Educational Social Network Research Articles

Social Media as a Learning Tool in Moroccan Higher Education from Students’ Perspectives

This study is important because it addresses the global shift toward digital education and emphasizes the need to examine the role of social networks in education. By shedding light on this issue, this study aims to address the challenges facing the Moroccan educational system and provide recommendations for improving educational standards and pedagogical approaches considering the country’s technological advancements. The research also seeks to answer two key questions: How do Moroccan undergraduate and graduate students view the integration of social media into education? What insights do Moroccan students offer to guide the development of innovative teaching and learning methods using social media platforms?

Oddness of the number of Nash equilibria: The case of polynomial payoff functions

In 1971, Wilson (1971) proved that “almost all” finite games have an odd number of mixed Nash equilibria. Since then, several other proofs have been given, but always for mixed extensions of finite games. In this paper, we present a new oddness theorem for large classes of polynomial payoff functions and semi-algebraic sets of strategies. Additionally, we provide some applications to recent models of games on networks such that Patacchini-Zenou's model about juvenile delinquency and conformism (Patacchini and Zenou, 2012), Calvó-Armengol-Patacchini-Zenou's model about social networks in education (Calvó-Armengol et al., 2009), Konig-Liu-Zenou's model about R&D networks (König et al., 2019), Helsley-Zenou's model about social networks and interactions in cities (Helsley and Zenou, 2014).

Research on Learning Social Networks and Collaboration in Education Using Big Data Analytics and Machine Learning

This paper explores the application of big data analytics and machine learning in education, particularly in the context of learning social networks and collaborative research. By systematically reviewing existing literature and conducting theoretical analysis, this study delves into how big data and machine learning technologies can support and optimize learning behaviors and collaboration patterns within educational social networks. Using literature review and theoretical deduction methods, the research analyzes the potential applications of big data analytics in educational data processing, learning behavior prediction, and personalized learning recommendations. Additionally, it examines the contributions of machine learning algorithms in identifying and optimizing node relationships, information dissemination paths, and collaboration efficiency within learning social networks. By comparing domestic and international research outcomes and considering current social trends and policy directions, several theoretical models and analytical frameworks are proposed to provide theoretical support and reference for future educational research. The results indicate that big data analytics and machine learning technologies not only enhance the efficiency of educational data processing, but also significantly improve information flow and collaboration quality within learning social networks, thereby promoting the development of personalized and collaborative learning. This theoretical analysis offers new perspectives and approaches for further exploring the applications of big data and machine learning in the education sector.

Developing motivation through an ICT cooperation project plan in English between Spanish and German students

This case study aims to research the connection between motivation and real-life experiences in the use of the English language through an ICT cooperation project plan between two centres. Introducing Information and Communication Technologies (ICTs) by means of videoconferences and the Edmodo network, we connect teenagers from different countries who share hobbies and interests. The goal is that students from Spanish 3rd-grade compulsory secondary education or their equivalent 9th-grade German peers use English as a lingua franca to achieve their objectives. This also helps students to acquire a foreign language (English) in a motivating and communicative environment and to develop competencies that are usually relegated to the background in standard English classes. In total, 104 teenagers participated in this study, in which they had to write letters, record a video, and participate in three videoconferences. The research started with an online meeting between the two teams of teachers from both centres in which the general guidelines were set up. The research instruments that the students had to carry out during the project were pictures and letters, videoconferences, and finally a profile on an educational social network. The results show how this cooperation project motivated them to the point that they could end their school year with a better grade than they had before starting the project as they shared interests in the use of English to maintain cooperation with their peers.

Mediatized Teachers-Students Interactions: How Mobile Social Networks Modify Pedagogical Contact

This paper is inspired by work on a doctoral thesis ''Transformation of intersubjectivity in mediatized higher education'' (EHU, Lithuania), where the implementation of social networks in education is treated as one of the cases of a broader process of mediatization. To analyze the transformation of intersubjective interaction in the mediatized pedagogical process, phenomenological optics is used. In contrast to research that treats ''student experience'' as ''user experience'' that is open to manipulation, measurement, and optimization (Ginzburg, 2011), the phenomenological approach considers it as a subject-subject interaction and the event of coexistence in pedagogical contact (Friesen and Hug, 2009; Friesen 2011). Thus, the paper substantiates the relevance of phenomenological optics for searching for answers to the following questions: how does the use of mobile social networks transform the intersubjective interactions of teachers and students?; how does this implementation modify pedagogical contact?; what are the consequences for the whole pedagogical process? Application to phenomenological methodology and conducting hermeneutic interviews are proposed as ways to get answers to these questions.

