scholarly journals An Analysis of Students’ Attitudes Towards Twitter Use for Academic Purposes: A Case of Saudi Undergreate Female Students.

2019 ◽  
Vol 2 (2) ◽  
pp. 211-218
Author(s):  
Ilham Mansour ◽  
Azza Mansour
Keyword(s):  
Higher Education ◽  
Social Media ◽  
Learning Process ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Learning Experience ◽  
Female Students ◽  
Positive Attitudes ◽  
Students Attitudes ◽  
Use Of Social Media

Social media has increasingly been used in higher education classrooms as educators lean on technology to mediate and enhance their teaching and learning process. This study aims to explore students’ perceptions and attitudes towards the use of social media as an effective academic tool. 149 Undergraduate Saudi female students, enrolled in four courses at Imam Abdulrahman Bin Faisal University, were surveyed about their attitude towards the use of Twitter in classroom interactions, as well as, their perceptions regarding the use of social media in teaching practice. Findings indicate that, in general, students have positive attitudes toward using Twitter for academic purposes. Additionally, students favorably perceive that Twitter facilitates knowledge sharing, collaborations, and interactions in the classroom but to a lesser extent enhancing their sense of learning. This study sheds light on the potential opportunities of the use of Twitter in the classroom, and what benefits could it bring to the teaching and learning process in higher education that may affect the quality of the students’ learning experience.

scholarly journals Understanding the Use of Social Media to Foster Student Creativity: A Systematic Literature Review

2021 ◽  
Vol 8 (1) ◽  
pp. 124-147 ◽  
Author(s):  
Daniela Rezende Vilarinho-Pereira ◽  
Adrie A. Koehler ◽  
Denise de Souza Fleith
Keyword(s):  
Social Media ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Learning Experience ◽  
Empirical Studies ◽  
Review Literature ◽  
Future Research ◽  
Information Share ◽  
Use Of Social Media ◽  
Media Integration

Abstract Social media have been increasingly used by youth to communicate with peers, access information, share creations, and express themselves. As a result, educators and researchers have recognized the potential for using social media to enhance teaching and learning experiences. Some scholars have also identified a relationship between social media integration and promoting student creativity. However, as with any educational technology, using a tool, such as social media, does not automatically increase creativity. In other words, the specific methods used to integrate social media as part of a learning experience affect the tool’s influence on the learning process. Therefore, the purpose of this study was to review literature considering the use of social media in formal learning environments and examine their relationship with enhancing student creativity. We conducted a search to locate empirical studies (qualitative, quantitative, or mixed method) published between 2010 and 2020 from the Academic Search Premier, Education Full Text, Education Source, ERIC, and PsychINFO databases. In the results, we describe how social media were used for instructional purposes in the selected studies and discuss the social media affordances that lead to fostering students’ creativity. Additionally, we provide recommendations for educators interested in integrating social media into their teaching practice, specifically to boost student creativity, and we offer suggestions for future research.

Social Media and Use of Technology in Higher Education

2018 ◽  
pp. 932-952 ◽  
Author(s):  
Alex Kumi-Yeboah ◽  
Herbert Blankson
Keyword(s):  
Higher Education ◽  
Social Media ◽  
Learning Process ◽  
Teaching And Learning ◽  
Secondary Data ◽  
Online Student ◽  
Arts And Humanities ◽  
Use Of Technology ◽  
Use Of Social Media ◽  
Faculty And Administrators

Social media has, in the past decade, transformed the way students and faculty communicate in the teaching and learning process. The teaching and learning process in higher education is currently experiencing a technological revolution. This is mainly because social media is presently used as a tool by faculty and administrators to communicate with students inside and outside of the classroom. In this chapter, descriptive statistics are used to analyze secondary data on the trend of faculty use of social media by discipline, demographics, and number of years. It also analyzes the use of social media sites, barriers to the use of social media sites, as well as faculty use of social media in higher education. Results show that less than 50% of faculty use social media for instruction. Overall, younger faculty (under 35 years) report the use of SMT 55.7% more than older faculty (55 and above years). Faculty in Arts and Humanities indicate a higher use of social media than all disciplines. There is a strong correlation between faculty use of social media for professional and pedagogical purposes. The majority of faculty use SMT more often for personal reasons than instructional purposes. Results indicate that there is a high faculty awareness of social media use in higher education in recent years, and issues of privacy and integrity of online student submissions emerge as barriers to faculty use of social media.

