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 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 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 A systematic review on education 4.0 using social media platform

2021 ◽  
Vol 12 (7) ◽  
pp. 1901-1918
Author(s):  
Rinku Sanjeev ◽  
Nidhi Shridhar Natrajan
Keyword(s):  
Social Media ◽  
Online Education ◽  
Disruptive Technology ◽  
Learning Tools ◽  
Learner Engagement ◽  
Long Time ◽  
Media Platform ◽  
Use Of Social Media ◽  
Media Learning ◽  
Teaching Learning

Education plays a pivotal role in acquiring knowledge and developing skills. The knowledge acquired and skills developed helps in building better careers. This also supports our personal life by making us better informed about social, cultural and political contexts. With the popularity and ubiquitous nature of the internet, online education has become the preferred way of teaching- learning process. Technological advancements have made this possible. Learning management systems have been used for a long time, it provides better organization of content and smooth evaluations. The MOOC has taken this online pattern to a next level of quality education. However, this approach of blended learning involves less interaction as it mainly depends on asynchronous mode of learning. The use of social media tools supports in overcoming this problem and provides a platform to build highly interactive student centric online courses. Using such disruptive technology in education has been termed as Education 4.0. The level of learner engagement with the content and the tutor enhances through the use of social media learning tools. This creates a need to understand the various aspects of social media based education. The current study is an attempt to understand the trends in online education and tries to identify the factors related to usage of social media in education. further, based on factors related to social media usage, the study also identifies the themes.

Use of Technology in Problem-Based Learning in Health Science

2019 ◽  
pp. 365-375
Author(s):  
Indu Singh ◽  
Avinash Reddy Kundur ◽  
Yun-Mi Nguy
Keyword(s):  
Positive Impact ◽  
Health Science ◽  
Educational Systems ◽  
Learning Tools ◽  
Access To Education ◽  
Electronic Learning ◽  
Learning And Teaching ◽  
Face To Face ◽  
Use Of Technology ◽  
E Learning

Recent advances in the field of digital technology have had a significant role in changing the concept of learning and teaching for both students and teachers. These developments have enabled educational systems to move from their traditional classroom-based teaching models to a more enhanced blended/e-learning approach including an array of electronic learning tools such as digital microscopy, electronic cell counter, 3D virtual reality, and demonstration videos. An integration of these digital tools along with contemporary face-to-face teaching can significantly improve student learning outcomes and provide convenient and flexible access to education and training. This model demonstrated a positive impact on laboratory-based courses such as Laboratory Medicine at Griffith University. The objective of this chapter is to highlight the impact and advantages of this particular model from the student- and teacher-based perspective. This chapter will also discuss some of the challenges of implementing this mode of teaching and provide future directions.

Use of Technology in Problem-Based Learning in Health Science

2018 ◽  
pp. 5853-5862
Author(s):  
Indu Singh ◽  
Avinash Reddy Kundur ◽  
Yun-Mi Nguy
Keyword(s):  
Positive Impact ◽  
Health Science ◽  
Educational Systems ◽  
Learning Tools ◽  
Access To Education ◽  
Electronic Learning ◽  
Learning And Teaching ◽  
Face To Face ◽  
Use Of Technology ◽  
E Learning

Recent advances in the field of digital technology have had a significant role in changing the concept of learning and teaching for both students and teachers. These developments have enabled educational systems to move from their traditional classroom based teaching models to a more enhanced blended/E-learning approach including an array of electronic learning tools such as digital microscopy, electronic cell counter, 3D-virtual reality and demonstration videos. An integration of these digital tools along with contemporary face to face teaching can significantly improve student learning outcomes and provide convenient and flexible access to education and training. This model demonstrated a positive impact on laboratory based courses such as Laboratory Medicine at Griffith University. The objective of this article is to highlight the impact and advantages of this particular model from the student and teacher based perspective. This article will also discuss some of the challenges of implementing this mode of teaching and provide future directions.

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 Learning Activities (SMLA): Implications for Design

2020 ◽  
Vol 24 (1) ◽  
Author(s):  
Ghania E. Zgheib ◽  
Nada Dabbagh
Keyword(s):  
Social Media ◽  
Student Learning ◽  
Cognitive Processes ◽  
Social Factor ◽  
Learning Activities ◽  
Types Of Knowledge ◽  
The Social ◽  
Social Media Tools ◽  
Media Learning ◽  
Different Levels

This study explored how experienced faculty are using social media to support student learning. It analysed the types of social media learning activities (SMLAs), their design, the cognitive processes that they support, and the types of knowledge that students engage in when completing SMLAs. Data gathered from five different cases of six faculty using social media in their courses revealed that social media has the potential to support student learning and promote different levels of cognitive processes and types of knowledge. Results also revealed that experienced faculty select social media tools based on their technology features or their popularity in the field of study, and they recommend integrating several media sources in the design of a single SMLA. Furthermore, this study suggested that experienced faculty who use social media, specifically wikis and blogs, use them as Learning Management Systems. Finally, the social factor of social media was not evident in the design of the learning activities, and faculty reported promoting more dialogue in their revised SMLA. The findings of this study yielded significant considerations for faculty when designing SMLA.

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.

Exploring the Use of Social Media as Tools for Information Sharing Among Undergraduates of University of Ilorin

2020 ◽  
pp. 297-306
Author(s):  
Abdulmumin Isah ◽  
Olubunmi Ruth Ogundele
Keyword(s):  
Social Media ◽  
Social Interaction ◽  
Information Sharing ◽  
Undergraduate Students ◽  
21St Century ◽  
Academic Field ◽  
Face To Face ◽  
Geographical Boundary ◽  
Social Media Tools ◽  
Use Of Social Media

The emergence of social media in the 21st century has revolutionized social interaction among individuals and groups beyond physical and geographical boundary. Social media tools such as Facebook, Whatsapp, Twitter, MySpace, Skype, Messengers, etc. have affected our traditional face-to-face interaction. It has facilitated extensive communication and sharing of knowledge in the society in general and schools in particular. In the academic field, social media serves as a powerful tool for communication. This chapter, therefore, explores the use of social media for sharing information among undergraduate students.

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