The Influence of Social Media on Learning

2021 ◽  
pp. 151-169
Author(s):  
Yasemin Gülbahar ◽  
Gülgün Afacan Adanır
Keyword(s):  
Social Media ◽  
Classroom Management ◽  
Virtual Classroom ◽  
Learning Theories ◽  
Practical Applications ◽  
Instructional Videos ◽  
Instructional Content ◽  
E Learning ◽  
Media Applications

During '90s, a debate initiated between Clark and Kozma about the role of media on learning. While Clark proposed that the media had no effect on learning, Kozma proposed that learning is influenced when method and media is combined and appropriately used. In today's world, the role of social media on learning is inevitable since social media is increasingly used by individuals with the purpose of searching for information and watching instructional videos. In this respect, the influence of social media on learning is investigated in this study within the context of Kozma's perspective. Correspondingly, the instructional content provided by social media, the appropriate instructional methods, and implications for learning theories are discussed in this chapter, together with certain practical applications. In the end, social coding platform, collaborative e-learning platform, and virtual classroom management simulation are described as practical social media applications.

scholarly journals Falling in Love With Work: The Effect of Enterprise Social Media on Thriving at Work

2021 ◽  
Vol 12 ◽  
Author(s):  
DongXu Liu ◽  
Beigang Hou ◽  
Yuanyuan Liu ◽  
Pingqing Liu
Keyword(s):  
Social Media ◽  
Positive Impact ◽  
Enterprise Social Media ◽  
Work Related ◽  
Mediating Role ◽  
Work Tasks ◽  
Social Tasks ◽  
Media Applications ◽  
Positive Effect

Using a survey of 300 employees in different types of enterprises and different positions, this study verified that the use of enterprise social media has a positive effect on employees’ work exuberance. The study separately examined the effects of social media applications for work tasks and social tasks. Both types of applications had a positive impact on employees’ work exuberance. The study also identified the mediating role of challenge and obstructive stressors in this relationship. Work-related social media applications enhanced employees’ exuberance by reducing obstructive stressors, and social-related social media applications enhanced employees’ exuberance by reducing challenge stressors. The implications of these findings are that managers should pay attention to the use of enterprise social media, especially for social tasks, as this can enhance employees’ sense of exuberance.

The Role of Instructional Design in Transformative Learning

2020 ◽  
pp. 58-74
Author(s):  
Kimberley Gordon ◽  
Luanne Lewis ◽  
Jill Auten
Keyword(s):  
Instructional Design ◽  
Classroom Management ◽  
Transformative Learning ◽  
Learning Environments ◽  
Training Programs ◽  
Learning Theories ◽  
Modular Approach ◽  
Planning Tool ◽  
And Training

As transformative learning is rooted in the belief that humans make meaning of their experiences, the incorporation of instructional design (ID) techniques in classroom management as a planning tool is well suited to learning environments in which the facilitator subscribes to Mezirow's theory. ID refers to a systematic process for developing instruction by following a prescribed model focused on accomplishment of desired learning outcomes. ID provides a clear, direct map to guide educators through the creation of lessons in accordance with curriculum expectations. ID is an appropriate tool for the practitioners of the three primary learning theories: behaviorism, cognitivism, and constructivism. Reiser and Dempsey described ID as a systematic progression of steps undertaken to develop education and training programs in a consistent and reliable fashion; it enables educators to take a modular approach to delivery of learning. This chapter explores the role of instructional design in transformative learning.