Iranian High School Students’ Self-presentation on a National Educational Social Networking Site: A Reciprocation of “Field”, “Habitus”, and “Doxa”

Iranian High School Students’ Self-presentation on a National Educational Social Networking Site: A Reciprocation of “Field”, “Habitus”, and “Doxa”

The Method of Ensuring Equal Participation of Students During Group Work in the Crisis of the Covid-19 Pandemic

This study is a small-scale action research on the problem of EFL/ESL students’ participation in group activities during the crisis of the COVID-19 pandemic. The main stages of the research were conducted in the academic year of 2020/21. The population of the study is twenty-eight Ukrainian secondary school students and three teachers. The research aims at designing a method for ensuring learner engagement in and equal contribution to the group project during distance learning. The methodological basis of this study is the theories of “The Model of Willingness to Communicate”, “Collaborative Learning” and “Social Interdependence”. The quantitative and qualitative data have been collected through the mixed-method approach, in particular via pedagogical observation, surveys (teacher interviews and student questionnaires), peer evaluation, and mathematical statistics (descriptive and frequency methods). The analysis of scientific pedagogical and psychological literature on student engagement during traditional (in-person) and distance (synchronous and asynchronous) learning, including the use of social networks in education (Viber, Zoom, etc.), helped to identify the main factors that affect learner engagement and equal participation in group activities, such as psychological (self-confidence, anxiety, shyness, and personality), group formation (group size, teacher/student-formed, and homogeneous/heterogeneous), monitoring (self, peer and teacher) and evaluation (peer and teacher). The results of this study demonstrate that the teacher greatly influences the success and equality of student participation in small-group activities. Identifying reasons for unequal participation in the target group of learners, considering students’ personality traits and individual needs, and using appropriate planning, organizing and monitoring strategies are the key to their active engagement and effective group work. The results of this study could be used by researchers and practitioners working in the sectors of secondary and tertiary education.

(986) Hyper Personalized Educational Social Network Intervention to Improve Health Equity in Transplantation

(986) Hyper Personalized Educational Social Network Intervention to Improve Health Equity in Transplantation

Impact of Continued Social Network-based Learning Based on Midwives Knowledge and Implementation of the Helping Babies Breathe Program.

The Helping Babies Breathe (HBB) program is a simple neonatal resuscitation protocol implemented in low-resource clinical systems. Therefore, it is necessary to train midwives on the implementation of this program and ensure the sustainability of the learned materials. The present study aimed to assess the impact of continued social network-based learning based on midwives knowledge and implementation of the HBB program. This randomized controlled field trial was performed on 50 midwives who were selected by the available sampling method. All midwives attended the HBB workshop; thereafter, in the intervention group, the learned materials were reinforced for 3 months using WhatsApp messenger. Data were collected using Objective Structured Clinical Examination (OSCE), which was administered before the HBB program and 3 months later (HBB guide; 2th Ed, 2018). The data were analyzed in SPSS software (version 19) using independent and paired t-tests. Based on the results, the mean knowledge score was not significantly different in both groups (control and intervention) immediately after the workshop. The mean scores of knowledge and skill variations did not decrease significantly in the WhatsApp group during the 3 months; nonetheless, a marked decrease was observed in the control group (t21 = 16.68, p < 0.05). The results of this study pointed out that continued social network-based education promoted the knowledge and skills of health care providers, highlighting the importance of social networks in education.

Використання соціальних мереж у професійному розвитку педагогічних працівників

The article shows that the pedagogical workers of the new generation need to create innovative conditions that meet the demands of the time for professional development and personal development. It was found that social networks provide the teacher with a number of new opportunities for improving professional skills and self-realization. The practical issues of using social networks in the professional development of pedagogical workers are revealed. The concept of “social network” in the perspective of the professional development of pedagogical workers has been clarified, namely: a social network is a tool for building an open informational and discussion space, within which specialists of various fields can exchange experience; accumulate ideas and identify problematic issues of science and education, find common ways to solve them; find or generate points of contact of their professional interests. The directions of using social networks in the professional development of pedagogical workers are highlighted: participation in online professional associations, communities of interest, groups; maintenance of online professional blogs, thematic pages, professional portfolio sites; creation and use of digital educational content. The practical issues of the use of social networks in the professional development of pedagogical workers in each of the highlighted areas are characterized, which will contribute to the formation of a complex of theoretical knowledge and practical skills for the productive use of social networks among specialists in various fields. Prospective areas of further scientific research are the preparation of pedagogical workers for the use of educational social networks in pedagogical practice.

