Use Of Social Media In Education Research Articles

The impact of self-determination theory: the moderating functions of social media (SM) use in education and affective learning engagement

This study attempts to explore the relationship between the two mediator variables effective learning engagement and educational social media (SM) usage and the study’s outcome measures, which include student satisfaction and learning performance. The distribution of a self-determination theory questionnaire with external factors to 293 university students served as the primary data collection method. King Saud University used a poll to personally collect data. Partial least squares structural equation modeling was then used to examine the data and assess the model in Smart-PLS. Students’ academic success and contentment at colleges and universities seem to be positively correlated, and their active involvement in learning activities and educational use of SM. It was shown that important factors influencing affective learning participation and the instructional use of SM for teaching and learning include perceived competence, perceived autonomy, perceived relatedness, information sharing, and collaborative learning environments. It was discovered that these connections were important. The self-determination theory provided confirmation that this model is appropriate for fostering students’ feelings of competence, autonomy, and relatedness in order to increase their affective learning involvement. This, in turn, improves students’ satisfaction and achievement in higher education.

The academic use of social media in distance education and its relation to the reduction of the feeling of isolation

Academic use of social media has become an important component of the educational process of distance learning. The present study investigates the educational use of social media in distance education and the factors leading to it, in order to determine the impact of this use on reducing the feeling of isolation experienced by the students of the Hellenic Open University (HOU). The behavioral intention for use and the actual use of social media in the context of distance education are investigated, taking into account the factors of the Technology Acceptance Model (TAM). The sample consisted of 147 undergraduate and postgraduate students of HOU. The data collection tool was an improvised questionnaire structured in 4 axes, with 18 closed-ended questions. The results obtained show that the majority of students strongly supports and utilizes social media for educational purposes. The results also indicate that the more students consider social media useful in the context of their studies, the more they intend to use them and ultimately the more intensively they do use them. The finding that the educational use of social media is positively related to the stimulation of the HOU students’ feeling of isolation is important. It highlights the fact that social media are useful and supportive tools in the context of distance education. The findings of this study are in agreement with previous relevant studies and provide helpful guidance for future research.

Educational Use of Social Media in Primary and Childhood Education Degrees at a Virtual University

Educational Use of Social Media in Primary and Childhood Education Degrees at a Virtual University

Intention of Social Media Adoption among Undergraduate Students of Business Schools in Kathmandu Valley

This paper investigated the intention of social media adoption among undergraduate students in business schools during 2020. A purposive sampling technique was used to collect data from 200 undergraduate students in the Kathmandu Valley using self-administered questionnaires. Data were analyzed by applying Partial Least Squares-Structural Equation Modeling (PLS-SEM). This research paper found a significant positive influence of resource sharing on behavior intention of social media adoption. The hypothesis showed that perceived ease of use partially mediated the relationship between collaboration and behavior of educational use of social media. However, the research found no significant influence of perceived ease of use, and perceived usefulness on behavior intention of social media adoption. Using the findings of this paper, the research paper discussed the theoretical and practical implications for researchers and educators. The paper incorporates resource sharing and collaboration variables to the existing TAM framework.

Influence of COVID on the educational use of Social Media by students of Teaching Degrees

The situation caused by SARS-CoV-2 has resulted in the intensive use of technology in all fields, including education and interactions between students. This research seeks to identify changes in the way social media have been used for educational purposes by students of teaching degrees both before and after lockdown. Based on an online survey administered to a sample of 424 students from different Spanish universities in which it has been observed how their use has generally been very similar, although significant differences have been detected according to the kind of university. In this capacity, the use of social media for academic purposes has increased in universities offering traditional classroom-based courses, while it has remained the same in virtual universities which, due to their particular idiosyncrasies, have not been directly affected.

Educational Use of Social Media in Higher Education: Gender and Social Networking Sites as the Predictors of Consuming, Creating, and Sharing Content