Social Media and Use of Technology in Higher Education

2014 ◽  
pp. 217-234
Author(s):  
Alex Kumi-Yeboah ◽  
Herbert Blankson
Keyword(s):  
Higher Education ◽  
Social Media ◽  
Learning Process ◽  
Teaching And Learning ◽  
Secondary Data ◽  
Online Student ◽  
Arts And Humanities ◽  
Use Of Technology ◽  
Use Of Social Media ◽  
Faculty And Administrators

Social media has, in the past decade, transformed the way students and faculty communicate in the teaching and learning process. The teaching and learning process in higher education is currently experiencing a technological revolution. This is mainly because social media is presently used as a tool by faculty and administrators to communicate with students inside and outside of the classroom. In this chapter, descriptive statistics are used to analyze secondary data on the trend of faculty use of social media by discipline, demographics, and number of years. It also analyzes the use of social media sites, barriers to the use of social media sites, as well as faculty use of social media in higher education. Results show that less than 50% of faculty use social media for instruction. Overall, younger faculty (under 35 years) report the use of SMT 55.7% more than older faculty (55 and above years). Faculty in Arts and Humanities indicate a higher use of social media than all disciplines. There is a strong correlation between faculty use of social media for professional and pedagogical purposes. The majority of faculty use SMT more often for personal reasons than instructional purposes. Results indicate that there is a high faculty awareness of social media use in higher education in recent years, and issues of privacy and integrity of online student submissions emerge as barriers to faculty use of social media.

scholarly journals SOCIAL MEDIA IN HIGHER EDUCATION AND ITS EFFECT ON GLOBAL CHALLENGE

2019 ◽  
Vol 2 (01) ◽  
Author(s):  
Harisa Mardiana
Keyword(s):  
Higher Education ◽  
Social Media ◽  
Learning Process ◽  
Teaching And Learning ◽  
Mixed Method Research ◽  
Global Challenge ◽  
Digital Devices ◽  
E Learning ◽  
Data Collection Technique ◽  
Use Of Social Media

My interest of doing the research is to investigate the effect of social media in higher education on globalization. As the learning process changes, social media takes a step ahead to present itself to support the learning process in campus. Furthermore, students can communicate and share everything about the content of learning with their peers, lecturers, staff and others. The changes refer to available demand on access toward contents, schedules, and news, in different time, location and digital devices that provide the user with the chance to interact through comments, feedback and creative participation. The objective of the research is to describe the problems faced by the stakeholders of the higher education regarding the use of social media in higher education context. The research found that ignorance or lack of preparation were the most significant challenges. In fact, innovation in learning has converged with all application in mobile device, and the change of learning has led to the new management. The design of the research was a mixed method research quantitative and qualitative method. Data collection technique was done through observation, questionnaires and interview and data analysis. The result of the research showed that social media in higher education need to be implemented in university. And the effect in higher education needed to be incorporated into curriculum for the learning by social media and the adoption of social media as a teaching and learning process including the program of e-learning.

scholarly journals The Attitudes of Islamic Education Teachers Towards the Use of Social Media in Teaching and Learning

2019 ◽  
Vol 12 (11) ◽  
pp. 154
Author(s):  
Badr Abdullah Al-Harbi
Keyword(s):  
Social Media ◽  
Saudi Arabia ◽  
Teaching And Learning ◽  
Learning Activities ◽  
Islamic Education ◽  
Positive Attitudes ◽  
Educational Processes ◽  
Quantitative Descriptive ◽  
Use Of Social Media ◽  
Teaching Learning

