Social Media as a Learning Technology for University Students

Hussain, Irshad; Çakır, Özlem; Candeğer, Ümmügülsüm

doi:10.12973/iji.2018.11219a

Cited by 21 publications

(16 citation statements)

References 5 publications

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“…In order to reduce this problem, both educators and scholars need to explore the alternative approaches to improve teaching and learning especially for communication skills in ESL classrooms. Many studies have investigated the potentials of using Web 4.0 tools such as blogs and social media to enhance language learning, (Gromik, 2015;Hussain, Cakir, & Candeger, 2018;Insyirah et al, 2018;Kessler, 2018). Currently, studies on how 21 st century learning tools could be utilised to maximise learning outcomes is mostly on teaching writing skills (e.g., Bakar & Ismail, 2007;Yunus, Nordin, Salehi, Embi, & Salehi, 2013) that outnumber speaking skills.…”

Section: Problem Statementmentioning

confidence: 99%

Scaffolding Speaking Tasks Using Videoblog Portfolio in an ESL Classroom

Shuib¹,

Ismail²,

Manaf³

2020

ujer

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Video blogging (vlogging) was chosen in this study as a language learning tool. The idea of studying video blogging stems from Vygotsky's socio-constructivism theory and Siemens' theory of networking, connectivism. The theories underpinned the study and were applied in a project based on instruction, which gave emphasis on student-centred learning. Assuming the roles of instructional designers, the researchers initiated this project to address instructional needs by integrating technological media to facilitate learners' speaking fluency development. This case study explored the network and collaborative traits that vlogging could bring in learning a second language. Data was collected from field observations, a qualitative document and a focus group interview. The researchers then analysed the qualitative data to identify the scaffolding techniques used by the participants of the study. The researchers coded and clustered the scaffolding techniques into themes based on two types of scaffoldings; (i) sensory scaffoldings, and (ii) interactive scaffoldings. The findings show that learners employed scaffolding techniques to facilitate learning amongst peers and knowledgeable others throughout the vlog portfolio project.

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Section: Problem Statementmentioning

confidence: 99%

Scaffolding Speaking Tasks Using Videoblog Portfolio in an ESL Classroom

Shuib¹,

Ismail²,

Manaf³

2020

ujer

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“…Furthermore, owing to the result of the case study or finding occurred during the training, it could help planning, solving existing problems as well as correctly and safely following trainee partners. (Hussain et. al., 2018) Another crucial point of using Edmodo is that during the training via both website and application did not interfere to the regular work or their colleagues which entailed the labor deficiency during the training.…”

Section: Edmodo For Trainingmentioning

confidence: 99%

Development of Professional Competency for Printing Quality Control Personnel Using Training System via Edmodo

Ploysri¹,

Viriyavejakul²

2019

Mediterranean Journal of Social Sciences

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This study aimed to solving problems in providing printing quality control personnel to Thai printing industry. The problems which are mainly concerned including: (1) the lack of competency and ability in authentic performance as well as (2) the lack of capacity in following the professional standard. Therefore, the study employs Edmodo to facilitate the training system. The research procedures included these following processes: (1) reviewing literature, (2) Exploring and evaluating the needs, (3) developing the training system prototype, (4) Evaluating the conceptual framework developed, (5) Drafting the training package through Edmodo, (6) evaluating and Implementing the training system, and (7) Taking the result into improving. The result elucidated that the developed PQC-Training system, after being applied into creating the training package by using the Edmodo website and application, could effectively promote the trainees’ professional competency that was in accordance to requirements of organizations in Thai printing industry.

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“…Besides that, they also are not able to visualize how technology can be used in an academic setting. One of the most commonly cited factors that influence the adoption of SMTs for teaching in HLIs was privacy issues and loss of control (Hussain, Cakir, & Candeger, 2018), (Zgoda & Shane, 2018), (Doinea, Batagan, & Lancu, 2017), (Bayoumi, 2007). Academics" are concerned about the lack of inquiry-based learning, perceived privacy violations, plagiarism and time investments needed to effectively design SMTs enhanced learning tasks (Rambe, 2015).…”

Section: Challenges Of Smts In Hlimentioning

confidence: 99%

Building the Bridge between Higher Learning Institution and Social Media Technologies through Mobile Learning in Malaysia

Ramakrishnan¹,

Yasin²,

Selvaraj³

et al. 2019

IJEAT

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The Malaysian government sees education as one of the important factors in the country’s advancement. In order to achieve this, Malaysia needs to have an up-to-date technology such as Social Media Technologies (SMTs) to support the learning system in Higher learning institutions (HLIs). There is a great argument that 21st Century students learn differently. SMTs help to form a student-centered environments among the digital generation. It bridges a gap in knowledge in relation between SMTs and its impact in HLIs. Mobile learning and SMTs deliver the ability to communicate with academicians and students. HLIs should take this opportunity to connect SMTs to design a modern educational setting that will advance their learning experiences. It shows that SMTs have a great value for academic associated, particularly as a teaching and learning tool. HLIs and students have identified numerous challenges related to the adoption process. This study reviews and evaluates the SMTs related research articles published in academic journals between the year 2010 to 2018, mainly in HLIs fields. It identifies the impacts of SMTs on both students and academicianss in HLIs and associate how SMTs can be effectively connected to Mobile learning to support and enhance the students’ learning in Malaysia

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Social Media as a Learning Technology for University Students

Cited by 21 publications

References 5 publications

Scaffolding Speaking Tasks Using Videoblog Portfolio in an ESL Classroom

Scaffolding Speaking Tasks Using Videoblog Portfolio in an ESL Classroom

Development of Professional Competency for Printing Quality Control Personnel Using Training System via Edmodo

Building the Bridge between Higher Learning Institution and Social Media Technologies through Mobile Learning in Malaysia

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