scholarly journals The impact of digital divide for first-year students in adoption of social media for learning in South Africa

2021 ◽  
Vol 23 (1) ◽  
Author(s):  
Mohube I. Mphahlele ◽  
Sello N. Mokwena ◽  
Appolonia Ilorah
Keyword(s):  
Social Media ◽  
Digital Divide ◽  
Cognitive Theory ◽  
Tertiary Education ◽  
Survey Method ◽  
The Internet ◽  
First Year ◽  
Personal Factors ◽  
First Year Students ◽  
The Impact

Background: Social media comprise technologies that facilitate learning in higher education institutions. However, many first-year students at tertiary education institutions are not taking advantage of social media for their learning because of environmental and personal factors related to the digital divide (DD).Objectives: The objective of this research study was to investigate the impact of the DD factors on first-year students in using social media for learning in tertiary education institutions.Method: A survey method was used to conduct the study. Social cognitive theory was employed as a theory underpinning this research. A questionnaire technique was used to collect data from 600 first-year students of a multi-campus university. Three hundred students came from each of the two campuses. Regression analysis was performed with the purpose of testing the hypotheses of the study.Results: The result of the analysis revealed a low computer access and usage but a high percentage of mobile devices usage by students from disadvantaged backgrounds. Personal factors were found to have an impact on the behaviour of students in adopting social media for their studies. The study also found that the prevalence of social media nullifies the lack of computer resources and connection to the Internet in disadvantaged areas.Conclusion: This study demonstrated that the DD was more complex than hitherto envisaged. The study recommends that ownership of computers and devices connected to the Internet needs to be promoted, especially in disadvantaged areas.

A Theory-Practice Research Framework for Video-Enhanced Learning, Assessment, and Feedback

2020 ◽  
pp. 100-126
Author(s):  
James McDowell
Keyword(s):  
Cognitive Theory ◽  
Methodological Approach ◽  
Learning Assessment ◽  
Practice Research ◽  
First Year ◽  
Technology Enhanced Learning ◽  
First Year Students ◽  
Educational Applications ◽  
The Impact ◽  
Enhanced Learning

This chapter discusses a two-year project that explored the impact of video-enhanced learning, assessment, and feedback on undergraduate first-year students in higher education. Underpinned by a pragmatist epistemology, and arguing the case for a design-based methodological approach within a theoretical framework embracing the cognitive theory of multimedia learning, the community of inquiry, and the conversational framework, the chapter explores contemporary research into assessment and feedback, uses of technology-enhanced learning to promote inclusivity, and educational applications of asynchronous video.

scholarly journals Peculiarities of the First Year University Students’ Motivation for Learning in Samples of Riga and Smolensk

2021 ◽  
Author(s):  
Jelena Jermolajeva ◽  
◽  
Svetlana Silchenkova ◽  
Larissa Turusheva ◽  
◽  
...  
Keyword(s):  
Tertiary Education ◽  
International Study ◽  
Learning Motivation ◽  
Psychological Climate ◽  
First Year ◽  
Educational Strategies ◽  
First Year Students ◽  
Motivation For Learning ◽  
First Year University ◽  
The Impact

The demand for tertiary education among young people is growing worldwide. However, in the first months of the studies, freshmen face increasing difficulties, which sometimes negatively affect their learning motivation. For the successful pedagogical process, teachers need to study the motivation of students of the first study year, monitor it and take into account its peculiarities while developing learning materials and choosing educational strategies. The article presents the results of an international study of freshmen’s motivation. The study aim to compare the motivation of the first-year students at the universities of Riga and Smolensk, to identify prevailing motives and to assess the impact of the psychological atmosphere in the student group on their motivation. In the survey carried out in December 2019, 129 students from two universities in Riga (Latvia) and Smolensk (Russia) participated. The tools for collecting information were the technique of diagnostics of learning motivation by 7 content scales and the technique of measuring the psychological climate in the collective by 10 bipolar scales. For data processing, descriptive statistics, analysis of statistical indicators, and Spearman correlation analysis were used. In both national samples, professional motives for learning prevail over other motives, while prestige motives and avoidance motives take the penultimate and last place relatively. The importance of other groups of learning motives is assessed somewhat differently. For the Smolensk sample of students it was found out that their motivation to learn depends on the psychological atmosphere in the group, especially on the overall atmosphere of success in the group. However a similar correlation has not been revealed in the survey of the Riga sample of students. The study shows that a few months after the start of studying, the first-year students’ overall motivation has not dropped below the critical level. However, for more successful training, it could and should be improved. Some ways to increase freshmen’s motivation for learning are proposed in the article.