Study of Blended Learning in Higher Education and the Role of Social Media Applications With Special Reference to Vietnam

2021 ◽  
pp. 293-306
Author(s):  
Thanh Hong Lam ◽  
Jaheer Mukthar K. P. ◽  
Lanh Thanh Le ◽  
Hien Thanh Le ◽  
Nam Duy Nguyen ◽  
...  
Keyword(s):  
Social Media ◽  
Blended Learning ◽  
Undergraduate Students ◽  
Traditional Education ◽  
Learning Context ◽  
Learning Program ◽  
Blended Courses ◽  
It Resources ◽  
Media Applications

The present study aims to examine the effect of the combination of learning methods, in which diverse IT resources are applied to facilitate study activities of Vietnamese undergraduate students. The main focus of this study is that in the blended learning context of Vietnam education, the combination of various communication means such as F2F and traditional education technologies can enable the level of engagement of students with the blended courses. The study measured the level of students' engagement in the blended learning program, in which physical classrooms and different IT resources are implemented. The authors distinguish two kinds of IT resources: traditional education technologies and social media applications. It is proposed that while F2F classrooms and traditional education technologies can enable students' engagement, which leads to stronger satisfaction and motivation. Meanwhile, social media applications can intensify those relationships.

scholarly journals Media Agenda and Voters’ Behavior in Khyber Pakhtunkhwa: A Case Study of General Elections-2013

2021 ◽  
Vol Volume 5 (1) ◽  
pp. 192-206
Author(s):  
Imran Ahmed ◽  
Dr. Muhammad Shahzad ◽  
Ali Hassan
Keyword(s):  
Social Media ◽  
Voting Behavior ◽  
Face To Face ◽  
Media Agenda ◽  
Produce Change ◽  
General Elections ◽  
Registered Voters ◽  
Effects Of Media ◽  
Media Applications

This study investigates the relationship between voters’ exposure to media agenda in terms of exposure of different political contents by the all media sources and its consequent impacts on their voting behavior. Data collection has been made with the help of face to face interviews method from 150 respondents (75 male and 75 female registered voters) belonging to province Khber Pakhtunkhwa of Pakistan. Findings explored that in KPK during 2013 general elections, PTI (Pakistan Tahreek-e-Insaf) is perceived as the most favored party over other political parties. Findings further revealed that respondents preferred social media most influential to acquire political information followed by electronic media, social interaction and print media. To measure the change induced through exposure to mass media, findings revealed that majority of respondents opted very much role of media that strengthen the notion of powerful effects of media on voting behavior. The findings further illustrated that to produce change in voting behavior, Facebook identified as most influential source among other social media applications, Talk Shows from TV contents, columns in newspapers’ contents and news in radio shown the as most influential in this regard. Respondents’ dependency to alter vote choice found less dependent on TV followed by newspapers and almost negligible for radio whereas social media performed a noteworthy role in this context.

Reposting “till Albert Einstein is TikTok famous”: The Memetic Construction of Science on TikTok

2020 ◽  
Author(s):  
Jing Zeng ◽  
Mike S. Schäfer ◽  
Joachim Allgaier
Keyword(s):  
Social Media ◽  
Science Communication ◽  
Albert Einstein ◽  
Digital Culture ◽  
Science Content ◽  
Quantitative Content ◽  
Qualitative Thematic Analysis ◽  
Short Video ◽  
Media Applications

Since its launch in 2018, TikTok has become one of the fastest-growing social media applications in the world, being particularly popular among young people. Memetic videos, which often feature lip-syncing, dance routines and comedic skits, are a defining feature of the platform. This study used quantitative content analysis and qualitative thematic analysis to examine science memes, an increasingly popular genre on TikTok, by analysing 1368 TikTok videos that feature science-related content. The results of the study uncover the most influential creators of science-related content, the most prevalent content in science memes and three vernacular styles of science memes on TikTok. The results expand existing scholarship on science communication focusing on social media. Understanding the role of memetic science content on short-video platforms, as well as in the youth digital culture in general, also provides valuable insights into how science communicators can engage with the younger generation.

