scholarly journals Reflecting on Social Learning Tools to Enhance the Teaching-Learning Experience of Generation Z Learners

2021 ◽  
Vol 5 ◽  
Author(s):  
Elizelle Juanee Cilliers
Keyword(s):  
Social Media ◽  
Social Learning ◽  
Learning Experience ◽  
Learning Tools ◽  
Urban And Regional Planning ◽  
North West ◽  
The North ◽  
Generation Z ◽  
Social Media Tools ◽  
Teaching Learning

Limited research has considered social learning tools and preferences of the Generation Z learner from a higher educational perspective. This research is based on the educational theories of constructivism and social learning, in attempt to reflect on social learning tools employed in a third year Urban and Regional Planning module at the North-West University (South Africa). The empirical investigation was based on the reflections from Generation Z learners who were introduced to a range of social media tools. The paper aimed to investigate if social learning tools can positively impact the learner experience in the contemporary classroom based on longitudinal data. It identified the preferences of the Generation Z learners in terms of social media tools, and the trends thereof, during a 10-year period (2011–2020). Finally, the paper drew on the perspective of the educator, in reflecting on the challenges, but also scope, to include social learning tools as part of higher education teaching-learning.

scholarly journals Social Media Tools for Educational Sustainability in Conflict-Affected Regions

2021 ◽  
Vol 11 (11) ◽  
pp. 662
Author(s):  
Hoda Baytiyeh
Keyword(s):  
Social Media ◽  
Learning Tools ◽  
Access To Education ◽  
Student Interactions ◽  
Face To Face ◽  
Emergency Situations ◽  
Student Safety ◽  
Social Media Tools ◽  
Media Learning ◽  
Teaching Learning

This conceptual paper demonstrates the potential role of social media in providing students with access to education during emergency situations when schools cannot ensure students’ safety or provide safe learning environments. It is based on conceptual analysis that transforms face-to-face education into a cost-free, online educational environment by relying on social-media learning tools during short-term disruptions caused by violence and conflict. This article proposes a framework that outlines how technology can be used to maintain education in schools during conflicts and emergency situations: cloud computing to access administrative resources and social media tools to maintain teaching/learning resources and student–teacher as well as student–student interactions. The proposed strategy could be greatly beneficial to educational leaders and administrators in regions vulnerable to sectarian conflicts where student safety and the delivery of educational services can become major challenges. This paper contributes to the literature by emphasising the advantages of social media tools for educational delivery in conflict-afflicted regions.

scholarly journals SOCIAL MEDIA AS TEACHING/LEARNING TOOLS IN NIGERIAN TERTIARY INSTITUTIONS

2021 ◽  
Vol 9 (7) ◽  
pp. 372-386
Author(s):  
John Eteng Imoke ◽  
Celestine Unoh Nkanu ◽  
Bisong Anthony Etta
Keyword(s):  
Social Media ◽  
Inclusive Education ◽  
21St Century ◽  
Survey Design ◽  
Learning Tools ◽  
The Social ◽  
Social Media Tools ◽  
Use Of Social Media ◽  
Teaching Learning ◽  
Sampling Procedures

This study verified students’ perceptions on whether utilisation of the social media tools for teaching/learning can possibly contribute towards driving 21st century inclusive education efforts in Nigerian universities. A descriptive survey design was adopted for the study. Study’s population was made up of all 392 students of Educational Technology unit of the Department of Curriculum and Teaching in the Faculty of Education in the University of Calabar. Sample was drawn through purposive sampling procedures with a sample of 68 respondents drawn for the study. A 15-item questionnaire tagged “Learners’ Perceptions of social media as Teaching/Learning Tools and Contributions to 21st century Inclusive Education Efforts’ Questionnaire” (LPSMTLTCIEEQ) was utilized to collect data. Using Cronbach Alpha, the reliability estimate of the instrument was 0.82. Data analysis was achieved using frequencies and percentages. The findings revealed that students had favourable perceptions concerning utilisation of the social media tools for teaching/learning as a vital contributor towards driving 21st century inclusive education efforts. Recommendations included that; lecturers should incorporate use of social media tools for teaching-learning processes.

scholarly journals Design principles for heutagogical learning: Implementing student-determined learning with mobile and social media tools

2019 ◽  
Vol 35 (3) ◽  
Author(s):  
Vickel Narayan ◽  
Jan Herrington ◽  
Thom Cochrane
Keyword(s):  
Social Media ◽  
Mobile Devices ◽  
Learning Experience ◽  
Design Principles ◽  
First Year ◽  
Design Based Research ◽  
Learning And Teaching ◽  
Social Media Tools