The Digital Divide and K-12 Student Computer Use

10.28945/2926 ◽  
2005 ◽  
Author(s):  
James N. Morgan ◽  
Craig A. VanLengen
Keyword(s):  
Digital Divide ◽  
Computer Use ◽  
Census Data ◽  
Internet Access ◽  
Demographic Characteristics ◽  
The Internet ◽  
Substantial Impact ◽  
Limited Basis ◽  
K 12 ◽  
The Impact

The divide between those who have computer and Internet access and those who do not appears to be narrowing, however overall statistics may be misleading. Measures of computer availability in schools often include cases where computers are only available for administration or are available only on a very limited basis (Gootman, 2004). Access to a computer and the Internet outside of school helps to reinforce student learning and emphasize the importance of using technology. Recent U.S. statistics indicate that ethnic background and other demographic characteristics still have substantial impact on the availability and use of computers by students outside of the classroom. This paper examines recent census data to determine the impact of the household on student computer use outside of the classroom. Encouragingly, the findings of this study suggest that use of a computer at school substantially increases the chance that a student will use a computer outside of class. Additionally, this study suggests that computer use outside of the classroom is positively and significantly impacted by being in a household with adults who either use a computer at work or work in an industry where computers are extensively used.

scholarly journals Bridging the gap: blending spatial skills instruction into a technology teacher preparation programme

2021 ◽  
Author(s):  
Diarmaid Lane ◽  
Sheryl Sorby
Keyword(s):  
Teacher Preparation ◽  
Gender Gap ◽  
Future Research ◽  
First Year ◽  
Spatial Skills ◽  
First Year Students ◽  
Base Level ◽  
Technology Teacher ◽  
And Mathematics ◽  
The Impact

AbstractIn recent years, there has been a surge in research in spatial thinking across the international community. We now know that spatial skills are malleable and that they are linked to success across multiple disciplines, most notably Science, Technology, Engineering and Mathematics (STEM). While spatial skills have been examined by cognitive scientists in laboratory environments for decades, current research is examining how these skills can be developed in field-based environments. In this paper, we present findings from a study within a Technology Teacher preparation programme where we examined first-year students’ spatial skills on entry to university. We explain why it was necessary to embed a spatial skills intervention into Year 1 of the programme and we describe the impact that this had on students’ spatial scores and on academic performance. The findings from our study highlight a consistent gender gap in spatial scores at the start of the first-year with female students entering the Technology Teacher preparation programme at a lower base level than male students. We describe how we integrated spatial development activities into an existing course and how an improvement in spatial scores and overall course performance was observed. The paper concludes by discussing the long-term sustainability of integrating spatial interventions within teacher preparation programmes while also highlighting the importance of future research to examine spatial skills as a fundamental component of technological capability.

scholarly journals THE EFFECTIVENESS OF USING INDEX CARD MATCH IN TEACHING VOCABULARY

2018 ◽  
Vol 5 (2) ◽  
pp. 107
Author(s):  
Sri Ariani ◽  
Tri Setianingsih
Keyword(s):  
Teaching Method ◽  
Vocabulary Knowledge ◽  
Control Group ◽  
First Year ◽  
Research Subjects ◽  
Index Card ◽  
First Year Students ◽  
Post Test ◽  
And Control ◽  
The Impact

This research aims to find out Is there any significant differences between the impact of traditional teaching method and using Index Card Match in teaching English vocabulary at the First Year Students of SMA HANG TUAH 3 MATARAM and to find out does using Index Card Match have a positive effect on students’ vocabulary knowledge. The sample of this research is 40 students. The kind of this research is experimental research. The students are divided into two groups such as experimental group and control group. Then the research subjects are pre-tested to know their prior vocabulary mastery. After the treatment, the sample is post-tested to know their recent vocabulary mastery as the result of the treatment. The scores in both pre-test and post-test are taken as the main data of the research. The data is analyzed by using t-test.

