The Use of Social Media in Teaching and Learning: A Case of SSRU’s Faculty Members

2017 ◽  
pp. 471-476
Author(s):  
Chaiwat Tantarangsee
Keyword(s):  
Social Media ◽  
Teaching And Learning ◽  
Faculty Members ◽  
Use Of Social Media

Investigating the Effects of Social Media on Higher Education with a Case Study

2020 ◽  
Vol 19 (01) ◽  
pp. 2040023 ◽  
Author(s):  
Mamoun Masoud Abdulqader ◽  
Yousof Zohair Almunsour
Keyword(s):  
Higher Education ◽  
Social Media ◽  
Teaching And Learning ◽  
Faculty Members ◽  
The Other ◽  
Media In Education ◽  
Social Media Platforms ◽  
Use Of Social Media ◽  
Teaching Learning

This research aims to investigate the effects of social media use on higher education teaching and learning as well as the students’ academic performance. A total of 275 students and faculty members from the College of Computer Science and Information Technology at Imam Abdulrahman Bin Faisal University took part in the study. The participants answered survey questions to analyse information on their use of social media in education and how that has affected their teaching, learning and grades. A majority of the participants reported that they used social media in training. However, they also stated that social media platforms were beneficial in academic matters. The number of participants who stated that the use of social media in learning helped improve their grades was 43%. The other 57% thought that social media had no impact on their grades or had an adverse effect or were undecided.

scholarly journals The Effect of Using Social Media on Academic Performance of Faculty Members during Covid-19 Pandemic

2021 ◽  
Vol 3 (2) ◽  
pp. 106-114
Author(s):  
Mohammad Naim Rahim ◽  
Mohamad Bilal Ali
Keyword(s):  
Social Media ◽  
Academic Performance ◽  
Teaching And Learning ◽  
Survey Design ◽  
Faculty Members ◽  
Significant Difference ◽  
Postgraduate Studies ◽  
Educational Paradigm ◽  
Use Of Social Media ◽  
New Policies

The use of social media has increased in schools and universities due to the new norms of teaching and learning during the Covid-19 pandemic. However, this educational paradigm shift requires further surveys to explore the potentials and restrictions, particularly in the context of Afghanistan. Therefore, a quantitative method and descriptive survey design are adopted to examine the effect of using social media (Facebook, WhatsApp, and Telegram) on the academic performance (Mean Scores of GPA) of Afghanistan faculty members who are pursuing their postgraduate studies at Universiti Teknologi Malaysia (UTM). The participants are (N=103 male and female) who are randomly selected. The data is collected through a structured survey google form. Frequency and percentage statistical analysis, Independent-Samples T-test, and Independent-Measures ANOVA are performed as data analysis techniques. The results show a large number of WhatsApp users in terms of frequency and percentage among faculty members of Afghanistan who are using social media. The findings also examine that there is no significant difference between the mean scores of GPA in the academic performance of faculty members using different types of social media. In conclusion, the study contributes to establishing an in-depth understanding of the effect of using social media on the academic performance among faculty members based on the new policies of e-learning implementation by the Ministry of Higher Education during the Covid-19 pandemic.  

scholarly journals Global South teacher educators in digital landscape: implications on professional learning

2019 ◽  
Vol 11 (2) ◽  
pp. 19-28
Author(s):  
Maria Antonietta Impedovo ◽  
Sufiana Khatoon Malik ◽  
Kinley Kinley
Keyword(s):  
Social Media ◽  
Professional Learning ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Pedagogical Practices ◽  
Structured Interviews ◽  
Digital Resources ◽  
Use Of The Internet ◽  
Use Of Social Media ◽  
Digital Landscape

Abstract This article explores Pakistani and Bhutanese teacher educators’ digital competences about the use of social media, digital resources and professional online communities and implications of this on professional learning. The two countries, less discussed in international educational literature, are facing a growing use of the Internet in teaching and learning. Data include a survey completed by 67 teacher educators from Pakistan and 37 teachers from Bhutan, as well as semi-structured interviews from both countries. This study provides evidence of how teachers’ interaction on social networks and the use of digital resources play a central role in the introduction of innovative pedagogical practices of teacher educators, and teacher educators remain interested in knowledge sharing through social media for their professional learning.

scholarly journals The Attitudes of Islamic Education Teachers Towards the Use of Social Media in Teaching and Learning

