ВИКОРИСТАННЯ СОЦІАЛЬНИХ МЕРЕЖ ДЛЯ НАВЧАННЯ СТУДЕНТІВ У ЗАКЛАДАХ ВИЩОЇ ОСВІТИ

Nowadays, social networking is becoming a more and more powerful tool for students for communication, sharing of information and discussions on various topics. The study presented in this article investigates the extent to which teachers from different European countries use social networking sites in their teaching practice for different purposes and what their attitude is towards the use of social networking in higher education in general. The study is intended to seek clarity on the issues, whether the use of social networks is related to teacher information about social networking sites; their participation in interest groups and research for the use of social networks in education; and whether the results obtained from the survey vary according to the country. For this purpose, the statistical software IBM SPSS Statistics is used. On the other hand, the study explores specific areas of the use of social networking in higher education, with an emphasis on their efficacy.

Nowadays, social networking is becoming a more and more powerful tool for students for communication, sharing of information and discussions on various topics. The study presented in this article investigates the extent to which teachers from different European countries use social networking sites in their teaching practice for different purposes and what their attitude is towards the use of social networking in higher education in general. The study is intended to seek clarity on the issues, whether the use of social networks is related to teacher information about social networking sites; their participation in interest groups and research for the use of social networks in education; and whether the results obtained from the survey vary according to the country. For this purpose, the statistical software IBM SPSS Statistics is used. On the other hand, the study explores specific areas of the use of social networking in higher education, with an emphasis on their efficacy.

Due to the growing involvement of social networks in economic, politic and social aspects of people’s lives and taking into account that social networks represent the main ICT means of socializing, having a steady increase of users each year, we the authors consider that social networks can have a positive impact on education, and also, if combined with educational tools, can be used efficiently in a non-formal and informal educational purpose. Thus, this paper sets out to analyse the current use of social networks in educational purposes in order to understand the impact social networks have on education, either positive or negative, and afterwards the authors will create a theoretical model of how a social network for educational purposes should work after analysing the current theoretical functionalities that such a social tool has and comparing them with the theoretical functionalities that an educational platform has. Thus, by analysing the main aspects in regards to how social networks function and how people interact with them, and also doing the same for educational platforms, we the authors will construct a theoretical model that combines the aspects that we consider are necessary for a Social Network Educational Platform to have in order to balance out each negative aspect that both sides have in regards with what user feedback has offered over the last years. The statistical analysis, that will be presented in order to show the importance of social networks in non-formal and informal education and also information on the use of e-learning platforms, will be focused on absolute and relative statistical indicators. The authors believe that the concept used in this current paper can be used as a guideline for further developing more social network educational platforms and tools that take into account Social Media, Social Networks and have a more positive impact on how adults and students see and use ICT for informal and non-formal learning purposes.

Objective:The objective of this study is to determine the purposes of social media use of students in the health sciences department, their opinions on the use of social networks in education, and integrating social networks into their education. Method:This is a descriptive cross-sectional study. The study population consisted of 1568 students in the Health Sciences Department of Eastern Mediterranean University. The study sample consisted of 309 students. Data were collected between February 2016 and March 2016. Results:The students were using social network sites the most for cooperation (13.47 ± 6.38) and the least for meeting people (3.63 ± 2.47). In the subdimensions of the Usage Purposes Scale of Social Networking Sites, statistically significant differences was found in meeting people based on gender (p = .010), meeting people based on age (p = .019), entertainment (p = .002), communication (p = .014). When asked about their opinion on integrating social networks into their education, 83.8% reported that social networks should be integrated into the education system. Conclusion:The study found that the students of health sciences use social network sites the most to meet people and the least to communicate. The study also found that the students expect social networks to help them share information-source and help them in group/team work and the students believe that integration of social networks into university education could be useful.

Comparison of the Use of Social Network in Education between North and South Cyprus

The use of social networks is a growing phenomenon, being increasingly important in both private and academic life. Social networks are used as tools to enable users to have social interaction. The use of social networks (SNs) complements and enhances the teaching in traditional classrooms. For example, YouTube, Facebook, wikis, and blogs provide a huge amount of material on a wide range of subjects. This research aims to explore the need to change the traditional style of teaching and learning after the innovation of Web 2.0. The main objectives of this research are to discover the motives for the use of social networks by higher education students in Oman, to recognize the impact of social networking tools in learning and education generally, to analyse the problems that students might face when using social networks, and to determine whether the traditional learning methods need to be changed in the era of Web 2.0 technologies? In order to achieve the objectives of this research, the research methodology is to conduct a survey amongst Omani students at different universities, colleges, and other higher education institutions and to explore the social networking tools that might have an influence on teaching and learning styles. The type of data collected will be both quantitative and qualitative. This study is based mainly on the student's perspective - the impact on students of using social networking tools and what effect it has on the traditional style of learning and teaching. This study highlights the benefits of using social networks as tools for developing a new style of learning, and the negative impacts that can affect the process of learning, in order to provide a justification for using social networks in higher education.

