A SYSTEMATIC REVIEW OF THE APPLICATION OF SOCIAL MEDIA AS AN EDUCATIONAL TOOL WITHIN HIGHER EDUCATION: AN ACADEMICS’ ADOPTION CHALLENGES PERSPECTIVE

2018 ◽  
Author(s):  
Eva Perez ◽  
Mairead Brady
Keyword(s):  
Higher Education ◽  
Systematic Review ◽  
Social Media ◽  
Educational Tool

scholarly journals A Preliminary Scoping Review Study of the Progress of Social Media Adoption as an Educational Tool by Academics in Higher Education

2018 ◽  
Vol 2 ◽  
Author(s):  
Eva Perez ◽  
Mairead Brady
Keyword(s):  
Higher Education ◽  
Systematic Review ◽  
Social Media ◽  
Scoping Review ◽  
Academic Staff ◽  
Empirical Studies ◽  
Pedagogical Issues ◽  
Educational Tool ◽  
Scoping Study ◽  
Time Investment

This paper presents a preliminary scoping review exploring the evidence landscape regarding academic staff experiences and perceptions of social media adoption as an educational tool in higher education. The goal of this paper is to examine 10 empirical studies of social media adoption in teaching and learning by academics in preparation for a proposal for a systematic literature review. Consequently, this scoping study assisted in the development of a review protocol which established the inclusion and exclusion criteria for conducting this systematic review at a future date. This paper will present the first stage of carrying out a systematic review: planning the review and presenting the results of the scoping study. The findings of this scoping study revealed that academics are slow in adopting social media within teaching and academics that have adopted the use of social media do so primarily for sharing relevant information and resources easily with students rather than for teaching purposes. Overall, the adoption of social media as an educational tool is faced with many challenges, such as cultural resistance, pedagogical issues, lack of institutional support and time investment. The results also indicate that teaching styles, demographic factors, privacy issues and previous experience can influence academic staff’s decision to adopt social media for teaching purposes.

A social media adoption framework as pedagogical instruments in higher education classrooms

2020 ◽  
Vol 18 (1) ◽  
pp. 55-85
Author(s):  
Mostafa Hamadi ◽  
Jamal El-Den ◽  
Cherry Narumon Sriratanaviriyakul ◽  
Sami Azam
Keyword(s):  
Higher Education ◽  
Social Media ◽  
Teaching And Learning ◽  
Adoption Process ◽  
Educational Tool ◽  
Pedagogical Tools ◽  
Implementation Processes ◽  
Thematic Review ◽  
Blackboard Learn ◽  
Standard Framework

Social Media (SM)’s use as pedagogical tools in Higher Education (HE) institutions is gaining robust momentum among researchers from different disciplines. While most universities implemented Learning Management Systems (Blackboard Learn, Moodle, etc.) as essential instruments in their teaching and learning(T&L) methods, the adoption of SM platforms such as Facebook, YouTube, etc., as in-class educational and communication tools is still in its infancy. Despite the numerous available studies on SM’s adoption as T&L instruments in HE, little has been made to develop a standard framework for SM’s integration as effective educational tool in classroom environments. This paper followed a thematic review of 19 relevant studies to analyse and identify common practices and findings on SM’s inclusion as T&L tools in HE. Subsequently, the findings formed the basis in developing a conceptual framework for SM’s integration as pedagogical tools in HE classrooms. This framework introduces SM’s adoption process as a formal educational tool, the development of SM implementation processes, and assists in understanding the influence of SM on education environments. The research outlines major findings in current literature, thereby, providing valuable insights on SM’s use in education, besides forming the basis for future quantitative and qualitative researches in this area of study.

The (Mis)Uses of Race in Research on College Students: A Systematic Review

JCSCORE ◽  
2018 ◽  
Vol 3 (1) ◽  
pp. 5-41
Author(s):  
Marc P. Johnston-Guerrero
Keyword(s):  
Higher Education ◽  
College Students ◽  
Systematic Review ◽  
Content Analysis ◽  
Student Affairs ◽  
Educational Outcomes ◽  
Racial Groups ◽  
Higher Education Journals ◽  
Wide Range ◽  
Implicit And Explicit

Race has been one of the most controversial subjects studied by scholars across a wide range of disciplines as they debate whether races actually exist and whether race matters in determining life, social, and educational outcomes. Missing from the literature are investigations into various ways race gets applied in research, especially in higher education and student affairs. This review explores how scholars use race in their framing, operationalizing, and interpreting of research on college students. Through a systematic content analysis of three higher education journals over five years, this review elucidates scholars’ varied racial applications as well as potential implicit and explicit messages about race being sent by those applications and inconsistencies within articles. By better understanding how race is used in higher education and student affairs research, scholars can be more purposeful in their applications to reduce problematic messages about the essentialist nature of race and deficit framing of certain racial groups.

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