E-Learning Records

2013 ◽  
pp. 273-291
Author(s):  
Luciana Duranti ◽  
Elizabeth Shaffer
Keyword(s):  
Social Media ◽  
Classroom Environment ◽  
Educational Institutions ◽  
Starting Point ◽  
E Learning ◽  
Copyright Ownership ◽  
Use Of Social Media ◽  
Media Applications ◽  
Privacy Issues

Through the lens of an archival theoretical framework, this chapter examines the digital outputs of the use of social media applications by students, faculty, and educational institutions, and discusses the need to control and manage their creation, use, maintenance, and preservation. The authors draw on a case study that explores the identification, arrangement, description, and preservation of students’ records produced in an eLearning environment in Singapore and is used as a starting point to highlight and discuss the implications that the use of social media in education can have for the management and preservation of educational institutions’ records as evidence of their activity and of students’ learning, to fulfill legal and accountability requirements. The authors also discuss how the use of social media by educators in the classroom environment facilitates the creation of records that raise issues of intellectual property and copyright, ownership, and privacy: issues that can further impact their maintenance and preservation.

The infinite visit: a unifying temporal/spatial framework for visitor management.

2021 ◽  
pp. 21-33
Author(s):  
Jeffrey C. Skibins
Keyword(s):  
Social Media ◽  
Theoretical Approach ◽  
Theoretical Framework ◽  
Practical Applications ◽  
Visitor Management ◽  
Spatial Framework ◽  
Management Interventions ◽  
Conservation Plan ◽  
Time Changes

Abstract This chapter proposes the 'infinite visit': a new multidimensional, multi-theoretical framework for visitor management that is responsive to the influence of social media, inclusive of non-visitors and able to respond to real-time changes. The infinite visit represents a foundational shift in the role of the visitor and theoretical and practical applications of visitor management frameworks. An infinite visit framework proposes that visitors become partners in mission with management agencies. In so doing, they become co-creators of conservation outcomes. This aligns with emerging data that support visitors prioritizing conservation over entertainment. A multi-theoretical approach can better facilitate contextually appropriate visitor management interventions within a unified strategic conservation plan.

Managing the Classroom in the 21st Century: Challenges in Engineering Instruction in the Arabian Gulf Region

2006 ◽  
Vol 3 (2) ◽  
pp. 36-45
Author(s):  
Kasim Randeree
Keyword(s):  
Classroom Management ◽  
United Arab Emirates ◽  
Computer Aided Design ◽  
Arabian Gulf ◽  
Gulf Region ◽  
Technology Students ◽  
Use Of Technology ◽  
E Learning ◽  
Aided Design

Strategies for teaching engineering in the United Arab Emirates (UAE) have been evolving over the past decades due to innovations in technology, as well as the development of educational methodologies. In the recent past, the focus for engineering faculty has been not only on promoting the skills needed to raise the level of employability of Emirati graduates, but increasingly on new educational methodologies, e-learning and wireless networked laptop technology. Students in the UAE exhibit certain characteristics emerging from a variety of cultural and historical traditions, as well as from methodologies of education used at the pre-tertiary levels. These characteristics include expecting to be passive recipients of taught information, and lack of independence in their approach to problem solving. In this paper I discuss the development of strategies to facilitate the transition of students from passive to active learning; examine the role of technology-driven educational methodologies in promoting independent and group-centered learning skills; and use a case study to explore the instruction of Engineering Design and Computer-Aided Design (CAD) and to examine how classroom management techniques have changed as a result of the growing use of technology.

scholarly journals The Use of Social Media in E-Learning: A Metasynthesis

2017 ◽  
Vol 18 (5) ◽  
Author(s):  
Ernest Mnkandla ◽  
Ansie Minnaar
Keyword(s):  
Higher Education ◽  
Social Media ◽  
Deep Learning ◽  
Distance Learning ◽  
Learning Strategy ◽  
Mobile Apps ◽  
Learning Theories ◽  
Instructional Designers ◽  
E Learning ◽  
Use Of Social Media

