Student use of Facebook for informal learning and peer support

Garcia, Elaine; Elbeltagi, Ibrahim; Dungay, Kerry; Hardaker, Glenn

doi:10.1108/ijilt-09-2015-0024

Cited by 27 publications

(27 citation statements)

References 23 publications

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“…Students also tend to be the more advanced users of smartphones [3]. In terms of activities done using smartphones, students mostly use instant messengers though students are more active on social networking sites and almost of the student sample use it several times for streaming and mobile learning [23].…”

Section: Smartphone Habits and Mobile Learningmentioning

confidence: 99%

Smartphone Habits and Behaviors in Supporting Students Self-Efficacy

Razzaq

Samiha

Anshari

2018

Int. J. Emerg. Technol. Learn.

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Abstract-The widespread of smartphones usage have increased the convenience of accessing information and knowledge sharing for higher learning students. University's students are exposed with the multi channels of knowledge from various sources primarily from online learning's resources. The study examines smartphone habit and behaviors, internet literacy, and mobile learning in relation to self-efficacy. Self-efficacy refers to the internal forces of a student's belief in the abilities in utilizing smartphone as educational aid in the context of mobile learning. This study deploys a quantitative approach in assessing the relationship between self-efficacy, internet literacy and smartphone's habits for of university students. Understanding student selfefficacy is important factor to deliver an effective ways in supporting mobile learning activities. In addition to documenting the findings of self-efficacy and mobile learning, the research also represents a model of internal and external factors that affects student self-efficacy to make mobile learning successful.

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Section: Smartphone Habits and Mobile Learningmentioning

confidence: 99%

Smartphone Habits and Behaviors in Supporting Students Self-Efficacy

Razzaq

Samiha

Anshari

2018

Int. J. Emerg. Technol. Learn.

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“…The use of social networks by university students and by early career professionals for support, sharing and learning and the ways in which they employ different types of social media within those networks are under-researched areas (Morosanu et al, 2010;Garcia et al, 2015;Eid & Al-Jabri, 2016;Kelly & Antonio, 2016, O'Keeffe, 2016. One area where little research seems to have been done is the use of social networks within work-based education (Brodie & Irving, 2007).…”

Section: Conceptual Frameworkmentioning

confidence: 99%

“…The need for strong connections is not unique to work-based learning. Connecting with others in an educational environment is a key component of effective learning (Tschofen & Mackness, 2012;Garcia et al, 2015). Any students embarking on higher education courses might find themselves in a liminal state as the norms with which they are familiar fall away, and an unstructured state of community forms.…”

Section: Community Development In Work-based Learnersmentioning

confidence: 99%

“…While Shackelford and Maxwell's research primarily discusses community building from an online learning perspective, parallels can be drawn to both distance learning and work-based learning due to their non-traditional approach to education, concerning the amount of face-to-face interaction time students receive both with one another and their instructors. Indeed, building such communities is seen by the literature as instilling a sense of support within students at an academic and personal level (Wilcox et al, 2005;Shackelford & Maxwell, 2012;Garcia et al, 2015;Bilgin et al, 2017). Ultimately, the literature hints at the potential for high student success and retention rates in non-traditional higher education environments if appropriate support is established.…”

Section: Community Development In Work-based Learnersmentioning

confidence: 99%

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Social Media Networks and Community Development in Work-based Undergraduate Students

Murphy

Deeming

Millward

et al. 2019

Polish Journal of Educational Studies

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The purpose of the study was to explore how students on two related work-based degree courses with limited opportunities for face to face interaction used social media platforms to support their experiences and learning. The students involved work as teaching assistants in a range of mainstream and special schools in the East Midlands and attend classes one day a week. It was noted by tutors that students made frequent references to using various social media platforms for sharing student-to-student information relating to the taught sessions or assignments in preference to the university’s virtual learning environment. To investigate this phenomenon, a case study approach, using focus groups and a paired interview, was adopted. The entire student population on the courses was invited to participate, so the sample was self-selecting and a total of 11% of the students volunteered, participating in either a focus group discussion or paired interview. The study found that students made extensive use of social media platforms, mainly Facebook and Whatsapp, for academic and affective support. Students found this to be an effective way to keep in touch with one another away from university, to share resources and experiences and felt that it helped with their identity as a higher education student.

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“…In addition, many studies have shown that students have been using Facebook effectively to follow extracurricular and other activities (Ainin et al, 2015;Garcia et al, 2015).…”

Section: International Journal Of Languages' Education and Teachingmentioning

confidence: 99%

A Pedagogical Critical Review of Online Learning System

Sulisworo¹

2016

ijlet

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E-learning which have various shapes such as blog, classroom learning which is facilitated the World Wide Web; a mix of online instruction and meeting the class known as additional models or hybrid; or the full online experience, where all assessment and instruction is done electronically. Object relationship of learning and constructivist educational philosophy and confirmed that online learning has the orientation which is basically a constructivist ideology, where the combination of some of the knowledge is an inquiry-oriented activities and authentic and also promote the progress of the construction of new knowledge. Description of the online learning system in theory and practice can be illustrated in a few examples that have been found in the research that has been done and found new discoveries obtained in the study, but not everything can be done because of several factors. Please note that the components in the online learning system can serve as a learning system which is very strong influence on learning in the class. The objective of this research is to a pedagogical critical review of online learning system in theory and practice that can be applied by teachers in the teaching process in the classroom. The results obtained in this study were teachers and students need extra effort to make online classes and virtual. Further research is needed on appropriate strategies in order to determine the next result is more useful. There some advices for any studies that discuss online learning system are done in certain areas, namely the use of electricity and other disciplines such as social and humanities.

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Student use of Facebook for informal learning and peer support

Cited by 27 publications

References 23 publications

Smartphone Habits and Behaviors in Supporting Students Self-Efficacy

Smartphone Habits and Behaviors in Supporting Students Self-Efficacy

Social Media Networks and Community Development in Work-based Undergraduate Students

A Pedagogical Critical Review of Online Learning System

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