher Education System ◽  
Depth Interviews ◽  
Structured Questionnaire

Purpose Within a connectivist learning model, the purpose of this paper is to investigate the adoption of social media for educational purposes in India, a hitherto unexplored area of research. The basic research thrust is on students’ experiences when social media is incorporated into higher education. This research tries to gather evidence on the effectiveness of this role and its potential future role as a facilitator and enhancer of learning in the Indian system. Design/methodology/approach The current research draws on the perspectives of the students regarding the adoption of social media for educational purposes. The data collection was done in two separate stages. Stratified random sampling was applied and a structured questionnaire was sent via e-mail. Usable responses were received from 568 respondents. The second stage consisted of an exploratory qualitative study using in-depth interviews and reflections of 250 students from the original sample. Findings Four clear themes emerged from the responses collected via the structured questionnaire and particularly from the in-depth interviews. These include: widespread usage of social media, definite usage in business education, strengths of social media in business education and the flip side of learning with social media. One thing is certain: social media will continue to play an important role in the Indian education sector. A number of colleges and universities in India are including social media in their pedagogy, but the challenge lies in effectively aligning it with curriculum. Practical implications Despite the widespread use of online social media for communication and entertainment, the use in the educational sphere seems to be less. This year-long study tries to gather evidence on all these issues. No doubt social media’s contribution in the classroom depicts a rising interest in technology as a tool to assist learning but it also reinforces a paradigm shift in the way students learn. Social implications With nearly a billion people on mobile phones, the online system certainly has vast potential to create the right kind of learning. As this study has shown at a micro-level, technology-led reach and easy access is bringing about a socio-economic difference in the lives of Indian learners. While this study certainly supports digital learning in India it points out that higher educational institutions are yet to exploit its full advantage for better student engagement. Originality/value One key characteristic of this generation is that they are very education oriented. Due to the relative freshness of the approach in India and fairly restricted use in the Indian higher education system, empirical studies are limited and the impact of social media on student engagement in the higher education system in India is not known.

An Updated and Expanded Nationwide Study of Business Communication Courses

2020 ◽  
Vol 83 (4) ◽  
pp. 469-488
Author(s):  
Farrokh Moshiri ◽  
Peter W. Cardon
Keyword(s):  
Higher Education ◽  
Social Media ◽  
Critical Thinking ◽  
Communication Technologies ◽  
Business Communication ◽  
Professional Associations ◽  
Course Delivery ◽  
Mediated Communication ◽  
Nationwide Study ◽  
Media And Technology

This nationwide study of business communication instructors examined course delivery, course outlook, topics and depth of coverage, social media and technology coverage, diversity coverage, critical thinking, and accessibility. The outlook for the course appears positive and promising, and instructors continue to add content to the course. An important finding is that business communication instructors’ level of confidence in technology significantly affects how they cover technology-mediated communication. Therefore, we suggest professional associations and higher education institutions should provide more opportunities for voluntary training in these newer communication technologies. Further research is needed about the strain placed on business communication instructors.

scholarly journals Empathy and Togetherness Online Compared to IRL: A Phenomenological Account

2021 ◽  
Vol 52 (1) ◽  
pp. 78-95
Author(s):  
Fredrik Svenaeus
Keyword(s):  
Social Media ◽  
Real Life ◽  
Digital Technologies ◽  
The Internet ◽  
Edith Stein ◽  
Personal Stories ◽  
Peter Goldie ◽  
Phenomenological Account ◽  
On Line ◽  
Social Intercourse

Abstract In this paper I aim to show with the aid of philosophers Edith Stein and Peter Goldie, how empathy and other social feelings are instantiated and developed in real life versus on the Internet. The examples of on-line communication show both how important the embodied aspects of empathy are and how empathy may be possible also in the cases of encountering personal stories rather than personal bodies. Since video meetings, social media, online gaming and other forms of interaction via digital technologies are taking up an increasing part of our time, it is important to understand how such forms of social intercourse are different from in real life (IRL) meetings and why they can accordingly foster not only new communal bonds but also hatred and misunderstanding.

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