Developing an Interactive Social Media Based Learning Environment

Chao, Joseph T.; Parker, Kevin R.; Fontana, Anthony

doi:10.28945/1421

Cited by 36 publications

(32 citation statements)

References 10 publications

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“…This may be because many researchers have argued that mobile devices are appropriate for supporting social contacts and collaborative learning opportunities (Bansavich, 2011). Being connected in the classroom has been reported to promote a more active learning environment, facilitate the building of learning communities, provide greater feedback for lecturers, and improve student motivation (Chao et al, 2011;Chapel, 2008).…”

Section: Resultsmentioning

confidence: 99%

“…The use of social media and mobile devices in the classroom to improve student engagement and to increase interactivity has been reported to be useful (Aviles & Eastman, 2012;Bansavich, 2011;Chao, Parker, & Fontana, 2011;Crews & Wilkinson, 2010;Enriquez, 2010). A study that focused on the use of tablets in the classroom showed an increase in students' active participation during lectures, an enhanced ability to evaluate student learning, and a robust method for providing immediate feedback to improve student performance (Enriquez, 2010).…”

Section: Use Of Technology and Mobile Devices In Higher Educationmentioning

confidence: 99%

“…Every student was required to have a mobile phone to receive all campus information and alerts (Chapel, 2008). Another university developed their own interactive social media based learning environment where students could use their mobile devices to interact with the system during the lecture and at home (Chao, Parker & Fontana, 2011).…”

Section: Use Of Technology and Mobile Devices In Higher Educationmentioning

confidence: 99%

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Faculty Usage of Social Media and Mobile Devices: Analysis of Advantages and Concerns

Roebuck

Siha

Bell

2013

IJELL

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This study seeks to understand the perceptions of professors using social media (also called Web 2.0 tools) in the classroom, what kinds of mobile devices are used to access the social media used, and what drives individuals to use them. In addition, it seeks to identify the advantages and concerns faculty has with the use of social media for classroom instruction. Two-Way Multivariate Analysis of Variance (MANOVA) procedure was used to ascertain whether differences existed between two dependent variables and (a) gender, (b) different academic ranks, and (c) gender *rank to determine if there are any interaction effects between genders regarding the magnitude of their perceptions of advantages and concerns about social media uses for classroom instruction as they migrate through the ranks. Professors, regardless of sex or rank, held statistically the same views of the advantages as well as the concerns related to social media usage in the classroom.

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Section: Resultsmentioning

confidence: 99%

Section: Use Of Technology and Mobile Devices In Higher Educationmentioning

confidence: 99%

Section: Use Of Technology and Mobile Devices In Higher Educationmentioning

confidence: 99%

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Faculty Usage of Social Media and Mobile Devices: Analysis of Advantages and Concerns

Roebuck

Siha

Bell

2013

IJELL

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“…Growing up as "digital natives", students are used to the exposure and process of excessive information (McCarthy, 2010;Chao et al, 2011).Consequently, students' learning skills and preferences are influenced by the digital culture in the education environment (McCarthy, 2010). Naturally as students are familiar with the technology and the understanding of its necessity, they evidently prefer active to passive learning (McCarthy, 2010;Chao et al, 2011). Abu and Abdul (2012) investigated the usage of Short Message Service (SMS) to facilitate learning and discovered that a mobile assessment method Page 5 of 32…”

Section: Academic Utility Of Computer-mediated Technologiesmentioning

confidence: 99%

Measuring the impact of out-of-class communication through instant messaging

Nkhoma

Thomas

Nkhoma

et al. 2018

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Purpose -Despite the growing body of literature demonstrating the role of communication in educational settings, there are limited up-to-date studies exploring the use of an Instant messaging (IM) tool and its impacts on students' learning outcomes, especially in the tertiary education in Vietnam. This study approached instant messaging as an out-of-class communication (OCC) approach in computer-mediated communication (CMC). The aim of this study was to investigate students' perceived quality of information received and its influence on their perceived performance proficiency as a result of their lecturers' clarification of their enquiries through an online instant message application, namely Remind (https://www.remind.com/). Design/methodology/approach -The target groups were first year Business students in an International University in Vietnam. The analysis of the data gathered from the questionnaire was carried out using a measurement model and a structural equation model. Findings -The findings indicate using out-of-class communication technology creates social bonding between students and lecturers by allowing students to clarify the ambiguity of concepts learnt in class and create a sense of connection with their lecturers which leads to better student engagement and hence improved learning outcomes. Originality/value -The author highlights the evidence of effective usage of IM tool by university students as a meaningful communication tool and the need to integrate technology into all educational settings.

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“…Social media has been playing a significant role in or-ganizations for more than a decade with an increasing emphasis on its role (Burton, Wu & Prybutok, 2010;Castronovo & Hunt, 2012;Chao, Parker & Fontana, 2011;Heller Baird & Parasnis, 2011Poynter, 2011Recine, Prichard and Chaudhury, 2013). IT professionals are using social networking sites such as LinkedIn, Twitter, Facebook and YouTube to discover and exchange information (Weglage, 2010).…”

Section: Social Media and It Professionalsmentioning

confidence: 99%

Non-Technical Skills for IT Professionals in the landscape of Social Media

Johnson

2015

AJBM

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This paper provides a comprehensive literature review on the non-technical skills needed by IT professionals to work successfully in social media. Previous research has examined nontechnical and found that soft skills such as communication, knowledge management, leadership, personal accountability, time management and an understanding of business functions are important for IT professionals to possess. No study has examined the specific soft skills that are needed in the landscape of social media such as for bogging, content sharing, customer relationship management, pod-casting and project management. This paper will provide a comprehensive list of soft skills and will ascertain which skills are required for specific social media applications. Finally a review of the literature has indicated that an understanding of one's personal brand will impact career success. The issues relevant to personal branding for IT students and professionals will be discussed. Implications for curriculum development in academia and for practitioners will be examined.

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Developing an Interactive Social Media Based Learning Environment

Cited by 36 publications

References 10 publications

Faculty Usage of Social Media and Mobile Devices: Analysis of Advantages and Concerns

Faculty Usage of Social Media and Mobile Devices: Analysis of Advantages and Concerns

Measuring the impact of out-of-class communication through instant messaging

Non-Technical Skills for IT Professionals in the landscape of Social Media

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