scholarly journals The Impact of Feedback on Students’ Autonomous ESP Learning Outcomes

2021 ◽  
Vol 13 (2) ◽  
pp. 323-339
Author(s):  
Natalia Yevheniivna Dmitrenko ◽  
Iuliia Oleksiivna Budas
Keyword(s):  
Learning Outcomes ◽  
Educational Process ◽  
First Year ◽  
Written Feedback ◽  
Peer Observation ◽  
First Year Students ◽  
Self Regulated Learning ◽  
University Course ◽  
Learning Competence ◽  
The Impact

The present paper provides the results of the feedback influence on students’ autonomous ESP learning. It is aimed to study the impact of feedback on autonomous learning outcomes of first-year students, who are studying a two-year university course of “English for Specific Purposes (ESP)”, the significant part of which is dedicated to self-regulated learning. The aim of the course is to improve the students’ proficiency in professionally oriented English communication to the level of B2 according to the Common European Framework of Reference for Languages (CEFR). The investigation has proved the importance of teachers’ support in students’ autonomous ESP learning. The outcomes of those students who received the feedback regularly signify that even being self-sufficient, students strive for teachers’ or peer observation and feedback in the educational process. In the article, the interdependence between the level of students’ autonomous ESP learning competence and students’ feedback literacy is presented. The results of the study suggest that students’ autonomous ESP learning outcomes are considerably influenced by supportive external written feedback if it is sought, and their feedback literacy level is at least moderate or higher. A higher level of students’ feedback literacy is observed among students with a more advanced level of autonomous ESP learning competence and who demonstrate better academic achievements in professionally oriented English communication. The coherence of the elaborated levels of Ukrainian students’ feedback literacy and the ways of its enhancing can be significant for educators in other countries.

scholarly journals Impact of the COVID-19 Pandemic on Instagram and Influencer Marketing

2021 ◽  
Vol 13 (2) ◽  
pp. 20
Author(s):  
Evelina Francisco ◽  
Nadira Fardos ◽  
Aakash Bhatt ◽  
Gulhan Bizel
Keyword(s):  
Social Media ◽  
Marketing Strategy ◽  
Online Survey ◽  
Video Conferencing ◽  
Marketing Mix ◽  
The Internet ◽  
Exploratory Research ◽  
Social Media Platforms ◽  
The Impact ◽  
Made In

The COVID-19 pandemic and the resulting stay-at-home orders have disrupted all aspects of life globally, most notably our relationship with the internet and social media platforms. People are online more than ever before, working and attending school from home and socializing with friends and family via video conferencing. Marketers and brands have been forced to adapt to a new normal and, as a result, have shifted their brand communication and marketing mix to digital approaches. Hence, this study aims to examine the shift of influencer marketing on Instagram during this period and the possible future implications. By employing an online survey for exploratory research, individuals answered questions addressing their perceptions about the impact of the pandemic, brands and influencers’ relationship, and the overall changes made in marketing strategy.

scholarly journals Social media: an exploration of the outcomes of social media use for homeless youth

2021 ◽  
Author(s):  
Jennifer Donath
Keyword(s):  
Social Media ◽  
Young Adults ◽  
Mobile Device ◽  
Homeless Youth ◽  
Qualitative Interviews ◽  
Daily Basis ◽  
Future Research ◽  
The Internet ◽  
The Impact ◽  
The City

The purpose of this project was to explore how young adults are experiencing relationships when using social media. Using a qualitative design young adults between the ages of 16-25 were asked questions about their experience with social media in the city of Toronto. Qualitative interviews were conducted with three homeless participants who used social media and had access to the internet and a mobile device. The researcher analyzed the data by looking for themes within the participant’s answers. Discussion focuses on the impact of social media, their experiences as a homeless youth and the interaction with social media on a daily basis. The findings also suggest future research for technology amongst homeless youth

Sign in / Sign up

Export Citation Format

Share Document