Abstract Introduction: This study investigates the influence of gender and social networking sites (SNSs) such as Instagram, YouTube, WhatsApp, Facebook, and Twitter on consuming, creating, and sharing content within the educational social media usage behaviors of higher education students. The survey method is applied to measure students’ social media usage for educational purposes. So that a more effective use of social media in education can be provided, it is important to understand how university students vary in their educational use of social media. The aim of this study is to examine how higher education students use social media for their educational purposes based on the content and activities with which the students engage. The aim of the research is to determine the correlations, if any, between gender, preferred SNS type, and educational social media in regard to consuming, creating and sharing content. Methods: The derived scale is administered in Turkey with the participation of a total of 365 university students. Psychometric, validation and reliability analysis of the scale which is used in the study to collect the data were done first. Principal component analysis, exploratory and confirmatory factor analysis, descriptive, correlations and multivariate analysis of variance are applied to analyze the social media usage for educational purposes. Gender and the SNS type were set as the additional predictors of the consuming, creating and sharing content on social media. Results: The validation and linguistic adaptation of the Inside School Social Media Behavior (ISSMB) scale from English to Turkish is performed first. Results showed that the three factors of the original scale were confirmed. Secondly, the derived scale is administered with the participation of a total of 365 university students. Results indicated that gender difference was a significant factor in explaining the content creation on social media. Instagram, WhatsApp, and YouTube are the most preferred SNSs for educational use among students at the higher education level. No significant effect was reported for the type of the SNS used in consuming, creating, and sharing educational content on social media. The type of the SNS used by the students was not found to influence educational social media usage; accordingly, students consume, create and share content, regardless of the type of the SNS they use. Discussion: Higher education level students prefer watching videos more than any other social media activity for their educational purposes. The second most frequently preferred social media usage activity was reported as searching for the learning resources or information pertaining to schoolwork. Creating content was the least favorable social media usage. When the social media usage purposes focus on schoolwork and are furthermore educational, males’ social media usage outperforms the females. Thus, males were more likely to create content by using social media for inside schoolwork purposes than the females. Males were also more likely to have sharing habits than the females in sharing learning resources e.g., class notes with their classmates by using social media for their inside schoolwork purposes. Limitations: The total number of participants used in the research sample is a limitation of this study. The study data were only collected in Turkey, and so the study results are only regionally generalizable. Conclusion: Higher education students are consumers of the social media when they use it for educational purposes. Accordingly, students prefer being “passive consumer social media users who avoid active content creating”. Students prefer watching the uploaded ready-to-watch videos who avoid instead of creating and uploading their own video content. When sharing items are compared with creating content items, students responded more to the latter. Students do share their information with classmates e.g. exam schedules and lecture notes. Compared to other sharing content usages, students less frequently preferred sharing extracurricular learning resources. The gender difference found herein is a predictor of social networking site usage among young people, and social networking usage changes according to gender. Males are reported as being more “giving” within a school setting when it comes to sharing the educational content with their colleagues and friends. Social media is a reality of our modern lives, one that is growing exponentially; it is highly crucial that researchers facilitate a better understanding of the ongoing changes and developments that are emerging and transforming learning. Both outside and inside school, the social media usage behaviors of young people can be examined according to different age groups do determine any age-related differences. The subject can be improved with new findings and results from different sample groups.

Using Social Media for Learning in High Schools: A Systematic Literature Review

<p style="text-align:justify">In the last decade, learning from computer-supported collaborative technologies has been combined with social media (SM) and this has gotten a lot of attention. Also, there is a growing body of literature that suggests that SM is gaining a lot of attention because it has the perceived pedagogical affordances that could be used as a potential tool for teaching and learning. These perceived pedagogical affordances allow people to interact, communicate, collaborate and share resources among others. Most of the studies published on SM in education have focused on higher education (colleges and universities) with a relatively small body of literature on secondary education. Despite the wide use of SM in education, its benefits are still not clear across studies. We conducted a systematic literature review using the EBSCOhost database. Screening of abstracts and full texts resulted in the selection of 10 papers for the review. Seven approaches to using SM in learning in high schools have been identified: (1) interaction, (2) information dissemination, (3) communication, (4) collaboration, (5) teaching, learning, and resource sharing, (6) socialization, and (7) entertainment. Most of the articles claimed that the educational use of SM has a strong positive effect on social skills, but the evidence presented was rather weak. Subject-specific outcomes were not in focus in using SM in education. All studies followed a constructivist philosophical perspective. Based on this we provide a theory-based scenario for using SM in learning social skills and subject-specific outcomes.</p>

Teachers’ Perceptions about their Responsibility for what Pupils Do on Social Media

Contributing to the knowledge about teachers’ educational use of social media, the aim of this article is to explore Swedish secondary school teachers’ understanding of their duties of care and responsibilities for what pupils do on social media. The article draws on data from a mixed method study, consisting of an interview study and a national survey. The findings from the survey show that some groups of teachers are more likely than others to express responsibility for pupils, especially teachers who use many different social media, those who use them in contact with pupils, teachers working at private schools, and female teachers. The subjective experiences from the interviews are supported by the findings from the survey – indicating a correlation between social media usage and level of perceived responsibility. The more the teachers use social media, and thereby get access to more personal information about the pupils, the greater the likelihood that the teachers will perceive that they have some responsibility for what the pupils do on social media. The meaning of the findings is discussed in relation to the theory of caring ethics. https://doi.org/10.26803/ijlter.17.6.8

Ethical dilemmas on social media: Swedish secondary teachers’ boundary management on Facebook

With the aim of contributing to the research about the educational use of social media, the paper explores teachers’ experiences of ethical dilemmas on Facebook. The paper draws upon focus group interviews with Swedish secondary teachers. Two main categories of ethical dilemmas, related to the border between private and professional, are detected. The dilemmas concern (1) teachers’ moral responsibility for pupils’ actions and (2) how teachers appear on social media. Different boundary work practices created and used by teachers are identified. The main conclusion is that, by having contact with pupils in a virtual social arena originally intended for private use, teachers’ use of social media brings to fore and intensifies deep-rooted ethical questions about what the teacher role is and should be. Teachers’ participation on social media such as Facebook compels them to reflect upon and position their preferred teacher role in these new social arenas.