Nowadays popularity of social networks (draugiem.lv, facebook etc.) is increasing, virtually every student has at least one account in one of the social networks. But the problem is that little is known about how to use social networking in Latvian education. The author of this paper will try to prevent it, to summarize available information on social networking in education.

<p>The aim of this study is to make a multidimensional evaluation of the use of social networks in educational processes, based on the opinions of Turkish Teachers. This study examines how teachers use social networks in education, how often they use which social networks, for what purpose they use social networks, whether social networks are useful or not, and how social networks should be used for quality education. In this study, phenomenological design, one of the qualitative research designs, was used. The study group of the research consists of 26 Information Technologies Teachers selected by criterion sampling method. Research data were collected with a semi-structured interview form developed by the researchers. In this study, qualitative and quantitative research techniques were used together. Qualitative data obtained through interviews were subjected to content analysis, while frequencies and percentages of quantitative data were calculated. In the research, the majority of the participants used social networks frequently/very frequently in education; social networks such as Facebook, YouTube, WhatsApp and Instagram are mostly used in education; it has been determined that the participants find it useful/very useful to use social networks in education, that the use of social networks in education provides teacher-student, student-student and teacher-parent communication, facilitates cooperation and solidarity with education stakeholders, and facilitates resource and material sharing.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0962/a.php" alt="Hit counter" /></p>

هدفت هذه الدراسة إلى التعرف على اتجاهات المعلمات نحو استخدام شبکات التواصل الاجتماعي وأهميتها في التعليم ومعوقات استخدامها من وجهة نظرهن، وکذلک التعرف على الفروق بين متوسطات استجابات أفراد عينة الدراسة حول واقع توظيف شبکات التواصل الاجتماعي في التعليم باختلاف متغيري (التخصص ، المرحلة الدراسية)، ومن أجل تحقيق هذه الأهداف تم استخدام المنهج الوصفي وإعداد استبانه وتطبيقها على عينة مکونة من (140) معلمة، وأظهرت النتائج أن هناک اتجاهات إيجابية للمعلمات نحو شبکات التواصل الاجتماعي، کذلک استخدامها في التعليم، کما أسفرت النتائج عن وجود بعض المعوقات من أهمها: عدم توفر الوقت الکافي لاستخدام شبکات التواصل الاجتماعي في التعليم ، وقلة الخبرة ونقص الکفاءة العالية في التعامل معها، وفي ضوء النتائج خرجت الدراسة بمجموعة من التوصيات، من أهمها: توعية المعلمات والطالبات بأهمية استخدام شبکات التواصل الاجتماعي في التعليم، وإلحاقهن بدورات تدريبية في کيفية التعامل معها واستخدامها في العملية التعليمية، والقيام بإجراء المزيد من الدراسات المتخصصة في استخدام شبکات التواصل الاجتماعي من قبل المعلمات والطالبات في التعليم. This study aimed to identify the teachers' views on the use of social networks in education from their own point of view and to identify the differences between the average responses of the study sample individuals on the effect of implementing social networks in education according to the variables (major, grade). To achieve these objectives, the descriptive method was used, and a questionnaire was prepared and applied to (140) teachers to identify this effect. The results showed that there are positive attitudes and agreements towards the importance of social networks and their use in education. They also revealed obstacles to the use of social networks in education, most importantly: the negative attitudes towards social networks, lack of time, lack of Internet, lack of experience and the lack of efficiency in dealing with social networks. The study came out with many recommendations which include: Educating teachers and students about the importance of using social networks in education, attaching them to training courses in how to deal with them and their uses in the educational process, and conducting more specialized studies in the use of social networks by teachers and students in the educational process.

The main focus of this chapter would be the integration of artificial intelligence and social networks in the educational context and how this integration can make a positive impact and possibly transform the contemporary approach towards education. It would start by presenting a critical evaluation of the historical development and the present tendency as well as the tendencies in the future in a rapidly growing field of study. It first discusses past AI and social networks in education and how each emerged and came together. It then looks at the integration patterns and practice-oriented use of most of the technologies across the various academic disciplines, with primarily concerning practical use of such implementations. It also assesses the advantages, difficulties, and implications of AI-supported social learning networks in various forms of education. In addition, it examines successful examples and derives practical recommendations for its application in various academic settings.