CONTINUITY OF VOCATIONAL EDUCATION AS AN INNOVATIVE CHALLENGE IN THE CONDITIONS OF EUROPEAN INTEGRATION AND DIGITALIZATION

The article is devoted to the issue of continuity of vocational education in the conditions of European integration and digitalization. The purpose of research is analysis of strategic documents and accumulated better practices of the EU countries for identifying the main directions of development of the continuous education in Ukraine in the conditions of European integration and digitalization. Based on the analysis of the strategic documents of the European Union, it has been found that high-quality educational content (in terms of content and form of execution) with the possibility of interactive participation and mentoring is in demand today. Distance education has significant advantages for the implementation of continuous education that is oriented to an unlimited number of students with the possibility of obtaining knowledge at a convenient time, the possibility of choosing a convenient (optimal) learning pace. That variant of obtaining education is available for people of different training levels, age, social position and health. It has been summed up that the distance format is largely consistent with the principles of the concept of continuous education, and meet the dynamically changing needs of a modern person in applied knowledge. The general specific of the examined formats is strengthening the components of the informal nature of education, individualization (customization) of educational practices and orientation to the subjective needs of the personality. It has been determined that the key direction of development of the educational environment in the conditions of European integration and digitalization are distance education; gamification of education and using cloud technologies; implementation of augmented reality solutions and visualization technologies; development of social networks in education; development of mass opened online courses. It has been generalized that the following measures will facilitate the continuity of vocational education in the conditions of European integration and digitalization: educational trips, exchange of delegations; education in the format of "summer" and "winter" schools with "deep immersion", organization and conduction of author’s master classes, use of project technologies and techniques of game technology; increasing the share of distance learning to 50% of the total number of courses, using interactive forms (webinars, quizzes, virtual traineeships, etc.) with the involvement of representatives of educational organizations of the European Union.

Social Networks to Rescue COVID-19 Education: Learners' Awareness of Social Networks in Aiding Education

Governments around the world have temporarily closed educational institutions in an attempt to contain the spread of the novel coronavirus (COVID-19). This has culminated in the largest school disruption in recent history. This study explored learners’ awareness of using smart educational systems (social networks) to support remote learning (e-learning). The study examined three constructs: Motivation, Active role, and Interaction, based on the theory of Connectivism. These constructs contributed to the development of a survey used to gather perspectives on social networks in education from a group of Business Studies learners in a South African high school. Data was collected from a sample of Business Studies learners (n=133) just before the COVID-19 pandemic. The results show there was an awareness of the use of social networks in education among learners. Therefore, social networks had the potential to support distance education during the pandemic.

Use of network technologies in the practice of educational training and re-training of military doctors

The article defines network technologies that are appropriate to use in the practice of educational training and retraining of military doctors: network technologies for the organization of distance learning, scientific and educational social networks; network technologies supporting the training and retraining of military doctors; digital libraries. It was found that network technology provides a number of new opportunities for creating an open ICT-oriented educational environment for the training and retraining of military doctors. It is specified that the use of network technologies involves compliance with the agreed rules of online behavior: understanding the difference between public online space and personal space; the ability to analyze the meaningful essence of information that is aimed at public distribution, and that is purely personal; ability to critically evaluate information before publication, focus on constructive (positive) "presence" in the network; understanding that any online action can have public feedback; understanding that today the network image is also one's own reputation.

