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

Nkhoma, Clara; Thomas, Susan; Nkhoma, Mathews; Sriratanaviriyakul, Narumon; Truong, Trang Huyen; Vo, Hung Xuan

doi:10.1108/et-12-2017-0196

Cited by 13 publications

(9 citation statements)

References 62 publications

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“…A recent meta-analysis of teacher-student out-of-class communication, examining studies that span over a few decades and cover altogether thousands of students, had revealed positive effects of such communication on both affective and (perceived) cognitive learning (Goldman, Goodboy, & Bolkan, 2016). Similar findings have been recently found regarding teacherstudent communication that is facilitated via instant messaging apps (Hershkovitz, Abu Elhija, & Zedan, 2019;Nkhoma, Thomas, Nkhoma, Sriratanaviriyakul, Truong, & Vo, 2018). Indeed, one of the most prominent characteristics of instant messaging-that is, immediacy-has been repeatedly indicated as an important factor of positive teacher-student communication via digital platforms (e.g., Hershkovitz & Forkosh-Baruch, 2019;Rosenberg & Asterhan, 2018).…”

Section: Introductionsupporting

confidence: 59%

Knowing Me, Knowing You: Teachers' Perceptions of Communication with their Students on Facebook

Baruch

Hershkovitz

2019

IJELL

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Aim/Purpose: The purpose of the current study is to explore positive and negative aspects of teacher-teacher communication via Facebook, as perceived by teachers in secondary education. Background: Teacher-student relationship is key to teachers’ wellness and professional development and may contribute to positive classroom environment. In recent years, as social networking sites (e.g., Facebook) became popular, these connections have extended to such platforms. However, most studies of the use of social networking sites in the school context are pedagogically-driven, and research on the ways teacher-student relationship is facilitated by these platforms is meager. Methodology: We utilized a qualitative approach, analyzing responses to open-ended questions about this topic by middle- and high-school teachers’ all across Israel (N=180). We used both top-down and bottom-up analyses. Contribution: This study contributes to the growing literature about the overall impact of using social networking sites on the educational milieu. Specifically, it contributes by shedding light on teachers’ perspectives of that phenomenon. Insights from this study are important for educators and education policy makers. Findings: Overall, teachers who were connected to their students de facto, as well as teachers who expressed a wish to be connected to their students, acknowledged the advantages of befriending their students on Facebook, in terms of both teacher- and student benefits. Teachers’ overall viewpoint on the negative aspects of Facebook-connections with students is multifaceted. As such, our findings highlight the complexity of using social networking sites by teachers. Recommendations for Practitioners: We recommend that educators who wish to extend the relationship with their student to online platforms do so wisely, taking advantage of the benefits of using these platforms, and being aware of (and cautious about) potential draw-backs. We encourage educators to learn more about the potential uses of social networking sites and instant messaging services, and then to examine whether these uses may fit their educational agenda. We recommend that education policymakers make evidence-based decisions regarding the use of social networking sites by teachers and encourage school communities to discuss these issues together. Recommendation for Researchers: As technology develops rapidly, we recommend that researchers examine the topics raised in the current research with regards to other platforms, in order to better understand the technological aspects that may affect students’ perceptions of the use of social networking sites and instant messaging services to communicate with their students. The issues studied here should also be studied in different cultural contexts. We recommend broadening the research and making results available to policymakers when making decisions regarding social media in educational contexts. Impact on Society: Understanding teachers’ perspectives of their relationship with their students in today’s digital, networked world gives us a better understanding of the changing role of teachers; hence, it may assist in planning teacher training and professional development, with the ultimate goal of realizing a better educational system. Future Research: Future studies should focus on other social networking sites and instant messaging services, as well as on other countries and cultures.

