scholarly journals Digital Communication Tools and Knowledge Creation Processes for Enriched Intellectual Outcome—Experience of Short-Term E-Learning Courses during Pandemic

2021 ◽  
Vol 13 (2) ◽  
pp. 43
Author(s):  
Nadezhda N. Pokrovskaia ◽  
Veronika L. Leontyeva ◽  
Marianna Yu. Ababkova ◽  
Lucio Cappelli ◽  
Fabrizio D’Ascenzo
Keyword(s):  
Social Media ◽  
Digital Communication ◽  
Short Term ◽  
Communication Tools ◽  
Marketing Education ◽  
Positive Assessment ◽  
Intellectual Outcome ◽  
E Learning ◽  
High Level ◽  
Behavioral Enrichment

Social isolation during the pandemic contributed to the transition of educational processes to e-learning. A short-term e-marketing education program for a variety of students was introduced in May 2020 and is taught entirely online. A survey was conducted regularly in the last week of training using Google Forms, and three cohorts were surveyed in July, September, and December 2020. A high level of satisfaction indicates an interest in the content and a positive assessment of the level of comfort of an organization adapted to the needs of students; this positive result contrasted with the negative opinion of the remote learning in Russia since March 2020, and this surprising satisfaction of students has motivated the study to try to explain its reasons. This result was compared with the short-term course taught through the educational pedagogical platform of a university. The students of traditional short- and long-term university programs were asked to assess their satisfaction with different digital communication tools used for e-learning. They showed low satisfaction with the pedagogical platform and a positive reaction to the e-communication tools (messengers, social media, short surveys, video conferences, etc.). The qualitative responses helped to better understand the real problems of the cognitive process and the triple structure of intellectual production during e-learning, including interest in the intellectual outcome, the need for emotional and motivational elements of cooperation and competition between students, and smooth behavioral enrichment, which requires special efforts from students and their leading from teachers. The main conclusion concerns a practical decision to continue the implementation of the educational program in the form of an online course with the use of the mixed digital communication tools of social media, messengers, and video conferences, which most likely meets the expectations and capabilities of students.

Using Twitter for Student Learning & Connecting with Scientists

2016 ◽  
Vol 78 (7) ◽  
pp. 599-602
Author(s):  
Adam Taylor ◽  
Emily G. Weigel
Keyword(s):  
Biological Sciences ◽  
Social Media ◽  
Student Learning ◽  
Digital Communication ◽  
Discussion Groups ◽  
Class Discussion ◽  
Educational Standards ◽  
Communication Tools ◽  
The Core

Class discussion can be a valuable way to meet educational standards and make student ideas visible. Tools like Twitter can be used to encourage discussion both in and outside of class. In this article, we provide (1) a concise explanation of Twitter and its use (including a comparison to similar digital communication tools); (2) a brief overview of educational gains and experiences in using Twitter; and (3) a step-by-step introduction to conducting Twitter discussions using hashtags. We conclude with an introduction to #scistuchat, a monthly Twitter discussion between scientists and students that addresses many of the core ideas in the biological sciences. We invite instructors to join this ongoing discussion series or use the ideas within this paper to begin their own discussion groups on social media.

scholarly journals Edukasi Kesehatan Kulit Perempuan Indonesia melalui Media Sosial pada Akun Instagram @hi.flawless

2021 ◽  
Vol 5 (3) ◽  
pp. 222-243
Author(s):  
Benedicta Yovi Claudia ◽  
Rustono Farady Marta ◽  
Rewindinar Rewindinar
Keyword(s):  
Social Media ◽  
Marketing Strategy ◽  
Consumer Involvement ◽  
Communication Model ◽  
Analysis Techniques ◽  
Marketing Education ◽  
Web Communication ◽  
High Level ◽  
Collection Methods ◽  
Content Marketing

