Challenges facing higher education: faculty's concerns about technologies of social media

Göktalay, Şehnaz Baltaci

doi:10.1504/ijceell.2013.051767

Cited by 6 publications

(6 citation statements)

References 28 publications

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“…The findings in Davis et al ’s (2015) study are similar to the data findings in Goktalay’s (2013) study concerning the challenges of higher education faculty and their use of social media. Goktalay (2013) indicated that faculty members were concerned about not having enough support and not knowing enough about social media use in instruction. Faculty members with less experience had greater self-concerns than their peers with more social media experience.…”

Section: Review Of Literaturesupporting

confidence: 76%

“…Risks to the personal privacy of faculty and of students was of most concern of most faculty concerning the use of social media in the classroom, followed by concerns of allowing others outside of the class to view classrelated content (Davis et al, 2015) Lack of support The findings in Davis et al's (2015) study are similar to the data findings in Goktalay's (2013) study concerning the challenges of higher education faculty and their use of social media. Goktalay (2013) indicated that faculty members were concerned about not having enough support and not knowing enough about social media use in instruction. Faculty members with less experience had greater self-concerns than their peers with more social media experience.…”

Section: Privacy and Integrity Issuesmentioning

confidence: 99%

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Online adjunct higher education teachers’ perceptions of using social media sites as instructional approaches

Fedock

McCartney

Neeley

2019

JRIT

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Purpose The purpose of this paper is to explore how online adjunct higher education faculty members perceive the role of using social media sites as instructional approaches. A purposeful sampling was used, and adjunct online higher education faculty members were invited to participate. An adjunct faculty member was defined as a person who taught part-time higher education courses; therefore, the faculty member was not hired as a full-time faculty member. Design/methodology/approach Qualitative researchers explore phenomena examining the lived experiences and participants behaviors; in this study, online adjunct instructors’ perceptions on classroom instructional social media online approaches were examined. Participants in this study were trained to teach higher education online courses and these teachers were the experts on the topic. The design for this study was an exploratory case study in which the participants were online adjunct instructors who taught at online higher education institutions in the Northeast. The case study approach was the most appropriate. The focus was the external events participants’ lives. Findings Three themes emerged from the analysis of the in-depth interview process. Based on the adjunct online higher education instructors’ perception on the use of social media teaching approaches in the classroom, the themes that emerged were uniformity of purpose vs personal beliefs need for justification importance student engagement and facilitation vs direct instruction. Themes reflected online teaching approaches higher education institutional missions and student learning and engagement outcomes. Research limitations/implications In this study, adjuncts’ perceptions expressed and themes found may not be characteristic of other adjunct instructors’ views. In qualitative studies, participants are asked open-ended interview questions, which may have been a limitation for this study. Quantitative questions, such as the impact of using social media as an instructional approach, were not asked. In this study, adjunct online higher education instructors were invited to share their views on the study topic. Additionally, qualitative researchers are limited by the data collection method and the data analysis process. Therefore, researchers who would like to repeat this study on adjunct online higher education teachers’ perspectives may be unable to duplicate the research. Practical implications The significance of this study is the need for a renewed global initiative in higher education to promote the use of social media training for online adjunct faculty members. Online higher education faculty members’ reflections on using social media tend to be recorded from a personal rather than a professional point of view. Social implications The implication for online higher education leaders is to review mission statements and reevaluate how the use of social media may impact student learning outcomes, student career readiness and student engagement opportunities. Originality/value The need for a renewed global initiative in higher education to promote the use of social media training for online adjunct faculty evolved as the significance of the study. Because inclusion requirements and workshop training for the use of social media in online higher education classrooms vary among higher education institutions, online adjunct faculty social media classroom practices and perceptions widely vary.

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Section: Review Of Literaturesupporting

confidence: 76%

Section: Privacy and Integrity Issuesmentioning

confidence: 99%

Online adjunct higher education teachers’ perceptions of using social media sites as instructional approaches

Fedock

McCartney

Neeley

2019

JRIT

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“…A major university in Turkey [56] Faculty members had concerns about the change in their role and relationship with students. Their prior experience of failure in using social media, if any, might heighten such concerns A South African university [38] Educators were reluctant to use social media in an educational setting because it sanitised their profession from the perceived flippant influences of social media.…”

Section: Table 12 Examples On Blurring Teacher-student Relationship Institution Challengementioning

confidence: 99%

The Opportunities and Challenges of Social Media in Higher Education: A Literature Review

Wong

2021

SN COMPUT. SCI.

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This paper presents a review of the use of social media for learning and teaching in higher education, as well as the opportunities and challenges revealed from its use. A total of 77 related case studies published from 2010 to 2019 were collected from Scopus and Google Scholar for analysis. The results showed that social media was usually used as a learning management system and for enhancing learner engagement. The use of social media has brought opportunities for educational practices in terms of its high popularity among students, and its capacity to support two-way communication, easy knowledge sharing, community building, and collaborative learning, which enhance student learning experience. The challenges reported in the case studies cover the blurring of the boundary between the public and private life of students and between the relationships of students and instructors, as well as its doubtful effectiveness for knowledge construction, the inadequacy of instructors' pedagogical and technological skills, and the lack of integration with instructional design. The results suggest the need for further work on examining suitable ways of using social media which would be viewed positively and accepted by users. There should also be future work on surveying the need for support for instructors for their involvement in teaching with social media, and developing effective pedagogies which cope with the features of social media.

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“…They also felt that students belong to social media and shouldn't intervene (Dickie & Meier, 2015). Students' attitudes were often seen as troublesome (Goktalay, 2013), or teachers were afraid that less technically qualified students would stay behind (Minocha, 2009). Social media has also been argued to be best adapted for subjects such as languages (Margaryan & Littlejohn, 2011).…”

Section: Introductionmentioning

confidence: 99%

The Influence of Social Media on Palestinian Secondary Schools English Writing Skills from English Teachers’ Perspectives in Jenin Region

Bsharat

Behak

2021

panyonara

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Writing skills play a crucial role in this modern world, and one must develop these skills to excel in teaching-learning processes. Therefore, writing becomes one of the most important abilities of all four language skills to communicate effectively in this global environment. Since English is commonly used throughout the world, learners need to acquire their writing skills to be effective in their respective fields. The teachers have to consider and seek to incorporate different teaching methods, especially social media, during these challenging times with the presence of COVID 19. This study aimed to find out the influence of social media on Palestinian secondary schools' English writing skills from teachers' perspectives in the Jenin region, and also the influence of (gender, academic qualification, and years of experience) variables in the influence of social media on Palestinian secondary school's English writing skills from teachers' perspectives in the Jenin region. The study sample consists of (30) Palestinian secondary schools English language teachers who will select randomly in the scholastic year (2019-2020). Thus, the researcher adopted the descriptive-analytic approach (quantitative method). The results show that a negative influence of social media on Palestinian secondary schools students' English writing skills

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Challenges facing higher education: faculty's concerns about technologies of social media

Cited by 6 publications

References 28 publications

Online adjunct higher education teachers’ perceptions of using social media sites as instructional approaches

Online adjunct higher education teachers’ perceptions of using social media sites as instructional approaches

The Opportunities and Challenges of Social Media in Higher Education: A Literature Review

The Influence of Social Media on Palestinian Secondary Schools English Writing Skills from English Teachers’ Perspectives in Jenin Region

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