Abstract:This paper reports the complete process for and findings resulting from an individual-led research project entitled An Investigation into Perceptions of Facebook-use in Higher Education. The aim of the research project was primarily to investigate current perceptions of using Facebook as a means for interaction between students and lecturers at university level. Findings are based on data collected from two sample populations (students and lecturers) using qualitative research methodology. Tentative findings s… Show more
“…Firstly, those students who spent most of their time online pursuing leisure activities. This student type has a greater online social presence, and this allows them to develop a more active and cohesive form of communication in group and collaborative learning processes (Armellini & De Stefani, 2015;Dickie & Meier, 2015;Ellefsen, 2015;Garrison, 2011;Wang, Woo, Quek, Yang, & Liu, 2012). Secondly, those students who spent hardly any time on the internet searching for information or doing academic work, and who used the internet mainly for leisure and entertainment (Sharma & Shukla, 2016;Sultan & Christian, 2014;Valkenburg, Peter, & Schouten, 2006).…”
This study analysed the digital competence of 1,073 students at one Italian and two Spanish universities using the COBADI 2.0 (Basic Digital Competences/Registered Trademark 2970648) questionnaire. A quantitative methodology was applied to university students’ use of, and competence in, three areas of DigCom 2.1: information and data literacy, communication and collaboration, and digital content creation. The results showed that these future graduates had an upper intermediate level of competence in information and digital literacy, and communication and collaboration, but a lower intermediate level in terms of digital content creation, particularly in the creation and dissemination of multimedia content using different tools. Two student profiles were identified for time spent online: those who dedicated a lot of their time to gaming or interacting on social media, and those who used most of their online time to searching for information and completing academic work.
“…Firstly, those students who spent most of their time online pursuing leisure activities. This student type has a greater online social presence, and this allows them to develop a more active and cohesive form of communication in group and collaborative learning processes (Armellini & De Stefani, 2015;Dickie & Meier, 2015;Ellefsen, 2015;Garrison, 2011;Wang, Woo, Quek, Yang, & Liu, 2012). Secondly, those students who spent hardly any time on the internet searching for information or doing academic work, and who used the internet mainly for leisure and entertainment (Sharma & Shukla, 2016;Sultan & Christian, 2014;Valkenburg, Peter, & Schouten, 2006).…”
This study analysed the digital competence of 1,073 students at one Italian and two Spanish universities using the COBADI 2.0 (Basic Digital Competences/Registered Trademark 2970648) questionnaire. A quantitative methodology was applied to university students’ use of, and competence in, three areas of DigCom 2.1: information and data literacy, communication and collaboration, and digital content creation. The results showed that these future graduates had an upper intermediate level of competence in information and digital literacy, and communication and collaboration, but a lower intermediate level in terms of digital content creation, particularly in the creation and dissemination of multimedia content using different tools. Two student profiles were identified for time spent online: those who dedicated a lot of their time to gaming or interacting on social media, and those who used most of their online time to searching for information and completing academic work.
“…More informal digital platforms may also be used for engaging students in group learning activities in the classroom, such as Facebook and Twitter (Tess, 2013). These sites can be used as an alternative to the LMS as these may be platforms that students are already comfortable using in their personal lives (Duncan & Barczyk, 2015;Ellefsen, 2016). However, the educational use of these sites also has associated issues, such as possibilities for distraction and concerns around privacy (Flanigan & Babchuk, 2015;Selwyn, 2016).…”
An Australian higher education experience often includes group work as an important social learning opportunity. For international students, taking part in a group assignment can positively influence learning and adjustment to the new cultural and educational context through social interaction. However, students are increasingly choosing to use digital technologies to participate in group assignments, which may impact on opportunities available to make social connections with peers. This study investigated the experiences of 26 international students as they transitioned to study at an Australian university about their use of social media for group assignments and their resulting perceptions of connection to classmates. Analysis of the results suggests that students who engaged in collaborative rather than cooperative interactions via social media were more likely to perceive a connection to their classmates. This has implications for educators to include classroom modelling of digitally-mediated collaborative interactions to benefit students' participation in group assignments, which can improve the transition experience through social connection.
“…Its high rate of adoption and popularity among students makes it more relevant for education. Its dynamic interaction has enormous potential to use as an education tool (e.g., Sheldon, 2015;Ellefsen, 2016;Dabbagh & Kitsantas, 2012;Draskovic et al, 2013). Moreover, the educators have enough potential to grape the opportunities that SM offers through its dynamic tools and capability to engaged students (Moran et al, 2011).…”
Section: Introductionmentioning
confidence: 99%
“…It could be claimed that SM platforms bring a radical change in the field of ethic, art, culture, economics, science, and education. Moreover, the use of SM platforms is highly appreciated and showing a growing trend in the field of higher education (Kassens-Noor, 2012;Taylor et al, 2012;Ellefsen, 2016 Although SM presented more effective ways of learning for scholars. However, it has been observed that lecturers are not share the same level of enthusiasm because it looks less formal communication platform (Draskovic et al, 2013).…”
Section: Introductionmentioning
confidence: 99%
“…Concerning this specific channel, Mazer et al (2007) claim that "the use of CMC in the instructional context, could ultimately have a positive effect on the student-teacher relationship, which can lead to more positive student outcomes". Prior studies suggest (Dabbagh & Kitsantas, 2011;Ellefsen, 2016;Sheldon, 2015;Pestek et al, 2012) that SM has enough potential to use an educational tool. It could improve student class participation and motivation levels.…”
In the last decade, social media seeks the attention of many researchers. As prior studies argued, that social media has dynamic capabilities to interact and accessibility among students. Social media is one of those factors, who has the ability to play an essential role in a dynamic learning environment. The uniqueness of social media opens new horizons for students to enhance their experiences in the field of higher education. It has been observed that the adaptation of social media is a phenomenon among students of higher education. In this study, the researcher examines the relationship between lecturer and students through social media. This study took a convenience sample data from undergraduate students of Malaysia and Jordan. The main objective of this study is to explore the motivation of students to words social media for educational purposes. Secondly, this study also investigates the perception of social media as a communication tool for lecturers and students. Moreover, the researcher highlighted the attitude differences among Malaysian and Jordanian students. The study found that respondents are the frequent user of SM, and the most popular media is Facebook among them. Results show that students are reluctant to use SM for educational communication. However, if lecturers took this initiative and engaged students on SM for educational purposes, then students' attitude was more optimistic. Additionally, students consider SM as a powerful tool that has the potential to strengthen the level of communication between students and the lecturer.
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