The Use of Social Media as a Tool for Learning: Perspectives of Students in the Faculty of Education at Kuwait University

Alenezi, Waleed; Brinthaupt, Thomas M.

doi:10.30935/cedtech/11476

Cited by 16 publications

(15 citation statements)

References 45 publications

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“…Different types of social media have been used in teaching, including Twitter, WhatsApp, Instagram, YouTube, and Snapchat ( Alenezi and Brinthaupt, 2022 ; Noori et al, 2022 ). Research indicates that students have specific preference for the type of social media they use to support their learning ( Ma et al, 2021 ).…”

Section: Literature Reviewmentioning

confidence: 99%

Using social media for assessment purposes: Practices and future directions

Alonzo

Wijarwadi

et al. 2023

Front. Psychol.

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The use of social media across the world is rapidly increasing, and schools are advancing its use for learning, teaching, and assessment activities. Despite growing evidence for their accessibility and affordances for educational purposes, very little attention has been paid to their use in assessment. Using the Preferred Reporting Items for Systematic Reviews and Meta-analyses (PRISMA), this paper is an initial step to explore how social media have been used and reported in the literature, and describe some key challenges. A total of 167 articles were initially accessed from three databases, but only 17 were relevant after applying the exclusion criteria. Results show that the most dominant social media used in assessment are Facebook and Twitter. Also, the assessment practices are limited to sending and discussing assessment tasks, following up on progress, giving feedback, and engaging in self and peer assessment. Key issues include the trustworthiness of the assessment process and outputs, limited features of social media platforms, technical support, time commitment between teachers and students, and intersections of social and academic engagements. We discuss the implications of these findings with the critical gaps in the theorisation of using social media for assessment purposes.

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Section: Literature Reviewmentioning

confidence: 99%

Using social media for assessment purposes: Practices and future directions

Alonzo

Wijarwadi

et al. 2023

Front. Psychol.

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“…Millions of people around the world use social media applications for a variety of reasons and on a regular basis (Al-Rahmi et al, 2014). The widespread use of social media applications by students has contributed to their rapid acceptance (Kirschner & Karpinski, 2010;Alenezi & Brinthaupt, 2022). This implies that the Buhare CDTI students, like any other students worldwide, were well exposed to social media networks, as the majority of them reported using various social media platforms for both academic and communication purposes.…”

Section: Uses Of Social Media By Cdti Studentsmentioning

confidence: 99%

“…The study findings are further in line with those by Olipas (2022) who reported that students' social media use was also high in terms of entertainment and socialization, communication, and academic purposes. However, according to Alenezi and Brinthaupt's (2022) research, students use social media informally for socialization and entertainment, but less frequently as a formal educational tool.…”

Section: Uses Of Social Media By Cdti Studentsmentioning

confidence: 99%

“…In this regard, Andersen (2013) added that social media applications help students in many ways, so they must understand how to use them in order to facilitate learner integration and satisfaction. Furthermore, Alenezi and Brinthaupt (2022) discovered that the majority of students believed social media facilitated peer contact, faculty interaction, engagement, and collaborative learning. Masele and Rwehikiza (2021) discovered similar findings, establishing that most students used social media networks for a number of purposes, including interacting with peers, sending messages, comments, and updates, socializing, conversing, and improving their profiles.…”

Section: Functions Of Social Media Platforms In Academic Performancementioning

confidence: 99%

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The Use of Social Media for Students' Academic Life: Experience from Buhare Community Development Training Institute, Musoma, Tanzania

Mbegani

Mambo²,

Mubofu³

2022

SER

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The study assessed the usage of social media networks in seeking information by college students: with reference to Buhare Community Development Training Institute (CDTI), Musoma-Mara region, Tanzania. Data were collected from two hundred seventy-three (273) study participants using questionnaires. The sample of the study was representative. The results from the analysis showed that Buhare CDTI students were familiar with social media while performance and efficiency was the highly cited factor influencing the choice of social media. Study findings further showed that social media sites were a reliable source of information for academic purposes and the majority of the participants noted that the reason for use of social media was academic and information-sharing purposes. Additionally, the majority of the participants revealed that there was a strong relationship between the extent of their use of social media and their academic performance. The study further established that the high cost of Internet bandwidth, identifying the author of materials retrieved from social media sites due to information overload, and failure to discover reliable information to be used on academic references due to the flood of information from social media were the critical challenges faced by students. Conclusively, it was clear from the current study that social media platforms are reliable sources of information to be used by college students in their daily academic life. The study suggests that academic institutions should promote and motivate students to use social media in their daily academic activities. Also, tutors and all academic stakeholders have to train students so that they may have the skills and knowledge to use IT devices.

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“…The availability of media (especially modern media) does not ensure that teachers in elementary schools are motivated to use them. On the other hand, teachers' mental burden from being unable to use them is much greater and they do not search for a solution [7,12,13]. A number of other problems were found namely the use of learning media technology that was less than optimal due to a lack of components, poor quality and students' disinterest in media technology.…”

Section: Introductionmentioning

confidence: 99%

Elementary school teachers’ perceptions of the potential of metaverse technology as a transformation of interactive learning media in Indonesia

Rachmadtullah

Setiawan

Wicaksono

2022

ijirss

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Currently, there are many technology-based learning methods that can be used in the teaching and learning process for effective learning situations. The metaverse is a topic that is being widely discussed around the world. Metaverse technology is the concept of combining the virtual world with the real world through the internet. However, the development of metaverse technology in Indonesia’s education field is still rarely carried out. Therefore, this research aims to determine how elementary school teachers in Indonesia perceive the potential of metaverse technology as a learning media transformation. The research method used by researchers is descriptive with a qualitative approach. Descriptive research is research that describes the actual situation regarding the importance of the metaverse for teachers in elementary schools. The participants in this study were twenty elementary school teachers who had good technological skills. The data was collected through observation and interviews. The results of this study show that elementary school teachers are interested in using the metaverse as a learning medium. For teachers, one of the options for improving learning performance is to use the metaverse as a tool or as a new learning and teaching style. The use of the metaverse does not mean that the teacher has to change conventional teaching methods but rather assists the teacher in conveying material to students effectively.

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The Use of Social Media as a Tool for Learning: Perspectives of Students in the Faculty of Education at Kuwait University

Cited by 16 publications

References 45 publications

Using social media for assessment purposes: Practices and future directions

Using social media for assessment purposes: Practices and future directions

The Use of Social Media for Students' Academic Life: Experience from Buhare Community Development Training Institute, Musoma, Tanzania

Elementary school teachers’ perceptions of the potential of metaverse technology as a transformation of interactive learning media in Indonesia

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