A MULTIDIMENSIONAL EVALUATION OF THE USE OF SOCIAL NETWORKS IN EDUCATIONAL PROCESSES

&lt;p&gt;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.&lt;/p&gt;&lt;p&gt; &lt;/p&gt;&lt;p&gt;&lt;strong&gt; Article visualizations:&lt;/strong&gt;&lt;/p&gt;&lt;p&gt;&lt;img src="/-counters-/edu_01/0962/a.php" alt="Hit counter" /&gt;&lt;/p&gt;

Digital competencies as the basis of professional competitiveness (on the example of training management specialists)

Introduction. The digitalization of the economy and the digitalization of society are occurring at a rapid pace. The Russian Federation has approved a strategy for the development of the information society for the period up to 2030. The implementation of this strategy provides for improving the quality of life, creating conditions for the development of knowledge, the use of digital technologies, increasing the degree of digital literacy, digital security, etc. The formation of a global digital environment has affected all spheres of life, and especially education. Currently, the digitalization of education is seen as a turning point in history and the formation of a new paradigm for it’s development. Purpose setting. The article studies and discusses the problem of the formation and development of digital competencies of management specialists.Methodology of the study. The methodology of the research includes a socio-philosophical analysis of current trends in the digitalization of education and the use of a sociological survey of students.Results. The paper presents the results of a study on the use of information technologies by students in education (the viewing and searching for information and digital content, evaluating and analyzing information and digital content, using the functionality of social networks in education, reading educational and scientific literature, professional development, working with a text editor, working with electronic tables, information visualization). According to the authors, management specialists should confidently use “smart” gadgets (smartphones, tablets, etc.). In the digital environment, management professionals need to be able to use data analysis programs such as Jupyter Notebook, JupyterLab, PyCharm, RStudio, Stata, SPSS, Microsoft Excel and others, and use Google Sheets. Also, in their professional activities, they must be able to use cloud technologies and programs for data analysis with the ability to simultaneously edit a document (Google Collaboratory, for example).Conclusion. The authors believe that digital literacy and digital competencies are necessary for the competitiveness of a future management specialists and for their success in the modern labor market.

Analysing learner engagement with native speaker feedback on an educational social networking site: an ecological perspective

Studies have explored how second language (L2) learners engage with peer feedback in instructional contexts. However, how learners engage in self-initiated and self-directed feedback practices beyond the classroom in online spaces is largely unknown. Informed by an ecological perspective, an in-depth exploration of the dynamics and underpinning mechanisms of learners’ engagement with written peer feedback on an educational social networking site for L2 writers was conducted. Longitudinal data on 11 language learners’ interactions on the platform were collected. An analysis of their interactions on the platform over time and their responses to semi-structured interviews revealed that how they perceived and acted on feedback changed over time. Furthermore, these changes were intertwined with various individual and contextual factors. The findings suggest that encouraging socially related feedback, enhancing certain platform affordances, building a sense of community belonging and helping learners reconceptualise the platform in relation to their language learning are critical elements of enhancing learners’ engagement with peer feedback. They also indicate a need for a dynamic and holistic approach to understanding and supporting learner engagement with peer feedback beyond the classroom.

Instagram e a educação: algumas considerações

ABSTRACT This article intends to discuss the use of Instagram social network in education. The main objective is to promote reflection on the didactic use of this social network in education, offering a series of considerations on its use in teaching. The method was bibliographic, and the main results and conclusions are a series of possibilities pointed out for the use of photos through Instagram in education. Thus, it briefly covers questions about the origin of the internet, some considerations about digital devices, and then discusses the use of cell phones in education, the possibilities of taking photographs on these devices, the relationship of photography with social networks and images on the network social Instagram to finally discuss Instagram and education.

Implementation and evaluation of flipped learning approach with an educational social network

Implementation and evaluation of flipped learning approach with an educational social network

“Not Nearly as Bad”: Social Comparisons and the Debt Experience

Despite the growing awareness of the role that families play in the experience of student borrowing, debt is still understood as a private experience. As student debt becomes more widespread, individuals are increasingly likely to know others with student loans, yet questions remain about how others—friends, acquaintances, and colleagues—may shape the way student borrowers make sense of their debt. This study draws on interviews with recent master’s degree recipients to examine how young adults understand their educational debt in relation to others. The author finds that borrowers are enmeshed in “debt dense” social networks that both normalize debt and facilitate evaluative social comparisons against others that accentuate borrowers’ own efforts and responsibility. These findings demonstrate a role for occupational and educational social networks in shaping borrowers’ experience of indebtedness but also suggest limits to framing student debt as a collective problem.

Determining the Purposes of Social Network Use of Students of Health Sciences, Their Opinions on the Use of Social Networks in Education, and Integrating Social Networks into Their Education

Determining the Purposes of Social Network Use of Students of Health Sciences, Their Opinions on the Use of Social Networks in Education, and Integrating Social Networks into Their Education