2019 ◽  
Vol 12 (11) ◽  
pp. 154
Author(s):  
Badr Abdullah Al-Harbi
Keyword(s):  
Social Media ◽  
Saudi Arabia ◽  
Teaching And Learning ◽  
Learning Activities ◽  
Islamic Education ◽  
Positive Attitudes ◽  
Educational Processes ◽  
Quantitative Descriptive ◽  
Use Of Social Media ◽  
Teaching Learning

The aim of this study was to identify and analyse the Islamic Education teachers’ attitudes, difficulties and purposes while using social media in the educational processes in the Saudi context. In doing so, this study adopted a quantitative, descriptive approach based on empirical data collected by means of a questionnaire. The study sample consisted of 124 teachers of Islamic Education in Hail, Kingdom of Saudi Arabia (KSA). While the participants reported positive attitudes towards the use of social media in the educational processes, the results showed their low use of social media which was limited mainly to personal purposes rather than using them for teaching learning activities. Based on the results, the study recommends developing teachers’ knowledge and skills to make them aware of the use of social media in education and encourage them to utilize them for teaching and learning activities. Since social media are ubiquitous and being widely used for personal reasons, their integration into the curricula and syllabi may further increase the teaching and learning of Islamic Education in Saudi Arabia.

Use of Social Media in Online Learning

2017 ◽  
pp. 1-18
Author(s):  
Agah Tugrul Korucu ◽  
Handan Atun
Keyword(s):  
Social Media ◽  
Learning Process ◽  
Teaching And Learning ◽  
Academic Staff ◽  
Limited Range ◽  
Digital Native ◽  
New Material ◽  
Social Media Tools ◽  
Digital Competencies ◽  
Use Of Social Media

Social media tools are used to visualize resources especially. However, there is a limited range of created content in social media, instructors and students have a tendency to use shared materials rather than edit an existed material or create a new material. However, this does not change the situation of social media in education, it is proved that social media improves teaching and learning process. Therefore, researchers stressed that instructions should consider supporting academic staff with technical and pedagogical guidance as the academicians do not meet the requirements of digital native students. Their web self-efficacy and digital competencies should be improved (Manca & Ranieri, 2016a; Manca & Ranieri, 2016b).

The Social Media Imperative

2020 ◽  
pp. 208-236
Author(s):  
Elsa Camargo
Keyword(s):  
Social Media ◽  
Faculty Members ◽  
Academic Administrators ◽  
Senior Faculty ◽  
The Social ◽  
Use Of Social Media ◽  
Faculty And Administrators

As the usage of social media among faculty increases, it has become pressing for institutions to find ways to monitor and support this activity. In some cases, academic administrators have responded by reprimanding faculty members through suspension and forced leaves of absence. This chapter focuses on the role social media play in the careers of faculty, the function a mature workforce (senior faculty and administrators) has in adequately supporting junior faculty's use of social media, and on how institutions equip mature senior faculty and administrators (MSFAs) with the necessary skills to manage junior faculty's use of social media for the purpose of balancing a mature workforce in academia.

scholarly journals A Systematic Review of Social Media Integration to Teach Speaking

2021 ◽  
Vol 13 (16) ◽  
pp. 9047
Author(s):  
Emily John ◽  
Melor Md Yunus
Keyword(s):  
Systematic Review ◽  
Social Media ◽  
Teaching And Learning ◽  
English Language ◽  
Selection Process ◽  
Systematic Analysis ◽  
Social Media Platforms ◽  
Use Of Social Media ◽  
Meta Analyses ◽  
Speaking Skills

The ubiquitous nature of social media (SM) makes it a very essential tool to use in the world of education, especially with the advent of the COVID-19 pandemic which has led to a paradigm shift in the approaches used in the teaching and learning of English language skills. This review focuses on the use of social media as a medium of instruction to aid the acquisition of speaking skills, which many learners find extremely challenging and inhibiting. Thus, this systematic review investigates the integration of social media in the teaching and learning of speaking skills. To ensure the systematic analysis of the selected articles, Preferred Reporting Items for Systematic review and Meta-Analyses (PRISMA) 2020 guidelines were utilized. A total of 36 peer-reviewed journal articles from the year 2016 to 2021 were accessed from two databases: ERIC and Google Scholar. Prior to the start of the review, an inclusion and exclusion criteria selection process was conducted to ensure the focus of the review. Overall, the articles reviewed presented the claim that the integration of social media is seen as a positive inclusion for the teaching of speaking skills using various social media applications. Findings reveal that there are improvements in speaking skills, as well as confidence to speak and a decline in speaking anxiety. Teachers and educators can now make use of the various social media platforms such as Telegram, Facebook, WhatsApp, and others to provide learners with more practice that is not only restricted to the classroom but has moved beyond it.

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