The Trends of Use of Social Media by Medical Students

Introduction: As the online environment has evolved, the use of social networking sites (SNSs) hasbeen integrated into the methods of teaching. Students across the world are currently using SNSs toenhance their learning. Objective: This study sought to explore the students’ use of social media,in particular that of Facebook groups in medical education at the University of Ottawa. Methods:Pre-clerkship medical students (n = 160) were surveyed regarding the trends of use of SNSs in theirlearning. The survey consisted of 23 questions (Likert-style, multiple choice, yes/no, and short answerquestions). Results: 94% of respondents use SNSs to facilitate their learning with Facebook (n = 98,97%). Students mostly use Facebook groups for histology (30%), physiology (21%), etc. They mostlyuse SNSs for these particular subjects because the material posted is engaging. Sixty percent (60%) ofstudents use SNSs to communicate with their colleagues and 59.8% stated that they prefer Facebookgroups over pages. They prefer sample tests/quizzes and study guides (65.6%), followed by explanatorycomments and an answer to a question (54.2%), etc. The downside of the use of social media ineducation is distraction and privacy issues. Conclusion: SNSs are used by the majority of students toenhance their learning, but to use them to their fullest; the material posted has to be concise, engagingand aligned with the learning objectives. Social media are contemporary and efficient communicationtools that educators cannot overlook; the challenge is to choose the right platform, the amount andquality of the information shared to ensure optimal benefit and collaboration of the students.

Online Instructor Perceptions of Social Presence and Educational use of Social Media

This study examined active online university instructors’ perceptions of social presence in a learning management system (LMS), use of social media tools, and willingness to use social media tools outside of an LMS to increase social presence. Data were collected via an anonymous electronic survey. Results indicated instructors perceived a high level of social presence in an LMS, but there were specific limitations. Subscription to multiple social media tools was common, but use of these tools for social communications with students or other instructors was rare. Instructors expressed a willingness to try social media tools outside an LMS to increase social presence. There is a continued and increasing demand for “virtual” education. While distance-provided curriculum, efficacy of online education delivery platforms and students’ characteristics, preferences, and learning styles are all studied, examination of the perceptions of faculty who facilitate learning in a distance format is limited. To achieve success in the cyberspace of education, understanding the behaviors and attitudes of instructors who lead the day-to-day operations of course facilitation are paramount to sustainability.

Twitter and TV events: an exploration of how to use social media for student-led research

Purpose – The purpose of this paper is twofold. First, it investigates the relationship between television, its audiences and Twitter around the creation of social TV events. Here it contributes to knowledge by charting usage in relation to different types of programmes and by comparing Twitter to Facebook data. Second, it evaluates the way in which student-led research can be used to conduct audience studies with the help of Twitter. Design/methodology/approach – The research applies a quantitative approach, measuring the volume of Twitter messages before, during and after two different types of television programmes, i.e. Reality TV (The X Factor and The Only Way is Essex) and sports broadcasts (football and Formula One). Brief comparisons are also drawn with data collected from Facebook. The pedagogical evaluation of the research is based on self-reflection by the author/tutor. Findings – The research established similar trends and patterns of viewer engagement for both types of television programming, with key activity during and towards the end of a broadcast which points to viewers using Twitter, or Facebook, while watching the event. The findings are compared to previous studies on television programmes and Twitter use. The study also identified that student research using Twitter can lead to a valuable learning experience as it allows students to use their own knowledge of social media to inform the research process. Originality/value – This research makes a contribution to the small yet growing body of studies examining Twitter activity in relation to TV events. It also contributes to knowledge on the educational use of social media by providing an account of how Twitter can be applied as a research tool by students.

Social Media Adoption in Adult Education ‒ Administrators' Experience

The rapid development of social media poses a multitude of considerations on this technology adoption. The emphasis in literature is put mainly on student or teacher perspective and less emphasis is dedicated upon administrators who also represent an important group of stakeholders. The aim of the study is to examine the phenomenon of potential educational use of social media at the public institutions of adult education based on administrators’ lived experience, taking into account how administrative factor influences social media adoption in education. The findings reveal that admitting the advantages of social media use, administrators also identify certain problematic areas and have cautious attitudes towards social media in education.

Educational use of social networking technology in higher education

This study explored how social networking technology can be used to supplement face-to-face courses as a means of enhancing students' sense of community and, thus, to promote classroom communities of practice in the context of higher education. Data were collected from 67 students who enrolled in four face-to-face courses at two public universities in Taiwan. Findings indicated that the majority of participants developed strong feelings of social connectedness and expressed favorable feelings regarding their learning experiences in the classes where social networking sites were used as a supplementary tool. Learner difficulties and concerns of instructors about the educational use of social media are addressed with recommendations for future research and practice.