Accounting Teachers’ Readiness to Use Mobile Phones and Social Media Platforms as Supplementary Teaching and Learning Tools in the 21st Century

Social media is a prominent medium of communication and used by all generations. Besides a tool of communication, institutions have integrated social media such as Twitter, Facebook, and YouTube as learning tools to deliver new information and connect with students. The popularity social media gained over the years has become a debate whether social media platforms are effective teaching and learning tool. This study attempts to seek the influence of social media on English vocabulary development among students in public and private universities in Malaysia. This study also aims to explore the influence of social media on interest in language learning skill. Besides, this study investigates how these platforms cause positive and negative influence language learning. Data and responses for this study made use of questionnaires. The questionnaire data was then analyzed quantitatively using SPSS. The findings revealed that social media sparks language learning interest among English learners. Article visualizations:<img src="/-counters-/edu_01/0710/a.php" alt="Hit counter" />

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Virtual Mentors

Pedagogical Applications and Social Effects of Mobile Technology Integration ◽

10.4018/978-1-4666-2985-1.ch015 ◽

2013 ◽

pp. 258-276 ◽

Cited By ~ 2

Author(s):

Marialice B. F. X. Curran ◽

Regina G. Chatel

Keyword(s):

Social Media ◽

Teacher Preparation ◽

21St Century ◽

Teaching And Learning ◽

Role Model ◽

Teacher Preparation Programs ◽

Collaborative Partnerships ◽

Preparation Programs ◽

Virtual Mentoring ◽

Traditional Mentoring

Social media has the potential to revolutionize teaching, learning, and collaborative partnerships in teacher preparation programs. Traditional mentoring has been conducted in person, via mail, telephone, e-mail, conferences, and typical daily interactions. However, the emergence of social media has led to an exciting development called the iMentor Model, virtual mentoring via social media. Through the iMentor Model, teacher candidates observed 21st century teaching methods that they were not always able to observe locally. The traditional mentor is an advisor, a coach, a facilitator, or a role model. An iMentor demonstrates these qualities as well as embracing multiple social networking platforms in teaching and learning. iMentors model three components of the Saint Joseph College School of Education Conceptual Framework (2010): Rigorous of Mind, Compassionate of Heart, and an Agent of Change in their teaching. This chapter discusses how the use of iMentors brings teacher preparation into the 21st century.

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Mobile-Based Social Media Platforms and Women Mobilisation for Political Participation in Nigeria

Civic Engagement and Politics ◽

10.4018/978-1-5225-7669-3.ch022 ◽

2019 ◽

pp. 449-459

Author(s):

Abdulmutallib A. Abubakar

Keyword(s):

Social Media ◽

Mass Media ◽

Mobile Phones ◽

Policy Formulation ◽

Emerging Democracies ◽

Political Actors ◽

Roles And Responsibilities ◽

Social Media Platforms ◽

Computer Based ◽

Emerging Democracy

There is volume of literature and growing studies on the roles and responsibilities of conventional mass media and to some extent computer-based social media in enhancing political engagement, mobilisation and participation in developed and emerging democracies such as Nigeria. However, a few studies exist that provide insight about the intersection between mobile-based social media platforms and political mobilisation and participation in various democracies (liberal and non-liberal, developed and developing). It is therefore pertinent to examine such relationship especially from Nigeria's perspective as emerging democracy that is struggling to mobilise and absorb people from all sectors and sections to ensure acceptance and institutionalisation of democratic ideals in the country. Thus, the focus of this chapter is to examine the roles, significance and application of mobile based social media platforms that can only be registered and used on mobile phones. The chapter also evaluated strategies and techniques required to enrich engagement, mobilisation and participation in democratic processes particularly in the Northern part of the country through these mobile-based social media. Thus political actors can use mobile based social media to engage and mobilise youth and women to participate keenly in political discourse, electioneering, policy formulation and implementation at various levels.

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

Journal of Information & Knowledge Management ◽

10.1142/s0219649220400237 ◽

2020 ◽

Vol 19 (01) ◽

pp. 2040023 ◽

Cited By ~ 2

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.

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A Systematic Review of Social Media Integration to Teach Speaking

Sustainability ◽

10.3390/su13169047 ◽

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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Using social media as an interactive tool for learning and teaching purposes

ALUSTATH JOURNAL FOR HUMAN AND SOCIAL SCIENCES ◽

10.36473/ujhss.v1i7.979 ◽

2019 ◽

Vol 1 (7) ◽

pp. 13-26

Author(s):

م.م. فائزة عدنان صالح

Keyword(s):

Social Media ◽

Teaching And Learning ◽

Actual Process ◽

Technological Education ◽

Validity And Reliability ◽

Learning And Teaching ◽

Academic Level ◽

Teachers And Students ◽

Social Media Platforms ◽

Academic Communication

This study explores the fulfilment of teachers and students in utilizing social media as educational platforms at university of Baghdad, Iraq. It aims to investigate whether the actual process of knowledge attainment and communicative interactions is completed at the virtual atmosphere. The current study includes three facets of social media_ engagement, interpersonal teaching and learning, and school performance. Random selection of (180) digital users at some of academic institutions has participated in the study. The results reveal that recruiters require social media platforms to connect teachers and students virtually. They tend to utilize social media for enhancing teaching and learning route which contributes the development of campus community. Virtual platforms completes the actual process of academic attainment in a meaningful way despite the traditional sense of learning and teaching at the academic level. The results conducted maintain its validity and reliability by means of knowledge dynamics, intellectual capital, and educational expertise.The study recommends experiencing technological education for carrying out relevant tools and applications which activate academic communication and empower guidelines and practices of institutional settings.

