All the news that’s fit to post: A profile of news use on social networking sites

Glynn, Carroll J.; Huge, Michael E.; Hoffman, Lindsay H.

doi:10.1016/j.chb.2011.08.017

Cited by 116 publications

(76 citation statements)

References 23 publications

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“…Bireylerin bu gereksinimlerine yanıt verebilen güncel iletişim teknolojileri yardımıyla bireylerarası sosyalleşme ortamları da dönüşerek internet ortamına taşınmıştır. Bu ortamların bir yansıması olarak, artık günlük yaşamlarında bireyler, diğer bireylerle etkileşim içinde bulunma, ilişkiler kurma ve kurdukları ilişkileri sürdürmeye yönelik gereksinimlerini, Web 2.0 araçlarının yardımıyla karşılamaya başlamışlardır (Glynn, Huge & Hoffman, 2012;Hung & Yuen, 2010;Kaya, 2011;Mina, 2010;Mislove, 2009). …”

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Çevrimiçi Sosyal Ağların Öğretim Amaçlı Kabul ve Kullanımı Ölçeğinin Geliştirilmesi

Demir¹,

Akbulut²

2017

Turkish Journal of Computer and Mathematics Education (TURCOMAT)

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Öz: Bu çalışmada bilişim teknolojileri (BT) öğretmen adaylarının çevrimiçi sosyal ağları (ÇSA) öğretim amaçlı kabul ve kullanım süreçlerine ilişkin bir ölçek geliştirilmiştir. Geliştirilen ölçeğin kuramsal çerçevesini teknoloji kabul modellerinden "Teknoloji Kabul ve Kullanım Birleştirilmiş Model"i oluşturmuştur. Açımlayıcı faktör analizi (AFA) için 302, doğrulayıcı faktör analizi (DFA) için 210 olmak üzere üç farklı devlet üniversitesinin Bilgisayar ve Öğretim Teknolojileri Eğitimi (BÖTE) bölümü öğrencilerinden veri toplanmıştır. Analizler sonucunda 36 maddeden oluşan dört faktörlü bir yapı ortaya konmuştur. ÇSA'ları öğretim amaçlı olarak kabul ve kullanım durumlarının performans beklentisi, çaba beklentisi, sosyal etki ve kullanma niyetlerinden etkilendiği sonucuna ulaşılmış; bu dört faktör toplam varyansın %67,02'sini açıklamış, yüksek bir iç tutarlılık katsayısı sergilemiştir (α=.97). Dört faktörlü bu yapıya ilişkin DFA sonucunda da kabul edilebilir uyum değerlerine ulaşılmıştır (RMSEA= 0.075; SRMR=0.080; NNFI= .094; CFI= .094; α=.93). Ölçekten alınan yüksek puan, BT öğretmen adaylarının ÇSA'ları öğretim amaçlı kabul durumlarının ve mesleki yaşamlarında kullanma eğilimlerinin yüksek olduğuna işaret etmektedir.Anahtar Kelimeler: Bilişim teknolojileri, çevrimiçi sosyal ağlar, yeniliklerin kabulü, teknoloji kabul ve kullanım birleştirilmiş modeli DOI: 10.16949/turkbilmat.298120 Abstract:The current study aimed to develop a scale to address the acceptance and use of online social networking sites (SNSs) for instructional purposes among information technology teachers. The theoretical framework of the scale was based on The Unified Theory of Acceptance and Use of Technology (UTAUT). Data were collected from computer education departments of three state universities to conduct an exploratory factor analysis (n: 302) followed by a confirmatory factor analysis (n: 210). Analyses revealed a four-factor structure which sheltered 36 items. It was observed that acceptance and use of SNSs for instructional purposes were composed of performance expectancy, effort expectancy, social influence and behavioral intention, which explained 67.02 percent of the total variance with a high internal consistency coefficient (α=.97). The confirmatory analysis on the four-factor structure revealed acceptable fit indices as well (RMSEA= 0.075; SRMR=0.080; NNFI= .094; CFI= .094; α=.93). Higher scores from the scale can be interpreted as higher acceptance rate and tendency to use SNSs for instructional purposes.Keywords: Information technologies, online social networks, acceptance of innovations, the unified theory of acceptance and use of technology See Extended Abstract GirişGünümüzde bilgi ve iletişim teknolojileri (BİT) sağlık, ekonomi, e-devlet uygulamaları ve iletişim gibi farklı alanlarda yoğun bir biçimde kullanılmaktadır.

