Strengthening the academic usage of social media: An exploratory study

Ali, Murad; Yaacob, Raja Ahmad Iskandar Bin Raja; Endut, Mohd Nuri Al-Amin; Langove, Naseeb Ullah

doi:10.1016/j.jksuci.2016.10.002

Cited by 44 publications

(52 citation statements)

References 27 publications

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“…This result suggests that students who perceive SNSs as useful have greater motivation to adopt it for educational purposes. This confirms empirical studies on technology adoption in general that suggests the usefulness of a technology plays a major role in its adoption (Ali et al, 2017;Arteaga Sánchez et al, 2014;Davis, 1989;Mazman and Usluel, 2010). In terms of SNSs adoption for academic purposes, findings by existing studies (Arteaga Sánchez et al, 2014;Mazman and Usluel, 2010) perceived usefulness of SNSs is an important determinant of its adoption of educational use.…”

Section: Discussionsupporting

confidence: 82%

Adoption of social networking sites for educational use

Owusu¹,

Bekoe²,

Otoo³

et al. 2019

JARHE

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Emerald is a global publisher linking research and practice to the benefit of society. The company manages a portfolio of more than 290 journals and over 2,350 books and book series volumes, as well as providing an extensive range of online products and additional customer resources and services. Emerald is both COUNTER 4 and TRANSFER compliant. The organization is a partner of the Committee on Publication Ethics (COPE) and also works with Portico and the LOCKSS initiative for digital archive preservation.

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Section: Discussionsupporting

confidence: 82%

Adoption of social networking sites for educational use

Owusu¹,

Bekoe²,

Otoo³

et al. 2019

JARHE

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“…Online interaction activities provided the students with a continuous learning experience and motivation towards advance improvement (Heo et al, 2010). The students learn through the interaction and exchange of critiques and ideas (Ali, Yaacob, Endut & Langove, 2017). Many students acknowledged technology utilisation in improving their learning and assisting their growth of critical thinking (Swart, 2017).…”

Section: Discussion: the Interrelationship Of Online Interaction Socmentioning

confidence: 99%

Online interaction in social learning environment towards critical thinking skill: A framework

Husssin

2019

J. Technol. Sci. Educ.

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Interaction is one of the crucial processes in online learning, which is a process derived from a common encouragement among people action that they able to utilize, store, share and construct knowledge. It is believed that the interaction among students is able to train the students to involve in active learning and enhance critical thinking skill. Recently, critical thinking is recognized as one of the 21st-century skills that students must have to do well in the community. The engagement of the students in a learning environment that supports higher-order thinking activity is the most effective approach to guide the students in developing critical thinking skills. Nevertheless, without the assistance of technology, it may be nearly impossible to ensure that all students have access to learning environments that support and develop these skills. The way students study, interact and think has been shifted due to the increasing use of technologies in learning institutions, particularly during online learning. The online platform is better when there are students interact with each other in form of social learning. Nonetheless, limited research is available on how online interaction in the social learning environment can promote students’ critical thinking skill. This study utilized a theory-building method to design the framework. The purpose of the framework of this study is to assist other practitioners and researchers in applying the elements of online interaction in a social learning environment to foster students’ critical thinking skill.

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“…Some researchers argue that social media has a beneficial impact on the academic life of university students (Ahmed, Ahmad, Ahmad, & Zakaria, 2018;Al-Rahmi & Zeki, 2017;Ali, Yaacob, Endut, & Langove, 2016;Arquero & Esteban, 2013). For example, in social media, prospective teachers can contribute to express their idea or perspectives to the group debates to respond to the education issues (Mudaly, Morgan, van Laren, Singh, & Mitchell, 2015).…”

Section: Social Media Usage (Smu) and Tpackmentioning

confidence: 99%

“…However, the instrument focus on developing an instrument to measure SMU in an informal setting which not fully reflect SMU in academic life. Therefore, an extended literature review is conducted to explore students' motivation and purpose to use social media in higher education (e.g., Ali, Yaacob, Endut, & Langove, 2016;Bal & Bicen, 2017;Balakrishnan, Teoh, Pourshafie, & Liew, 2017;Arquero & Esteban, 2013;Gupta, 2014;Rosen, Whaling, Carrier, Cheever, & Rokkum, 2013) and in teacher preparation institution (Carpenter & Krutka, 2015). The latter, the common use of social media, is conducted not only theoretically but also practically.…”

Section: Social Media Usage In Academic Contextmentioning

confidence: 99%

The Correlation Between Social Media Usage in Academic Context and Self-Efficacy Towards TPACK of Prospective Science Teachers in Indonesia

Setiawan¹,

Phillipson

2020

J. Sci. Learn.

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The purpose of this study is to investigate the relationship between the frequency of Social Media Usage (SMU) in an academic setting and Self-efficacy beliefs towards TK, TCK, TPK, and TPACK of Indonesian prospective science teachers. This research is quantitative based-research design using a self-administered survey. The research was conducted during the second semester of the academic year 2018/2019 from October to November 2018 in the Faculty of Mathematics and Natural Science of a State University located in Semarang City, Indonesia. The sample consists of 217 Indonesian prospective science teachers from the science and Biology Education Department. The result shows that the average Social Media Usage frequency has a statistically high correlation with TK Self-efficacy, TPK, and TPACK. However, in general, it does not correlate with TCK. Second, Social Media Usage for Download Media (DM), Searching Information (SI), and Entertainment and Motivation (EM) generally have a statistically medium correlation with TK, TPK, and TPACK for both male and female participants. Third, Social Media Usage for professional development (PD) has a medium correlation with TK and high correlation with TPK and TPACK. This study implies that training focuses on the application of social media in teaching, and learning should be integrated to improve Indonesian Prospective Science Teachers' TPACK.

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Strengthening the academic usage of social media: An exploratory study

Cited by 44 publications

References 27 publications

Adoption of social networking sites for educational use

Adoption of social networking sites for educational use

Online interaction in social learning environment towards critical thinking skill: A framework

The Correlation Between Social Media Usage in Academic Context and Self-Efficacy Towards TPACK of Prospective Science Teachers in Indonesia

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