Mobile and social media over the last decade has created significant shifts in society: how we communicate and collaborate, and in learning and teaching. This paper discusses a study that investigated how mobile social media tools and affordances could be harnessed to facilitate a student-determined learning experience (heutagogy). A design-based research (DBR) approach was utilised to analyse and investigate a set of draft design principles that was established in collaboration with a group of teachers and literature. The draft design principles guided the design of a first year course that was iteratively implemented and evaluated over 2 years with two different cohorts of students. As a key outcome of the DBR, a set of refined design principles is presented. These principles are capable of guiding other practitioners in designing and facilitating student-determined learning in authentic contexts using mobile devices, and social media affordances.

scholarly journals Exploring the role Social Media plays in the student learning experience of 2014 university life in NZ

2021 ◽  
Author(s):  
◽  
Aloundeth Panekham
Keyword(s):  
Social Media ◽  
Student Learning ◽  
Social Networking Sites ◽  
Learning Experience ◽  
Learning Activities ◽  
Learning Ability ◽  
Structured Interviews ◽  
Quality Of Data ◽  
Social Bookmarking ◽  
Social Media Tools

<p>The purpose of this study is to explore how university students and lecturers use social media to support their learning and particularly to understand how such emerging technologies usage impacts student learning experience and class communication. In this research, social media tools under consideration are social networking sites, media sharing sites, creation and publishing tools, social bookmarking, and the Internet messaging.  This research employed purposive selection to obtain the quality of data from semi-structured interviews of twelve students and four lecturers from the Victoria University of Wellington who are known to have experience of using social media tools in their courses.  The study identified two major usages of social media to support learning activities, five key usage activities for students and four major usage activities for lecturers. Students’ choices and usages of social media applications were more diverse compared to the lecturers. The usages and preferences of students from different disciplines were varied. Moreover, there were numbers of social media interactions and communication among the students and their peers. Even though the interaction and communication between students and lecturers through social media was minimum due to the limited uses of social media for formal learning in class by lecturers and students, the lecturers and students expressed that the usage of social media helped improve class communication. Students’ engagement was only area that affected by social media choices and communication using social media by lecturers. The choices and communication by students would affect greater and wider aspects of student learning experience such as learning ability, communication and collaboration, problem solving, access to information, and productivity. Even though the usage of social media to support learning by students and lecturers did not impact student learning experience equally, the findings suggest that it helps facilitate learning activities, benefit students, and enhance the student learning experience to some extent.</p>

THE PERCEPTIONS OF FEMALES STUDENTS AT A NEW UNIVERSITY IN SAUDI ARABIA TO USE SOCIAL MEDIA AS E-LEARNING TOOLS TO SUPPORT LEARNING

2020 ◽  
Vol 8 (10) ◽  
pp. 77-83
Author(s):  
Omar Abdullah Alshehri
Keyword(s):  
Social Media ◽  
Saudi Arabia ◽  
Educational Process ◽  
Future Research ◽  
Learning Tools ◽  
Learning And Teaching ◽  
E Learning ◽  
Social Media Tools ◽  
The University ◽  
Study Participants

This paper examines the perspectives of female's students at a new university in Saudi Arabia to use social media as e-learning tools to support their learning. It also aims to investigate their current usage of these tools and the benefits behind using these tools for learning. Another aim of this study is to examine the difficulties that females' students face when they use social media tools in their learning process. The study participants comprised 23 Saudi females' students at a new university and surveyed was used to collect data for this study. The results indicate that female students are using social media tools and their opinions largely coincide regarding the benefits of and barriers to social media usage. The study recommends that future research on the usage of social media tools for learning and teaching be extended to include a wider demographic base at the same or a different university to further explore the extent to which these tools used for learning. The study provides insights that may help decision-makers at the university to recognise the extent to which females use and integrate social media tools to facilitate the educational process.

scholarly journals Social media tools and its effect on secondary school students’ academic achievement in The Gambia

2020 ◽  
Vol 8 ◽  
pp. 38-51
Author(s):  
Shaib Emmanuel Oluwatobi ◽  
Jimoh Nurudeen Oluwaseun ◽  
Ramon Sikiru Adekunle
Keyword(s):  
Academic Achievement ◽  
Social Media ◽  
Old People ◽  
School Students ◽  
Academic Activities ◽  
Social Media Tools ◽  
Teaching Learning ◽  
Academic Professionals ◽  
Detrimental Impact ◽  
The Universe

Since the innovation and widespread usage of the internet in this 21st century, social Media tools have been swiftly embraced by children, teens, youths, adult and old people in the universe. These tools have improved communication in the educational sector by creating unlimited opportunities for academic professionals and students in research thereby enhancing the teaching-learning process. In spite of the efficacy of social media tools in education, there are trepidations on the effect of these tools on student’s academic achievement. Findings shows that majority of the students make use of Facebook because majority of them have access to it which will make them addicted and distracted by online activities and thus have a detrimental impact on their academic achievement. To this end, this paper recommends that students should create a balance in lifestyle and academic activities hence, attention should be directed towards research to enhance their knowledge. 