Content marketing has become an essential part of any social media marketing strategy. However, the effectiveness of a content marketing strategy through social media will be determined by its alignment with the prevailing communication model. This study aims to analyze the communication model that takes place in the marketing of educational content regarding the health of Indonesian women's skin on Instagram @ hi.flawless and determine the effectiveness of the content marketing based on the communication model that occurs. This study uses a qualitative approach with a netnographic method. Data collection methods are through observation and interviews, while data analysis techniques use data reduction, data presentation, and drawing conclusions analysis methods. This research shows that the communication model that occurs is Schramm's interactional communication model which can then be further developed into a multistep non-linear communication model and advanced web communication. The use of Indonesian women's skin health education as content for marketing on Instagram @ hi.flawless is known to be in line with the prevailing and effective communication model to be implemented, seen from the relatively high level of consumer involvement and the increase in sales that have occurred. Keywords: communication model, content marketing, education, social media

Fans' Narrations

2019 ◽  
pp. 292-309
Author(s):  
Ersin Diker ◽  
Birgül Taşdelen
Keyword(s):  
Social Media ◽  
Digital Communication ◽  
Communication Technologies ◽  
Strategic Communication ◽  
Participatory Culture ◽  
Competitive Environment ◽  
Communication Tools ◽  
Important Place ◽  
Transmedia Storytelling ◽  
Tools And Methods

In today's world, with the development of technology, brands have turned to new communication means and methods apart from traditional communication tools like television, newspapers, magazines, cinemas, etc. in order to differentiate and escape from their competitors in an increasingly competitive environment. Storytelling and social media are the leading ones among these tools and methods. Thus, brands aim to create branding process and brand loyalty through the strategic communication they have established in social media with consumers. The concept of participatory culture has expanded thanks to digital communication technologies and social media. Fans who have an important place in the storytelling of transmedia reshape a story, associate it with their own lives, and recreate it by producing it again through various media, especially social media. Thus, in this study, it is aimed to reveal how the transmedia storytelling which has been awarded with fan comments in the context of participant culture contributes to brand communication, image, reputation, and marketing.

Social media and e-learning use among European exercise science students

2019 ◽  
Vol 35 (3) ◽  
pp. 470-477 ◽  
Author(s):  
L Rigamonti ◽  
A Dolci ◽  
F Galetta ◽  
C Stefanelli ◽  
M Hughes ◽  
...  
Keyword(s):  
Social Media ◽  
Health Knowledge ◽  
Free Access ◽  
Digital Learning ◽  
Learning Tools ◽  
Exercise Science ◽  
Communication Tools ◽  
Online Data ◽  
National Differences ◽  
E Learning

Abstract With the rise of digital technologies, electronic learning and communication tools are becoming a firm part of academia to promote knowledge of health sciences. This study sought to analyse the attitude of students regarding social media and digital learning for study purposes in sport and exercise science. A survey was carried out with a questionnaire (20 main items) in six sport science faculties, equally spread across Germany (G), Italy (I) and the United Kingdom (UK) between February and October 2017. The focus areas were students’ usage of social media (Facebook, Google+, Instagram, LinkedIn, Skype, Twitter, WhatsApp, YouTube) for academic purposes and their use of e-learning. Data were analysed by quantitative and qualitative methods. 229 students participated in the study (G: 68, I: 121, UK: 40). While YouTube was mostly used for receiving knowledge, WhatsApp and Facebook showed additional preferences for peer contacts for learning purposes and knowledge discussions. Preferred online data sources were PubMed (77%), free access journals (67%), YouTube (66%) and Wikipedia (63%). Often used digital learning materials were own universities’ PowerPoints (77%), scripts (59%) and scientific articles (53%). However, some preferences showed national differences. The evaluated participants showed an overall high use of social media and e-learning tools for their studies. Students would like more digital learning sources made available to them by their institutions. However, some differences in preferences of digital learning or communication tools may exist and this should be considered for international approaches to promote health knowledge among students.

scholarly journals Model Latent Dirichlet Allocation Pada Perilaku Siswa Menggunakan Media Pembelajaran Daring

