LinkedIn to classroom community: assessing classroom community on the basis of social media usage

Brown, Brandon; Pederson, Joseph A

doi:10.1080/0309877x.2018.1541973

Cited by 8 publications

(4 citation statements)

References 41 publications

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“…Despite the huge industry interest, there is a clear need for academic literature with a specific focus on LinkedIn. Within the sport management education literature, with the exception of the work of Brown and Pederson (2019) , Twitter is the social media that has generated the most interest (e.g., Brown & Pederson, 2019 ; Feito & Brown, 2018 ; Manning et al, 2017 ; Marr & Dewaele, 2015 ; O'Boyle, 2014 ; Sanderson & Browning, 2015 ). While these studies have focused mainly on providing conceptual frameworks as well as rules and benefits on how and why to use social media in sport management courses, researchers have been asking for additional social media research to establish methodological standards and best practices, as well as with regard to pedagogical experiences ( Lebel, Danylchuk, & Millar, 2015 ; Mayr & Weller, 2017 ).…”

Section: Introductionmentioning

confidence: 99%

Social media in sport management education: Introducing LinkedIn

López-Carril

Anagnostopoulos

Parganas

2020

Journal of Hospitality, Leisure, Sport & Tourism Education

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Social media provide innovative teaching and learning pedagogical frameworks that change means of communication within academic institutions and enable students to develop digital skills that are helpful for a successful professional career. LinkedIn, a social media tool that focuses on professional networking and career development, has become the most popular professional social network, used by all stakeholders of the sport industry, and can therefore be used by students to stay in touch with experts and the latest trends in the sports industry. The purpose of this article is to define the main features and functionalities of LinkedIn from a sport management perspective and share guidelines to embrace and introduce it effectively into sport management courses.

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Section: Introductionmentioning

confidence: 99%

Social media in sport management education: Introducing LinkedIn

López-Carril

Anagnostopoulos

Parganas

2020

Journal of Hospitality, Leisure, Sport & Tourism Education

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“…Despite the various benefits that the inclusion of social media in the educational and professional fields can have and although there are several studies that value and reflect the educational impact of the class introduction of specific social media such as Facebook [35], Twitter [32,35,36,40,44,45], or LinkedIn [38,44], to the best of our knowledge, there are no studies that have created and validated an instrument to measure the perceptions that sports-management university students have of these tools as a whole. Likewise, there are no validated scales to measure social media's potential to develop students' professional profiles and as a tool for interaction with the sports industry.…”

Section: Social Media As An Educational and Professional Learning Toomentioning

confidence: 99%

“…This study has some limitations, which are necessary to acknowledge. First, the sample size is not very high nor representative, even though in the sports-management educational context, several studies collect educational experiences that include social media present similar size samples [44,45]. Nevertheless, higher sample sizes are required to be certain of generalising the results.…”

Section: Limitations and Future Research Linesmentioning

confidence: 99%

Development and Preliminary Validation of Social Media as an Educational and Professional Tool Student Perceptions Scale (SMEPT-SPS)

et al. 2021

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Although social media has an increasing presence both in university and sports settings, in the sports-management education context, no instruments (without being focused on one particular social-media platform, e.g., Facebook and Twitter) have been developed and validated that globally allow the academy to explore the perceptions of sports-management students concerning the educational and professional learning potential that these tools offer. Therefore, this research’s main objective is to develop and perform a preliminary validation of the social media as an educational and professional tool student perceptions scale (SMEPT-SPS). This study sample was composed of 90 Spanish undergraduate sports-management students (M = 22.56; SD = 3.55). A multigroup confirmatory factor analysis was performed to examine the psychometric properties of the SMEPT-SPS. The statistical analysis reflects the scale’s three-dimensional nature, explaining 67.87% of the variance and presents adequate psychometric properties (α = 0.87). Nevertheless, further validity and reliability analysis are required to confirm these initial findings with a larger and more representative sample. Considering the foregoing limitation, this research contributes to the literature by providing a new instrument, the SMEPT-SPS, that could help sports-management faculty expand the scope and understanding of social media’s educational and professional potential.

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“…Students, particularly higher education students, get much assistance from social media during the time of study from home (SFH). Kimmerle et al (2015), Franklin, et al (2016), Sakkir (2016), , and Brown & Pederson (2020) argue that social media are popular to college students and it is used for educational purposes in the classroom and beyond the classroom to share relevant experiences to social care as well as language learning interest. During the conflicts and crisis like today's COVID-19 outbreaks phenomenon, social media is an essential element for communication (Yu et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

Social Media Utilization for Self-Regulated English Learning during COVID-19 Outbreaks

Maulina

Nasrullah

Wanci

2022

TELL

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It is quite challenging at this moment for undergraduate students to study from home (SFH) during the COVID-19 outbreaks. Social distancing practices applied during the coronavirus outbreaks to most of the public settings, including at academic activities at university. Fortunately, there have been many platforms of social media provided and accessed easily in this digital era. This current study aimed at investigating and understanding higher education students’ perspectives on social media in learning English independently in the COVID-19 outbreak. Researchers used an online survey as the main research instrument to gather data from 147 potential students to be the respondents to fill out the survey from three universities in the Sulawesi region, Indonesia. The result showed that 81% of respondents used WhatsApp as the medium to study autonomously at home during the pandemic. Besides, YouTube (77.6%), Instagram (57.8%), Facebook (29.3%), and Twitter (24.5%) also became the additional choices. They used those friendly-users and cheap accessed social media platforms to watch and to listen to English videos (79.6%) also to have the written chats in English with friends and teachers (67.3%) as well as to have the audio and video calling in English (36.1%). Further, during the pandemic, respondents improve their speaking skills (37.4%), listening skills (29.3%), reading skills (17%), and writing skills (16.3%) through social media. Even though the world is distracted, university students in this region keep their motivation to learn English from home autonomously.

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LinkedIn to classroom community: assessing classroom community on the basis of social media usage

Cited by 8 publications

References 41 publications

Social media in sport management education: Introducing LinkedIn

Social media in sport management education: Introducing LinkedIn

Development and Preliminary Validation of Social Media as an Educational and Professional Tool Student Perceptions Scale (SMEPT-SPS)

Social Media Utilization for Self-Regulated English Learning during COVID-19 Outbreaks

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