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Section: Introductionsupporting

confidence: 59%

Knowing Me, Knowing You: Teachers' Perceptions of Communication with their Students on Facebook

Baruch

Hershkovitz

2019

IJELL

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“…They might be scholars whose research is interdisciplinary, and thus, they have publications in topics that blend education and another field (for instance, see Tran, Trinh, et al ., 2019; Vuong et al ., 2018). Besides, they might also be an officer who is working for a public agency in charge of education administration (for instance, see Hayden & Lam, 2007) or those who work for non‐governmental organizations (Nkhoma et al ., 2018; Phelps, Graham, Ha, & Geeves, 2014).…”

Section: Literature Reviewmentioning

confidence: 99%

Factors impacting international‐indexed publishing among Vietnamese educational researchers

Trinh

Tran

et al. 2020

Learned Publishing

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Despite several initiatives and policies that boost international-indexed publishing, the outputs of social sciences in general and educational science of Vietnam in international academic databases such as Clarivate Web of Science (WoS) or Scopus are still modest. This study examined the factors affecting international-indexed publishing among Vietnamese educational researchers. A framework for determining the influential factors was developed comprising three dimensions (policies, capacities, and networking) with 15 sub-factors, and the Analytic Hierarchy Process (AHP) model was employed to estimate the relative importance of these factors on international publishing. A survey of Vietnamese educational researchers at higher education and research institutes was undertaken, of which 80 returned validated answers, which after analysis were reduced to 49. The study revealed that the most important factors were collaboration with domestic and international peers and receiving support from research assistants or supervisors. A closer investigation revealed differences between senior and junior researchers regarding issues such as the accessibility of scientific documents, research data, and time for research.

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“…With regard to marketing teaching and learning strategies, the writings have reached: The importance of communication outside the classroom to improve learning (Nkhoma et al, 2018) ,as it improves social cohesion between students and their teachers, with the availability of asking questions about the subjects of the course, and improving their independence of study skills. Kapasi and Grekova (2018) also indicated the importance of involving students in the learning process through continuous feedback from students represented in (short surveys on issues that students find more or less related to marketing decisions), encouraging discussions and increasing their quality and measured in depth of answers, that students provide during those discussions.…”

Section: Teaching and Learning Methodsmentioning

confidence: 99%

Study and Evaluation of the Factors That Determine the Quality of Marketing Education in Higher Education Institutions in The Kingdom of Saudi Arabia

Abdelgadir

Ahmed

2021

rfm

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Objective: The tremendous growth in the preparation of higher education institutions for management – marketing, has resulted in the need for and necessity to discuss the quality of that education. From here, the aim of this research was to determine the factors that affect the quality of management education in the Kingdom of Saudi Arabia and to clarify its nature and importance, and the mutual effects on the quality of learning outcomes for marketing education at the individual student and program level, and at the level of the educational institution and its competitiveness. Design / Methodology: The determination of the factors affecting the quality of management education through a review of the literature and then testing its validity and its effects on the quality of marketing education outcomes at the individual, program, and institution level through practical study using survey lists for the teaching courses of government and private universities in the Kingdom of Saudi Arabia. Findings: The studies showed that almost all of the factors studied are highly reliable among themselves, and that they must be seen as coherent, when analyzing their impact on the learning outcomes of marketing education. Applications: The study provided guidance for, administrators, curriculum and course designers, and marketing teachers, to design high-quality marketing-management education programs, and in developing a self-diagnostic tool in which universities can determine their susceptibility to success and competition. Rooting / value: the current literature has shed light on the factors affecting the quality of management education. However, it was taken separately. Therefore, the research contributes to the existing literature by identifying the interrelationships between these factors, which have a role in improving the quality of marketing education.

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

Cited by 13 publications

References 62 publications

Knowing Me, Knowing You: Teachers' Perceptions of Communication with their Students on Facebook

Knowing Me, Knowing You: Teachers' Perceptions of Communication with their Students on Facebook

Factors impacting international‐indexed publishing among Vietnamese educational researchers

Study and Evaluation of the Factors That Determine the Quality of Marketing Education in Higher Education Institutions in The Kingdom of Saudi Arabia

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