2020 ◽  
Vol 5 (1) ◽  
pp. 35
Author(s):  
Aqila Intan Prakerti ◽  
Avelyna Ferariya Claresta ◽  
Muhammad Rasyid Kafif Ibrahim ◽  
Nur Aini Rakhmawati
Keyword(s):  
Social Media ◽  
Mobile Phones ◽  
Latent Dirichlet Allocation ◽  
Communication Tools ◽  
Face To Face ◽  
Online School ◽  
Teachers And Students ◽  
E Learning ◽  
Dirichlet Allocation

Abstrak: Indonesia saat ini sedang dihebohkan dengan yang namanya sekolah Daring. Dimana yang seharusnya sekolah adalah tempat untuk guru dan siswa mengajarkan ilmu dari pendidikan hingga perilaku secara tatap muka dan sekarang karena keadaan yang tidak bisa dihindari maka harus dilakukannya pembelajaran secara online yaitu dengan alat perantara. Permasalahan diambil dari banyaknya siswa sudah mempunyai alat komunikasi yaitu handphone dan berbagai media sosial yang sudah dikuasai seperti Instagram. Dengan maksud untuk menganalisa siswa khususnya di Indonesia, sikap apa yang diambil ketika siswa menggunakan Instagram ketika sedang berlangsungnya pembelajaran secara daring. Didapatkan hasil ketika melakukan Teknik crawling data untuk mendapatkan teks atau caption dari penggunaan hashtag sekolah daring yaitu 120 post dalam keadaan sudah terseleksi dari yang bukan post dari siswa. Bentuk analisa untuk pengolahan data yang sudah didapat menggunakan model Latent Dirichlet Allocation (LDA) yaitu untuk menemukan topik yang mendominasi dari hashtag yang digunakan dengan penambahan fitur Stopword untuk kata yang tidak diperlukan. Hasil akhir dari analisa tersebut terdapat 4 topik yang dominan dan dimayoritasi oleh siswa yang mendapatkan penugasan dari sekolah seperti pelajaran biologi.   Kata kunci: Instagram, Latent Dirichlet Allocation (LDA), Pembelajaran Daring,   Abstract: Indonesia is currently being shocked by the named school Online. Where the school should be a place for teachers and students to teach knowledge from education to face-to-face behavior and now because of circumstances that cannot be avoided,learning must be carried out online, namely with an intermediary tool. The problem is taken from the number of students who already have communication tools, namely mobile phones and various social media that have been mastered such as Instagram. With a view to analyzing students, especially in Indonesia, what attitudes are taken when students use Instagram when learning is taking place online. Obtained results when performing techniques crawling data to get text or captions from the use hashtags, of online school namely 120 posts in a selected state from non- posts student. The form of analysis for processing the data that has been obtained uses the model, Latent Dirichlet Allocation (LDA) which is to find the dominant topic of the hashtags used by adding the feature Stopword for unnecessary words. The final result of the analysis, there are 4 topics that are dominant and are majored by students who get assignments from schools such as biology lessons.   Keywords: E-Learning, Instagram, Latent Dirichlet Allocation (LDA).

Promoting Interaction in an Asynchronous E-Learning Environment

2015 ◽  
pp. 154-175 ◽  
Author(s):  
Maria Pavlis Korres
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Learning Environment ◽  
Learning Experience ◽  
Learning Objectives ◽  
Educational Performance ◽  
Communication Tools ◽  
Positive Attitudes ◽  
E Learning ◽  
High Level

Interaction is at the heart of the online learning experience. Theorists consider interaction a defining characteristic of education and regard it as vitally important in the design of e-learning courses. Interaction is a significant component in promoting learners' positive attitudes towards online education and affects their educational performance. This chapter examines the various ways an e-learning environment can promote interaction among participants by using the appropriate communication tools. It presents the results of a pilot e-learning course, confirming that different types of interaction can be promoted at a high level in an online environment and will contribute effectively to the achievement of the learning objectives.

