Using Social Media in an Open Distance Learning Teaching Practice Course

Wyk, Micheal M. van

doi:10.5901/mjss.2014.v5n4p370

Cited by 11 publications

(8 citation statements)

References 17 publications

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“…It is concluded that the contribution of social media in the learning process can be either direct or indirect. 39 Conserning the research on ways of using social media for educational purposes, 20,36,40 it appears that the HOU students prefer communication and interaction with their peers and the pursuit of cooperation with them as ways of educational use of social media. More specifically, most of the participants use the functional characteristics of social media to enrich their learning process by finding and collecting information and additional teaching material, and solving questions related to the courses and assignments.…”

Section: Discussionmentioning

confidence: 99%

The academic use of social media in distance education and its relation to the reduction of the feeling of isolation

Manousou,

Koutsogiannopoulou

2024

SIJ

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Academic use of social media has become an important component of the educational process of distance learning. The present study investigates the educational use of social media in distance education and the factors leading to it, in order to determine the impact of this use on reducing the feeling of isolation experienced by the students of the Hellenic Open University (HOU). The behavioral intention for use and the actual use of social media in the context of distance education are investigated, taking into account the factors of the Technology Acceptance Model (TAM). The sample consisted of 147 undergraduate and postgraduate students of HOU. The data collection tool was an improvised questionnaire structured in 4 axes, with 18 closed-ended questions. The results obtained show that the majority of students strongly supports and utilizes social media for educational purposes. The results also indicate that the more students consider social media useful in the context of their studies, the more they intend to use them and ultimately the more intensively they do use them. The finding that the educational use of social media is positively related to the stimulation of the HOU students’ feeling of isolation is important. It highlights the fact that social media are useful and supportive tools in the context of distance education. The findings of this study are in agreement with previous relevant studies and provide helpful guidance for future research.

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Section: Discussionmentioning

confidence: 99%

The academic use of social media in distance education and its relation to the reduction of the feeling of isolation

Manousou,

Koutsogiannopoulou

2024

SIJ

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“…Social media has become an important tool that can be developed and used in distance learning. Many researchers have explored the use of social media in distance learning (Fourie, 2016;Kalita et al, 2015;van Wyk, 2014). One of the challenges in distance learning is increasing motivation, which has become an important focus of research (Aristeidou, 2021;Kusumastuti et al, 2017;Zaikin et al, 2016).…”

Section: Figure 6 Trend Topicsmentioning

confidence: 99%

Research Trends in the Last 3 years Related to Distance Education : A Bibliometric Study

Andriyani

Puspitasari

Chandrawati

et al. 2023

j. paedagog. penelit. pengemb. pendidik.

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This study aims to analyze the research trends related to distance education over the past three years by examining the publication patterns and key topics within the field. This study used a quantitative descriptive research approach with a bibliometric method. Data was collected through the Scopus database with the keyword "Distance learning" by searching for journals based on keywords, article titles, and abstracts with the condition of publications in 2020-2022. The software used in data analysis in this study was the Bibliometrix R-Package, which was part of R-Studio. A total of 1936 articles were found and analyzed. The study results showed that the number of articles related to distance education has been increasing each year, with a growing trend from 2020 to 2022. The study analyzed the top journals, affiliations, and countries publishing articles and identified the most productive authors and relevant affiliations. The trend topics discussed were social media, distance learning, and learning analytics, with new topics emerging in 2021, such as university students, motivation, and Covid-19. Theme classifications were divided into two, connected by blue and red lines. The study also identified future research opportunities using a thematic map.