<p class="3">The adoption of social media in e-learning signals the end of distance education as we know it in higher education. However, it appears to have very little impact on the way in which open and distance learning (ODL) institutions are functioning. Earlier research suggests that a significant part of the explanation for the slow uptake of social media in e-learning lies outside of conventional factors attributed to distance learning reforms.</p><p class="3">This research used the conceptual framework for online collaborative learning (OCL)<em> </em>in higher education. Social media such as blogs, wikis, Skype or Google Hangout, Facebook; and even mobile apps, such as WhatsApp; could facilitate deep learning and the creation of knowledge in e-learning at higher educational institutions.</p><p class="3">This metasynthesis is an interpretative integration of peer-reviewed qualitative research findings on social media in e-learning. It includes a synthesis of data, research methods, and theories used to investigate social media in e-learning. Seven themes emerged from the data which have been recrafted into a framework for social media in e-learning as the final product. The proposed framework could be useful to instructional designers and academics who are interested in using modern learning theories and want to adopt social media in e-learning in higher education as a deep learning strategy.</p>

scholarly journals Teorias de Aprendizagem e Arquiteturas Pedagógicas: A Relação entre Ambas no Ensino a Distância

EAD em FOCO ◽  
2015 ◽  
Vol 5 (1) ◽  
Author(s):  
Leonardo Morais
Keyword(s):  
Distance Learning ◽  
Learning Theory ◽  
Learning Theories ◽  
Demand For Education ◽  
Initial Assumption ◽  
E Learning ◽  
On Line ◽  
Secondary Objective ◽  
Architectural Models

A pesquisa teve como objetivo principal apresentar como as principais teorias de aprendizagem se adaptam às modalidades de ensino a distância, sendo os objetivos secundários identificar e apresentar as características das doutrinas utilizadas na elaboração das arquiteturas pedagógicas no EaD. Em função de ser esse o canal de maior expansão e que frequentemente se atualiza das ferramentas tecnológicas utilizadas pela sociedade, o estudo foi realizado no EaD on-line. Foram abordadas as teorias de aprendizagem mais conhecidas e exploradas nos trabalhos de EaD, sendo elas: behaviorista, cognitivista, sociocultural e construtivista. As arquiteturas pedagógicas estudadas foram: a de estudo de caso ou resolução de problema, aprendizagem incidente e de ação simulada. Após estudo das teorias pedagógicas e modelos de arquitetura apresentados, foi possível estabelecer uma relação direta entre um e outro, além de identificar variações: na atuação do papel do professor e no modo operante de como ocorre o ensino a distância para o alcance do propósito final. O resultado final confirma a suposição inicial da pesquisa de que não existe uma teoria específica para o EaD, e que tudo vai variar de acordo com o propósito do curso.Palavras-chave: Teoria de aprendizagem; Arquitetura de aprendizagem; Ensino a distância. Learning Theories and Architectures Pedagogical: The Relationship Between Both in Distance Learning Abstract The research mainly aimed to present how the main learning theories adapt to teaching from a distance. The secondary objective is to identify and present characteristics of the doctrines used in preparing the pedagogical architectures in e-learning courses. The study was conducted online because  e-learning is the largest expanded and connected channel that frequently updates technologic tools used by society. In this work, the best known and explored learning theories in the works distance e-learning have been addressed,, namely: behavioral, cognitive, and sociocultural constructivist. The pedagogical architectures studied were: case study or problem solving, learning incident, and simulated action. After studying the pedagogical theories and architectural models presented, it was possible to establish a direct relationship between them, and identify variations such as the role of the teacher in e-learning for reaching the final purpose. The final result confirms the initial assumption of the research that there is no specific theory for e-learning and that everything will vary according with the purpose of the course. The growing demand for education courses in e-learning and the popularization of internet access will allow new architectural models pedagogical to be created in the future, but always with the support of some learning theory. It is believed that with the passage of time and an increasing empirical basis, there can be more exploration of other theories.Keywords: Learning theory; Learning architecture; Distance learning.

Sign in / Sign up

Export Citation Format

Share Document