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A Qualitative Exploration of the Teaching- and Learning-Related Content Nursing Students Share to Social Media

Canadian Journal of Nursing Research ◽

10.1177/08445621211053113 ◽

2021 ◽

pp. 084456212110531

Author(s):

Catherine M. Giroux ◽

Katherine A. Moreau

Keyword(s):

Social Media ◽

Nursing Students ◽

Teaching And Learning ◽

Faculty Members ◽

Transition To Practice ◽

Course Content ◽

Social Media Platforms ◽

Collection Period ◽

Nursing Roles ◽

Qualitative Exploration

Background: Social media have many applications in health professions education. The current literature focuses on how faculty members use social media to supplement their teaching; less is known about how the students themselves use social media to support their educational activities. In this study, this digital artifact collection qualitatively explored what educational content nursing students shared with their social media accounts. Methods: A total of 24 nursing students’ Facebook, Twitter, and Instagram accounts were followed over 5 months. A modified directed content analysis was conducted weekly and at the end of the data collection period, using two cycles of inductive and deductive coding. Results: This study demonstrated that nursing students used social media to combat isolation, to consolidate course content, to share resources, and to better anticipate the transition to practice as a new nurse. Conclusions: Faculty members can capitalize on social media platforms to help nursing students explore nursing roles and identities while learning about and enacting professional online behaviours.

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The State of Social Media in Saudi Arabia’s Higher Education

International Journal of Technology and Educational Marketing ◽

10.4018/ijtem.2013010105 ◽

2013 ◽

Vol 3 (1) ◽

pp. 65-76 ◽

Cited By ~ 16

Author(s):

Hend S. Al-Khalifa ◽

Regina A. Garcia

Keyword(s):

Higher Education ◽

Social Media ◽

Saudi Arabia ◽

Teaching And Learning ◽

Higher Education Institutions ◽

The State ◽

Media In Education ◽

Universities And Colleges ◽

Exchange Of Information ◽

Social Media Platforms

Social media platforms are designed not only for entertainment but also for exchange of information, collaboration, teaching and learning. With this, Higher Education institutions in Saudi Arabia have started utilizing these platforms for the main reason that many students are embracing this new trend in technology. In this article, a discussion of this media in education in terms of its roles, used in different settings, and its policies and management in accordance with Saudi culture will be covered. Furthermore, the state of this media in Higher Education institutions among the country’s universities and colleges will be highlighted.

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Social media influencers, post-feminism and neoliberalism: How mum bloggers’ ‘playbour’ is reshaping public relations

Public Relations Inquiry ◽

10.1177/2046147x19846530 ◽

2019 ◽

Vol 8 (2) ◽

pp. 149-166 ◽

Cited By ~ 5

Author(s):

Catherine Archer

Keyword(s):

Social Media ◽

Public Relations ◽

21St Century ◽

Sense Of Belonging ◽

Online Media ◽

Dominant Culture ◽

Social Media Platforms ◽

Media Reports ◽

And Control ◽

The Relationship

The rise of blogging mothers as precariat workers conducting ‘playbour’, a combination of play and labour, and as subjects of neoliberalism, requires a re-examination of virtually mobile mothers and their role in 21st century society. At the same time, public relations (PR) and marketing practitioners are grappling with how to interact and ‘work’ with these, among other, social media influencers who are increasingly seen as able to sell products and ideas through their blogs, Instagram, Facebook and other social media platforms. The relatively new relationships between PR practitioners and social media influencers raise questions of unequal power and vulnerability for both the largely amateur influencers and the PR practitioners. The relationship between the two means that ethical questions around exploitation, authenticity, professionalism and control have arisen, with both sides feeling their way in new terrain. This article uses the concepts of precarity and liminality and applies them to a group of ‘mommy/mummy/mum bloggers’, that is, blogging mothers of young children, negotiating their identities as mothers, and moving beyond their homes using social media to, in part, create a sense of belonging (but also, in some cases, to make money). The article is based on the author’s own longitudinal digital ethnography within online influencer territory, and includes mainstream and online media reports and interviews with both mum bloggers and PR practitioners. It is argued that the marketisation of motherhood within a dominant culture of neoliberalism means that practitioners may wrongly assume that mum bloggers are acting freely to engage with entrepreneurial endeavours.

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