Introduction:Social network is a social structure made up of individuals and organizations that represent “nodes”, and they are associated with one or more types of interdependency; such as: friendship, common interests, work, knowledge, prestige and many other interests. Beginning with the late twentieth and early twenty-first century, the Internet was a significant additional tool in the education of teenagers. Later, it takes more and more significant role in educating students and professionals.Goal:The aim of this paper is to investigate, to what extent and how effectively the Internet is used today. In addition, more specifically, this paper will research the implications of the well-known social networks in education of students and health professionals in Bosnia and Herzegovina (B&H).Material and methods:We compared the ratio of using Medline, as the largest biomedical data base system for spreading medical information, as basics for health education at biomedical faculties at five universities in B&H.Results and discussion:According to data from the CRA (i.e. Communications Regulatory Agency) in B&H, in 2010, there were 522,364 internet access accounts, with about 2 million Internet users, representing about 52% of the total population. The Internet users’ preference is dominated by the users of fast broadband access (e.g. xDSL) with 42.8%, and elsewhere, still with dialup access, with 25.2%. The results showed that only 11.6% of professors use Facebook type of social network, 49.3% of them have a profile on BiomedExperts scientific social network and 79% have available articles in the largest biomedical literature database MEDLINE. Students are also frequent users of general social networks and educational clips from You Tube, which they prefer to utilize considerably more than the other types of professionals. Students rarely use the facilities of professional social networks, because they contain mainly data and information needed for further, postgraduate professional education. In our research, we analized cited published papers in the journal Medical Archives, the oldest medical journal in B&H (established in 1947) of randomly included 151 full and part time professors, authors from five medical faculties in B&H and B&H authors who currently work in the EU and USA.. ANOVA showed that there was no significant difference in the number of articles published between the Universities in Bosnia, but there was significant difference in the number of articles published on MEDLINE, between all faculties in B&H and a group of scientists who work around the world. Students’ tests showed that there was a statistically significant difference in the average number of papers published on Medline, between groups of part-time and full time professors. However, there were no statistically significant differences, between the professors for preclinical and clinical subjects.Conclusion:In B&H there are decent conditions for the use of online social networks in the education of health professionals. While students enthusiastically embraced these opportunities, this is not so much a case with health care professionals in practice; while scientific health care workers have not shown greater interest in the use of social networks, both for purposes of scientific research and in terms of self-education and training of students. There is much more use of the advantages offered by online social networks, both in education and in support of the scientific research.

<p class="Paragraph"><span lang="EN-GB">The objectives of the study are to conduct a survey among students and teachers of Russian universities, which will determine their general attitude to the use of social networks in education; to identify the functions of social networks from the perspective of respondents; based on the results of both stages of the study, to determine the role of social networks in the educational process. Students and teachers of four Russian universities (MGIMO University, Kuban State Technological University, North-Eastern Federal University, Russian State Social University) took part in the survey. A total of 500 students and 100 teachers were interviewed. The results of the first part of the study showed that the attitude of students and teachers towards the use of social networks in education is generally positive. Both groups of respondents noted the advantages of introducing social networks into the educational process and also stated their willingness to increase their use. When using social networks in education, students can fill in special forms to indicate social network accounts to be subsequently used. Also, the administration of group chats can be taken under the control of the university for the purpose of a more structured exchange of information/educational materials.</span><strong></strong></p>

Social media, especially social network sites (SNS) such as Facebook have grown rapidly in popularity in the last ten years. [...]

Social networks which play an important role in individuals', many of whom are youngsters, daily life got the opportunity to be used as educational tools and seem to have many features to improve educational organizations and the educational processes. Organizations exist in the very complex and chaotic environments rather than the stable and steady environments. This affects the role of administrator and especially the leader within the organization. The task of the 21st century educators is to be compromising social media leadership with media, mass media instruments and information technologies and the values of the school, and preparing the youngsters for the future by building common living environments. Within the scope of research, some explanations from literature about the concept of social networks and the use of social networks in education were given first. For conclusion, comments, conclusions and suggestions about the usability of social networks in education were presented.

The article deals with the problem of modern education in higher agricultural educational institutions as the necessity and expediency of using social networks in the educational process. The relevance of the study is due to the need to resolve the contradiction between the fact that social networks are widely used by young people and that they are almost not used in the educational process in higher agricultural institutions of Ukraine. The purpose of this article is to consider, analyze and substantiate the didactic possibilities of social networks for the educational process in higher educational agrarian institutions. Research methods used: analysis of scientific and pedagogical literature and Internet resources, interviews and interviews of university lecturers and students generalizing pedagogical experience. The didactic possibilities of social networks should include the fact that the use of social networks can give the educational process more interactivity, positively affect the results of cognitive activity of students, become an effective means to increase the motivation and quality of learning, the organization of teamwork of students, the implementation of joint project activities, individualized virtual learning student's space. Social networks can also be used as a means of distributing educational material. The article proves the necessity of using social networks in the educational process of higher educational establishments; the pedagogical possibilities, advantages and difficulties of using social networks for educational process in agrarian universities are considered; promising directions of the use of social networks in education are proposed and measures to improve and facilitate the implementation of social networking tools in the educational process in higher agricultural educational institutions.