Social Media as a Teaching and Learning Tool for In-class Q&A Activities to Promote Learning and Transform College Engineering Classroom Dynamics: The Case of Facebook

2015 ◽  
Author(s):  
Fu-Yun Yu ◽  
Yu-Hsin Liu
Keyword(s):  
Social Media ◽  
Teaching And Learning ◽  
Learning Tool ◽  
Classroom Dynamics ◽  
Engineering Classroom

Social media as a complementary learning tool for teaching and learning: The case of youtube

2018 ◽  
Vol 16 (1) ◽  
pp. 37-42 ◽  
Author(s):  
Sedigheh Moghavvemi ◽  
Ainin Sulaiman ◽  
Noor Ismawati Jaafar ◽  
Nafisa Kasem
Keyword(s):  
Social Media ◽  
Teaching And Learning ◽  
Learning Tool

Social Media as a Learning Tool: Sport Management Faculty Perceptions of Digital Pedagogies

2015 ◽  
Vol 9 (1) ◽  
pp. 39-50 ◽  
Author(s):  
Katie Lebel ◽  
Karen Danylchuk ◽  
Patti Millar
Keyword(s):  
Social Media ◽  
Teaching And Learning ◽  
Online Survey ◽  
Sport Management ◽  
Course Design ◽  
Faculty Perceptions ◽  
Learning Tool ◽  
Sport Industry ◽  
Use Of Social Media ◽  
Digital Pedagogies

This research explored the use of social media within the sport management discipline in a North American context, specifically investigating how sport management academicians use social media as a teaching and learning tool. An online survey garnered the social media literacies of sport management faculty (N = 132). Compared with cross-discipline studies that have measured similar interests, sport management faculty appear to have a limited awareness of social media applications. Only 61% of study participants reported having incorporated social media into their course design. While a majority of faculty agreed that the use of social media in education can provide positive enhancement to both teaching and learning, in practice, participant social media teaching strategies were narrowly employed. Results suggest a potential disconnect between the digital pedagogies currently employed by sport management faculty, the expectations of students, and most importantly, the demands of the sport industry.

Key Success Factors of Using Social Media as a Learning Tool

2017 ◽  
pp. 267-282
Author(s):  
Alexander K. Kofinas ◽  
Abdallah Al-Shawakbeh ◽  
Andriew S. Lim
Keyword(s):  
Higher Education ◽  
Social Media ◽  
Network Theory ◽  
Teaching And Learning ◽  
Success Factors ◽  
Higher Education Institutions ◽  
Actor Network Theory ◽  
Learning Tool ◽  
Actor Network ◽  
Key Success Factors

Students are dedicated and innovative users of Social Media; in the context of Higher Education they use such media in a pragmatic fashion to enhance their learning. Higher Education institutions are thus in a position to facilitate their students' learning by embedding Social Media in their teaching and learning pedagogy. This chapter will discuss the Key Success Factors of using Social Media as a coordinating, managing, and learning tool to enhance students' education in the context of Higher Education. The Key Success Factors are mapped along the communication and activity flows of the student's study enterprise as viewed from an Actor-Network Theory lenses.

scholarly journals Using Facebook in EFL Writing Class: Its Effectiveness from Students’ Perspective

2019 ◽  
Author(s):  
Rahmah Fithriani ◽  
Utami Dewi ◽  
Sholihatul Hamidah Daulay ◽  
Maryati Salmiah ◽  
Widia Fransiska
Keyword(s):  
Social Media ◽  
Language Proficiency ◽  
Teaching And Learning ◽  
English Language ◽  
Class Discussion ◽  
Learning Tool ◽  
Effective Learning ◽  
Learning Platform ◽  
Writing Class

Social media has now much been integrated as a learning platform in various educational settings, including those in Language Teaching and Learning (LTL). Increasing number of studies has also reported the effectiveness of social media to support LTL activities. This present study aimed to investigate whether Facebook, as the most popular social media in Indonesia, would be an effective learning tool for EFL university students taking advanced writing class. This study employed a case study qualitative approach. The data were collected through questionnaire, interview, and observation of students’ discussion on Facebook and then analyzed using frequency count and thematic content analysis. The findings reveal that most students find the use of Facebook in writing class effective in boosting their confidence in using English as communicative means, encouraging their participation in class discussion, and improving their English language proficiency, particularly the writing skill. This study suggests that Facebook can be used as a supplementary learning tool in higher education classrooms as it brings positive effect not only on students’ learning habits but also competence.

scholarly journals Factors that influence the perceived advantages and relevance of Facebook as a learning tool: An extension of the UTAUT

2014 ◽  
Vol 30 (2) ◽  
Author(s):  
Tomás Escobar-Rodríguez ◽  
Elena Carvajal-Trujillo ◽  
Pedro Monge-Lozano
Keyword(s):  
Social Media ◽  
Teaching And Learning ◽  
Theory And Practice ◽  
Font Size ◽  
Learning Tool ◽  
Media Technologies ◽  
Use Of Technology ◽  
Media Platform ◽  
Perceived Relevance ◽  
Facilitating Conditions

<span style="font-family: Times New Roman; font-size: small;"> </span><p>Social media technologies are becoming a fundamental component of education. This study extends the Unified Theory of Acceptance and Use of Technology (UTAUT) to identify factors that influence the perceived advantages and relevance of Facebook as a learning tool. The proposed model is based on previous models of UTAUT. Constructs from previous models were used such as performance expectancy, effort expectancy, social influence, facilitating conditions, hedonic motivation and habit. Additionally, two new perspectives were added: perceived advantages and perceived relevance of Facebook as a social media platform. It provides some insights into students' behavioural intentions, and such an understanding can help faculty to examine their assumptions about the role of social media technologies in the teaching and learning process. The study participants were students enrolled in a Spanish public university. Data from 956 usable questionnaires were tested against the research model. Our results provide support to the model and reveal a good model fit. In light of these findings, implications for theory and practice are discussed.</p><p class="MsoNormal" style="margin: 0cm 0cm 0pt; text-align: justify; line-height: normal;"> </p><span style="font-family: Times New Roman; font-size: small;"> </span>

Feminist Cyber-Artivism, Musicing, and Music Teaching and Learning

2020 ◽  
pp. 291-312
Author(s):  
Marissa Silverman
Keyword(s):  
Social Media ◽  
Music Education ◽  
Case Studies ◽  
Teaching And Learning ◽  
The Body ◽  
The Internet ◽  
Philosophical Investigation ◽  
Music Teaching ◽  
Music Making ◽  
The Voice

This chapter asks an important, yet seemingly illusive, question: In what ways does the internet provide (or not) activist—or, for present purposes “artivist”—opportunities and engagements for musicing, music sharing, and music teaching and learning? According to Asante (2008), an “artivist (artist + activist) uses her artistic talents to fight and struggle against injustice and oppression—by any medium necessary. The artivist merges commitment to freedom and justice with the pen, the lens, the brush, the voice, the body, and the imagination. The artivist knows that to make an observation is to have an obligation” (p. 6). Given this view, can (and should) social media be a means to achieve artivism through online musicing and music sharing, and, therefore, music teaching and learning? Taking a feminist perspective, this chapter interrogates the nature of cyber musical artivism as a potential means to a necessary end: positive transformation. In what ways can social media be a conduit (or hindrance) for cyber musical artivism? What might musicing and music sharing gain (or lose) from engaging with online artivist practices? In addition to a philosophical investigation, this chapter will examine select case studies of online artivist music making and music sharing communities with the above concerns in mind, specifically as they relate to music education.

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