Microblogging as an Assisted Learning Tool in Problem-Based Learning (PBL) in Bahrain

2018 ◽  
pp. 837-855
Author(s):  
Vasileios Paliktzoglou ◽  
Jarkko Suhonen
Keyword(s):  
Higher Education ◽  
Social Media ◽  
Focus Group ◽  
Cultural Differences ◽  
Learning Tools ◽  
Learning Tool ◽  
Media Technologies ◽  
Frequency Of Use ◽  
Social Media Tools ◽  
Use Of Social Media

This chapter is part of a series of studies related to the use of social media tools in higher education. In particular, the authors investigate the students' level of familiarity, engagement, and frequency of use of social media technologies. They analyze the experiences of using the Edmodo tool to support PBL, and they relate participants' opinions regarding the use of the tool. The data was collected using two questionnaires and a focus group interview at the end of the course. The main findings of this study are comparable and somehow familiar to their previous study (Paliktzoglou & Suhonen, 2014). Moreover, with regards to the adoption of Edmodo as a learning tool to support PBL, although literature argues that cultural differences play an important role in the acceptance of learning tools (i.e., Cheung, Chiu, & Lee, 2011), the results indicate that Edmodo has a positive reception as learning tool in blended learning to support PBL.

scholarly journals Experience in the Use of Social Media in Medical and Health Education

2011 ◽  
Vol 20 (01) ◽  
pp. 21-29 ◽  
Author(s):  
P. D. Bamidis ◽  
G. Eysenbach ◽  
M. Hansen ◽  
M. Cabrer ◽  
C. Paton
Keyword(s):  
Social Media ◽  
Health Education ◽  
Learning Experience ◽  
Social Activity ◽  
Advantages And Disadvantages ◽  
Online Tools ◽  
Scientific Analysis ◽  
Personal Experiences ◽  
Social Media Tools ◽  
Use Of Social Media

SummarySocial media are online tools that allow collaboration and community building. Succinctly, they can be described as applications where “users add value”. This paper aims to show how five educators have used social media tools in medical and health education to attempt to add value to the education they provide.We conducted a review of the literature about the use of social media tools in medical and health education. Each of the authors reported on their use of social media in their educational projects and collaborated on a discussion of the advantages and disadvantages of this approach to delivering educational projects.We found little empirical evidence to support the use of social media tools in medical and health education. Social media are, however, a rapidly evolving range of tools, websites and online experiences and it is likely that the topic is too broad to draw definitive conclusions from any particular study. As practitioners in the use of social media, we have recognised how difficult it is to create evidence of effectiveness and have therefore presented only our anecdotal opinions based on our personal experiences of using social media in our educational projects.The authors feel confident in recommending that other educators use social media in their educational projects. Social media appear to have unique advantages over non-social educational tools. The learning experience appears to be enhanced by the ability of students to virtually build connections, make friends and find mentors. Creating a scientific analysis of why these connections enhance learning is difficult, but anecdotal and preliminary survey evidence appears to be positive and our experience reflects the hypothesis that learning is, at heart, a social activity.

scholarly journals Social Media Tools Accentuating Self-directed Personal Learning Trajectories: Underpinning Autonomous Learning Hub

2021 ◽  
Author(s):  
Dr. Hussain Ahmed Liton
Keyword(s):  
Social Media ◽  
Autonomous Learning ◽  
Learning Trajectories ◽  
Personal Learning ◽  
Social Media Tools ◽  
Teaching Learning

Social media enabled teaching learning. <div>Now the updated and revised manuscript is attached </div><div>herewith.</div>

Sosyal Medyanın, Z Kuşağı Tüketicilerinin Satın Alma Davranışları Üzerindeki Etkisi

2019 ◽  
Author(s):  
Fatih Sonmez
Keyword(s):  
Social Media ◽  
Web Sites ◽  
Social Networking Sites ◽  
Survey Study ◽  
Purchasing Decisions ◽  
Buying Behavior ◽  
Generation Z ◽  
Social Media Tools ◽  
Purchase Behaviors ◽  
Post Purchase

In this exploratory study, it has been attempted to understand how buying behavior of Generation Z individuals is affected by social media. A survey study was conducted with a sample of 569 Gen Z individuals. As a result of the study, determinations about Generation Z;a) They had started to use social media tools since they were children,b) They are frequently using social media tools, especially media sharing sites and social networking sites,c) The time they spend weekly on social media is much more than the previous generations do,d) Social media tools, especially media sharing web sites, have an important effect on their purchasing decisions,e) Their educational levels, expense amounts that they perceive and their frequency of using social media are important factors playing a significant role on their pre-purchase and post-purchase behaviors on social media,f) There is a significant relationship between their pre-purchase behaviors on social media and post-purchase behaviors on social media.

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