The aim of this study was to identify and analyse the Islamic Education teachers’ attitudes, difficulties and purposes while using social media in the educational processes in the Saudi context. In doing so, this study adopted a quantitative, descriptive approach based on empirical data collected by means of a questionnaire. The study sample consisted of 124 teachers of Islamic Education in Hail, Kingdom of Saudi Arabia (KSA). While the participants reported positive attitudes towards the use of social media in the educational processes, the results showed their low use of social media which was limited mainly to personal purposes rather than using them for teaching learning activities. Based on the results, the study recommends developing teachers’ knowledge and skills to make them aware of the use of social media in education and encourage them to utilize them for teaching and learning activities. Since social media are ubiquitous and being widely used for personal reasons, their integration into the curricula and syllabi may further increase the teaching and learning of Islamic Education in Saudi Arabia.

scholarly journals Derivation of electronic course templates for use in higher education

2012 ◽  
Vol 20 ◽  
Author(s):  
Robin K. Hill ◽  
Jill W. Fresen ◽  
Fawei Geng
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Learning Experience ◽  
Learning Technology ◽  
Pedagogical Practice ◽  
Technology Support ◽  
Initial State ◽  
Web Technologies ◽  
Learning Platform

Lecturers in higher education often consider the incorporation of web technologies into their teaching practice. Partially structured and populated course site templates could aid them in getting started with creating and deploying webbased materials and activities to enrich the teaching and learning experience. Discussions among instructional technology support staff and lecturers reveal a paucity of robust specifications for possible course site features that could comprise a template. An attempted mapping from the teaching task as understood by the instructor to the envisaged course website properties proves elusive. We conclude that the idea of an initial state for a course site, embodied in a template, remains useful and should be developed not according to a formula but with careful attention to the context and existing pedagogical practice. Any course template provided for the use of lecturers should be enhanced with supporting instructions and examples of how it may be adapted for their particular purposes.Keywords: course template; learning platform; pedagogical dimensions; course site properties(Published: 17 December 2012)Citation: Research in Learning Technology 2012, 20: 18665 - http://dx.doi.org/10.3402/rlt.v20i0.18665

Use of Social Media in Online Learning

2017 ◽  
pp. 1-18
Author(s):  
Agah Tugrul Korucu ◽  
Handan Atun
Keyword(s):  
Social Media ◽  
Learning Process ◽  
Teaching And Learning ◽  
Academic Staff ◽  
Limited Range ◽  
Digital Native ◽  
New Material ◽  
Social Media Tools ◽  
Digital Competencies ◽  
Use Of Social Media

Social media tools are used to visualize resources especially. However, there is a limited range of created content in social media, instructors and students have a tendency to use shared materials rather than edit an existed material or create a new material. However, this does not change the situation of social media in education, it is proved that social media improves teaching and learning process. Therefore, researchers stressed that instructions should consider supporting academic staff with technical and pedagogical guidance as the academicians do not meet the requirements of digital native students. Their web self-efficacy and digital competencies should be improved (Manca & Ranieri, 2016a; Manca & Ranieri, 2016b).

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

2020 ◽  
Vol 19 (01) ◽  
pp. 2040023 ◽  
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.

scholarly journals Designing a learning analytics dashboard for Twitter-facilitated teaching

2021 ◽  
Author(s):  
Anatoliy Gruzd ◽  
Nadia Conroy
Keyword(s):  
Higher Education ◽  
Social Media ◽  
Best Practices ◽  
Informal Learning ◽  
Learning Analytics ◽  
Teaching And Learning ◽  
Online Survey ◽  
Teaching Practice ◽  
Formal And Informal Learning ◽  
Course Material

Social media sites are increasingly being adopted to support teaching practice in higher education. Learning Analytics (LA) dashboards can be used to reveal how students engage with course material and others in the class. However, research on the best practices of designing, developing, and evaluating such dashboards to support teaching and learning with social media has been limited. Considering the increasing use of Twitter for both formal and informal learning processes, this paper presents our design process and a LA prototype dashboard developed based on a comprehensive literature review and an online survey among 54 higher education instructors who have used Twitter in their teaching. Keywords : Learning analytics, teaching, dashboards, survey

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