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“…Alan yazında öğretmenlik uygulaması dersi kapsamında yapılan çalışmalar incelendiğinde, öğretmen adaylarının bu derse yönelik; görüşleri (Baştürk, 2009;Bektaş ve Tanşu, 2020;Cengiz, 2021;Biber, Erbay ve Kirişci, 2018;Eraslan, 2009;Gorgoretti ve Pilli, 2012;Kadakal ve Yalman Polatlar, 2021;Karunagara ve Saimin, 2019;Özdemir ve Yıldırım, 2012;Uzun ve Koparan, 2021;Ünal ve Durmuş, 2021), algıları/metaforik algıları (Caires, Almeida ve Vieira, 2012;Kiggundu ve Nayimuli, 2009;Özdaş, 2018;Özdaş ve Çakmak, 2018;Serin ve Çelik, 2021), paylaşımları (İnel Ekici ve Delen, 2016), öğrenme fırsatları (Çelik vd., 2021), karşılaşılan sorunlar ve çözüm önerileri (Ülger, 2021;Yadigaroğlu, 2021;Yakar, Uzun ve Tekerek, 2021); öğretmenlik uygulaması dersinin; öğretim yeterliliği ve sınıf yönetimi inançlarına etkisi (Yılmaz ve Çavaş, 2008), öğretme motivasyonu ve özyeterlilik inançlarına etkisi (Akhan ve Kaymak, 2021); bu ders kapsamında özyeterlilik inançlarının değişimi/gelişimi (Hong ve Han, 2018;Yerdelen, Osmanoğlu ve Taş, 2019), etkinlik hazırlama ve uygulama süreçleri (Girgin ve Şahin, 2019), e-portfolyo uygulaması (Kecik vd., 2012), uzaktan eğitim uygulamaları (Bayındır, 2021;Gök Çolak ve Efeoğlu, 2021;Izgı Onbaşılı ve Sezginsoy Şeker, 2021;Piştav Akmeşe ve Kayhan, 2021;Van Wyk, 2014) ve çevrimiçi etkinlik deneyimleri (Aslan Altan, 2021) konularında olduğu belirlenmiştir. Eraslan'ın (2009) ilköğretim matematik öğretmeni adaylarının öğretmenlik uygulaması dersi kapsamındaki deneyim ve değerlendirmelerini incelediği çalışmasında, matematik öğretmeni adaylarının uygulama için yeterli imkanlarının olmadığı, uygulamaya yönelik dönüt alamadıkları ve üniversite dersleri ile okul derslerini ilişkilendiremedikleri sonuçları elde edilmiştir.…”

Section: Introductionunclassified

Mathematics Teachers’ Experiences on Web-assisted Instruction Applications within the Scope of Teaching Practice Course

Cantimer

Şengül

2022

Uluslararası İnsan Çalışmaları Dergisi

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Due to the COVID-19 epidemic conditions, education activities have been carried out as emergency distance education since March 2020. The fact that the practice-based teaching practice courses taught in the last year of education faculties have to be taught according to the new conditions has led to many different experiences. In this context, applications for the teaching practice course were carried out online with web support and different experiences were experienced for teacher/preservice teachers. The aim of the study is to examine the experiences of preservice mathematics teachers on web-assisted teaching applications within the scope of teaching practice course. Case study design, one of the qualitative research methods, was preferred. The participants of the study consist of 7 preservice mathematics teachers who participated in web-assisted teaching applications within the scope of the teaching practice course in the fall and spring semesters of the 2020-2021 academic year. As a data collection tool, an evaluation form consisting of 9 open-ended questions prepared by the researchers was used. Within the scope of the study, only three questions of the form were subjected to content analysis. Obtained findings; the experiences gained in web-assisted teaching applications, positive and negative situations and the contributions of the teaching practice course were examined in the categories. Accordingly, the experiences of preservice teachers; it was included in the categories of “using of technology, classroom management, professional development and preparation of course content”. It was determined that although the expressions of the preservice teachers about positive situations were mostly in the category of “motivation”, their negative expressions were in the category of “limitation of technology”. Preservice teachers made statements regarding the contributions of the teaching practice course in the categories of “professional development, contribution to pedagogical content knowledge and motivation”.

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Using Social Media in an Open Distance Learning Teaching Practice Course

Abstract: Using social media to support educational endeavors leverages the benefits of in-person

Cited by 11 publications

References 17 publications

The academic use of social media in distance education and its relation to the reduction of the feeling of isolation

The academic use of social media in distance education and its relation to the reduction of the feeling of isolation

Research Trends in the Last 3 years Related to Distance Education : A Bibliometric Study

Mathematics Teachers’ Experiences on Web-assisted Instruction Applications within the Scope of Teaching Practice Course

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