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Çevrimiçi Sosyal Ağların Öğretim Amaçlı Kabul ve Kullanımı Ölçeğinin Geliştirilmesi

Demir¹,

Akbulut²

2017

Turkish Journal of Computer and Mathematics Education (TURCOMAT)

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“…Scholars (Grosseck & Holotescu, 2008;Junco, Heibergert, & Loken, 2011;Glynn, Huge, & Hoffman, 2012;Lam, 2015) have explored learning using classical social media tools such as Facebook, WhatsApp, Skype and Twitter as well as their pedagogical values in creating collaborative and digital learning environment. Meanwhile in China, the progressively advanced mobile technology brought about the creation of WeChat, an outstanding social network and instant messaging application developed by Tecent Company in 2011.…”

Section: Introductionmentioning

confidence: 99%

Status Quo and Prospective of WeChat in Improving Chinese English Learners’ Pronunciation

Wang¹

2017

ELT

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With the ubiquitous usage of wireless, portable, and handheld devices gaining popularity in 21 st century, the revolutionary mobile technology introduces digital new media to educational settings, which has changed the way of traditional teaching and learning. WeChat is one of the most popular social networking applications in China featured by its interactivity and real-time communication that has attracted attention of educators to its pedagogical value. This study evaluates the utilization of WeChat in mobile learning and, in particular, its potential for improving English pronunciation among English learners in China. It probes into the perennial problems of Chinese students in English pronunciation acquisition and oral practice, discusses WeChat's support functions in mobile learning, demonstrates the relevant empirical studies of WeChat in teaching and learning, and analyses the potential value of using WeChat in improving English pronunciation. Examinations in this paper enable one to reflect on the strengths of mobile learning by WeChat and to explore how this social media tool is likely to solve the pronunciation difficulties of Chinese English learners. It is found that applying WeChat to English pronunciation teaching and practicing helps create better self-directed learning environment, enhance learning flexibility and improve oral learning effectiveness. It is hopefully that insights gained from examining how WeChat helps improve English pronunciation learning will shed light on further innovations of teaching designs in this area.

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“…Social Networking Services (SNS) have had an effect on the way people consume news (Glynn, Huge, & Hoffman, 2012), engage in the political process (Gil de Zúñiga, Nakwon, & Valenzuela, 2012), and create social circles (Thompson, 2008). Boyd & Ellison (2007, p. 211) define SNS as "web-based services that allow individuals to (1) The Structure and Characteristics of #PhDChat, an Emergent Online Social Network of 24 construct a public or semi-public profile within a bounded system, (2) articulate a list of other users with whom they share a connection, and (3) view and traverse their list of connections and those made by others within the system".…”

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confidence: 99%

The Structure and Characteristics of #PhDChat, an Emergent Online Social Network

Ford¹,

Veletsianos

Resta³

2014

JIME

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#PhDChat is an online network of individuals that has its roots to a group of UK doctoral students who began using Twitter in 2010 to hold discussions. Since then, the network around #PhDchat has evolved and grown. In this study, we examine this network using a mixed methods analysis of the tweets that were labeled with the hashtag over a one-month period. Our goal is to understand the structure and characteristics of this network, to draw conclusions about who belongs to this network, and to explore what the network achieves for the users and as an entity of its own. We find that #PhDchat is a legitimate organizational structure situated around a core group of users that share resources, offer advice, and provide social and emotional support to each other. Core users are involved in other online networks related to higher education that use similar hashtags to congregate. #PhDchat demonstrates that (a) the network is in a continuous state of emergence and change, and (b) disparate users can come together with little central authority in order to create their own communal space.

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All the news that’s fit to post: A profile of news use on social networking sites

Cited by 116 publications

References 23 publications

Çevrimiçi Sosyal Ağların Öğretim Amaçlı Kabul ve Kullanımı Ölçeğinin Geliştirilmesi

Çevrimiçi Sosyal Ağların Öğretim Amaçlı Kabul ve Kullanımı Ölçeğinin Geliştirilmesi

Status Quo and Prospective of WeChat in Improving Chinese English Learners’ Pronunciation

The Structure and Characteristics of #PhDChat, an Emergent Online Social Network

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