An Autoethnographic Report on the Use and Impact of Social Networking Sites as an Approach to Teaching of the Research Process

The establishment of the K-12 curriculum has had a significant impact on subject requirements related to the outcome-based education plan and the requisite output for a given research report or requirement. Social networking platforms enable students to effortlessly complete a variety of tasks, such as learning and performance. By intervening in research, social networking sites break down the barriers that limit both students and teachers in the research process. Three methodologies or ideas have arisen, known as approaches, that could help you facilitate teaching research, even if you are not in the research discipline: the Facebook-Personality Network Approach, the Virtual Research Journal, and the Google Immersion Approach. It is considered favorably by some students and users, but there are those who take advantage of its negative aspects. Instead of focusing on the emerging ideas or topics created by coding, I used social networking sites to demonstrate that research can be done anytime, anyplace, for any purpose or cause. According to the outcome-based education paradigm, students found the three techniques highly engaging. In order to be a teacher-researcher, you must utilize your originality and resourcefulness when it comes to all of the resources, devices, and technology, as well as the available social networking sites.

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Social Networking Postings: Views from School Principals

Education Policy Analysis Archives ◽

10.14507/epaa.v20n11.2012 ◽

2012 ◽

Vol 20 ◽

pp. 11 ◽

Cited By ~ 1

Author(s):

Marlynn M. Griffin ◽

Robert L. Lake

Keyword(s):

Social Networking ◽

Social Networking Sites ◽

School Principals ◽

Hiring Decisions ◽

Use Of Data ◽

Hiring Decision ◽

Education Data ◽

K 12 ◽

Sexual Talk ◽

The Impact

Numerous recent media accounts indicate that teachers are being fired, put on probation, or otherwise censured because of information found on their social networking sites (SNS). While the literature in business, psychology, and pharmacy shows initial investigations of the impact of SNS information on hiring decisions, this area has not been investigated in the field of education. Data from pre-service teachers’ SNS were compiled into a 51-item questionnaire and K-12 school principals rated each statement on its likelihood to influence a hiring decision if it were found on the SNS of a teacher applying for a position at his or her school. The statements included on the questionnaire included sexual talk, swearing, violent language, references to drugs and/or alcohol use, and language that could be considered pejorative to individuals with disabilities, persons of color and/or homosexual individuals. The findings of this preliminary study indicate that of the 51 statements, 28 had average ratings in the moderate-to-significant impact on hiring decision range and 22 had average ratings in the minor-to-moderate impact on hiring decision range. Only one item of the 51 fell in the no impact-to-minor impact on hiring decision range. Findings are discussed in relation to professional dispositions, categories of information that may influence hiring decisions, and internet use policies. Implications based on the data from this study include the need to develop state and university policies for SNS use. Finally, the results of this study indicate that further research into hiring administrators’ use of data from SNS in hiring decisions is warranted.

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From Computer to Commuter: Considerations for the Use of Social Networking Sites for Participant Recruitment

The Qualitative Report ◽

10.46743/2160-3715/2014.1279 ◽

2014 ◽

Author(s):

Lily Hirsch ◽

Kirrilly Thompson ◽

Danielle Every

Keyword(s):

Social Interaction ◽

Social Networking ◽

Social Networking Sites ◽

Research Process ◽

Social Networking Site ◽

The Internet ◽

Discussion Forums ◽

Methodological Issues ◽

Participant Recruitment ◽

Back Stage

The rise in use and changing nature of the Internet has led to an increase in the number of people using discussion forums and social networking sites for the purpose of online social interaction, sharing experiences, and learning. Whilst researchers have begun to capitalize on the increasing pool of online participants for research online, very few studies have examined the benefits of online participant recruitment for offline data collection. Through the format of a ‘back stage’ essay, this paper follows the research process of participant recruitment using a social networking site to arrange offline interviews with local rail users in Mumbai and Chennai, India. This paper contributes to the literature about the methodological issues associated with ensuring authenticity of online-recruited research participants. It also builds on the existing literature about incorporating researcher safety into the method.

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Using Facebook in Teaching

Social Media in Higher Education ◽

10.4018/978-1-4666-2970-7.ch005 ◽

2013 ◽

pp. 86-103

Author(s):

Ioana Boghian

Keyword(s):

Social Networking ◽

Social Networking Sites ◽

Teaching And Learning ◽

Information Dissemination ◽

Common Denominator ◽

Educational Tool ◽

Student Centered ◽

Approach To Teaching ◽

The Common

Educators have started to turn to social networking sites as they began to recognize the assistance that such sites may provide in information dissemination, creation and cooperation activities, and also in receiving feedback. As promoter of personality, individuality, self-expression, self-assertion, and communication, Facebook responds well to the particularities and requirements of the student-centered approach to teaching and learning. By critically analyzing certain pedagogic approaches to Facebook and by highlighting the common denominator of Facebook and student-centered strategies in terms of didactic benefits, this paper intends to answer the following questions: Can Facebook be regarded and used as an effective and efficient educational tool? If yes, in what way(s)?

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Motivating Students to Learn AI Through Social Networking Sites: A Case Study in Hong Kong

Online Learning ◽

10.24059/olj.v25i1.2454 ◽

2021 ◽

Vol 25 (1) ◽

Author(s):

Tsz Kit Ng ◽

Kai Wa Chu

Keyword(s):

Social Media ◽

Hong Kong ◽

Social Networking ◽

Social Networking Sites ◽

Social Engagement ◽

Research Process ◽

After School ◽

School Activities ◽

After School Activities

In Hong Kong, after-school activities have long been used to foster friendships and to allow students to pursue their interests in an informal setting. This case study reports on a three-phase action research process in which information technology teachers delivered after-school activities focused on artificial intelligence during the COVID-19 transition to remote learning. Using semi-structured interviews, a motivational questionnaire, and lesson observations, this study describes how extracurricular activities were delivered online using social networking sites and how students perceived the new experience. Our results suggest that, in order to deploy meaningful activities via social media, teachers need to build collaborative environments that facilitate social engagement among students. These findings have implications for new practices in social media and other blended technologies, and can help students strike a healthy balance between their academic and non-academic life during this challenging period.

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