scholarly journals Modern Marketing Education: Mode Ling Approach & E-Learning

Ekonomika ◽  
2002 ◽  
Vol 59 ◽  
Author(s):  
Heikki Juslin ◽  
Pasi Paldanius
Keyword(s):  
Scientific Method ◽  
Action Learning ◽  
Learning Method ◽  
Conceptual Level ◽  
Creation Process ◽  
Marketing Education ◽  
Development Tools ◽  
Marketing Planning ◽  
E Learning ◽  
High Level

In marketing pedagogy the most important thing is to understand how the student creates competence and how the teacher can support the competence creation process. The competencies of a high level marketing specialist are connected with marketing planning and development. The main planning and development tools are models and information. The marketing students should learn how to work on a conceptual level using models and information but on the other hand he or she should learn thoroughly what marketing is all about in practice. This article describes how to combine scientific method and practical marketing reality. The combination of modeling approach and illustrative E-learning is called Model-based Action Learning Method.

DESIGNING E-LEARNING RESOURCES FOR TEACHING MATHEMATICS IN PRIMARY SCHOOL WITH ADOBE FLASH AND HTML5 SYSTEMS

2018 ◽  
pp. 49-57
Author(s):  
N. A. Gluzman
Keyword(s):  
Primary School ◽  
Web Applications ◽  
Special Importance ◽  
Learning Resources ◽  
Multimedia Presentations ◽  
Adobe Flash ◽  
E Learning ◽  
High Level ◽  
And Training ◽  
Training Practice

In the modern educational space regarding the realities of the information society special importance is attached to issues related to the provision of a high level of informatization of education, which implies teachers’ mastering the necessary competencies and the ability to introduce e-learning resources into educational and training practice. Adobe Flash as one of the platforms for creating web applications and multimedia presentations enjoys greatest popularity with users including teachers. However, in connection with the announcement of discontinuing Adobe Flash support in 2020, the issue of choosing an analog to create web applications and presentations for use in teaching purposes is becoming particularly relevant. The article provides a comprehensive analysis of developing electronic educational resources by teachers using Adobe Flash and HTML5 for teaching math in primary school.

COGNITIVIZATION — THE NEXT STAGE OF INFORMATIZATION OF EDUCATION

2018 ◽  
pp. 5-11
Author(s):  
A. S. Christochevskaya ◽  
S. A. Christochevsky
Keyword(s):  
Comparative Analysis ◽  
Learning Resources ◽  
Technical Base ◽  
Initial Stage ◽  
New Knowledge ◽  
Good Material ◽  
E Learning ◽  
New Material ◽  
High Level ◽  
Paper Method

Informatization of education has been going on for 30 years. During this time, a good material and technical base appeared in schools, there are repositories of e-learning resources to which teachers have access. However, it is difficult to use these e-learning resources due to their too large number and not always high level. It is advisable to introduce a system of reviews and recommendations, to conduct a comparative analysis, as well as to make reviews of resources on a particular subject/topic. In addition, the demand for e-learning resources is affected by the fact that education authorities encourage not so much the use of e-learning resources as their development by the teacher himself. In general, the load on teachers has increased instead of the promised saving of time and effort when using the e-learning resources. At the same time, many e-learning resources are not very effective, since they do not meet the requirements of cognitiveness (they contribute not to learning, but to simple memorization of the material). It is necessary to explore the process of learning new material: this will allow you to create cognitive e-learning resources and other resources that would help you with equal probability to successfully acquire new knowledge for students belonging to different psycho-types. At the initial stage of the study of any subject, it is more expedient to use the usual “paper” method, that is, a textbook and not overload the student’s brain with excessive information. Only when he has mastered the basic provisions, we can turn to e-learning resources, bearing in mind that they must be cognitive, that is, they are aimed at logical perception and rapid intuitive learning, only in this case e-learning resources can be considered effective. The conclusion is formulated that cognitiveness is the next stage of informatization of education after the stage of electronization.

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