Which Media Services do Students Use in Fact? Results of an International Empirical Survey

Grosch, Michael; Berger, Rita; Gidion, Gerd; Romeo, Marina

doi:10.1016/j.sbspro.2014.05.139

Cited by 14 publications

(15 citation statements)

References 7 publications

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“…It is also interesting to see that the use of social media enabled communication and collaboration resulting in student interaction and engagement in all learning activities, which was in accordance with Grosch et al (2014) who stated that learning in the context of social media has become an integral part of the academic experience. This result was also supported by Hazari et al, (2009) who stated that educational institutions are progressively implementing social media to support learning and teaching activities, and Chan & Leung (2016) who reported that social media provide innovative ways for enhancing communication and collaboration in the educational context, thus raising the learning and teaching practices onto a new level.…”

Section: Conclusion and Discussionsupporting

confidence: 77%

Development of the Social-Media-based Blended Learning Course to Enhance Student Learning: A Case Study on a Social Science Course

Vanichvasin¹

2018

ASS

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The purposes of this research were: 1) to develop a social-media-based blended learning course 2) to study the overall effectiveness of the developed learning course and 3) to examine student learning toward the developed learning course. Purposive sampling was used to select a research sample of 16 students who were enrolled in the selected social science course under the Business and Computer Education Program at Kasetsart University. Data analysis was presented using the mean, standard deviation, t-test and content analysis. The findings indicated that the developed social-media-based blended learning course consisted of five key elements, namely, live events, online content, collaboration, assessments and reference material. It was verified by experts as being of very high quality in its content, learning and application. The overall effectiveness covered flexibility, interaction, learning process, learning climate and engagement. The effectiveness had an overall mean at a high level ( = 4.40, SD = 0.42). The results from open ended questions revealed that students considered that the developed course was an effective learning tool because it was interesting, easy to understand and convenient to study anytime and anywhere. In addition, they thought that blending a course with the most-used technology supported their learning as it helped them review content knowledge, promoted discussion in-class and online and developed good academic skills in terms of being responsible for their own learning and exchanging of ideas. However, some students with time constraints and busy schedules suggested a reduction in online learning activities. As a result, most students liked the developed social-media-based blended learning course used in their learning process while the results of student learning showed that there was significant improvement after using the developed blended learning course. The difference proved that its use contributed to student learning. It can be concluded that a well-blended learning course that is implemented with the fundamentals, key elements and key factors influencing blended learning can be integrated with widely and extensively used technology as part of the teaching and learning process to positively improve student learning.

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Section: Conclusion and Discussionsupporting

confidence: 77%

Development of the Social-Media-based Blended Learning Course to Enhance Student Learning: A Case Study on a Social Science Course

Vanichvasin¹

2018

ASS

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“…Learning in the context of social media has become an integral part of the academic experience [20]. Social media are defined as a variety of online applications that develop on the technological and ideological basics of Web 2.0.…”

Section: Introductionmentioning

confidence: 99%

“…Other studies showed that educational institutions are progressively implementing social media to support learning and teaching activities [21,9]. Although there are various types of social media, some are markedly used for educational purposes [20]. For example, wikis are used to engage students in collaborative projects.…”

Section: Introductionmentioning

confidence: 99%

The Use of Social Media for Blended Learning in Tertiary Education

Chan¹,

Leung²

2016

ujer

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The use of social media facilitates communication and collaboration among users to support the student-centered learning environment. In this study, Twitter was used to support blended learning activities in two university courses. A survey was conducted and the results showed that Twitter was easy to use and it could facilitate knowledge sharing among different learners. However, the text-based communication for a relatively simple exchange hindered the interaction among learners. Moreover, students preferred using social media such as Facebook with a higher degree of popularity.

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“…We make use of the subsethood definition S(A, B) given in Equation (2). Let A ∈ FS(X) be the given trapezoidal fuzzy set, and Step 8: Compute the aggregated score associated to each attribute.…”

Section: Descriptive Surveysmentioning

confidence: 99%

Descriptive and Comparative Analysis of Human Perceptions expressed through Fuzzy Rating Scale-based Questionnaires

Quirós¹,

Alonso²,

Pancho³

2016

IJCIS

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Opinion surveys are widely admitted as a valuable source of information which becomes complementary to the information extracted from data by machine learning techniques. This paper focuses on a challenging and still open problem which is related to how to handle properly the inherent uncertainty of human perceptions. Namely, we propose new ways to interpret and analyze fuzzy data coming out from a special case of survey, the so-called fuzzy rating scale-based questionnaire. This kind of questionnaire is characterized by allowing expressing human perceptions in terms of fuzzy rating scales. The proposed methods are in charge of capturing and modeling the uncertainty of the answers by varying the heights of the related fuzzy sets. These methods have been validated in two case studies: (1) a descriptive survey related to the packaging design of gin bottles; and (2) a comparative survey related to 2015 IFSA-EUSFLAT conference.

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Which Media Services do Students Use in Fact? Results of an International Empirical Survey

Cited by 14 publications

References 7 publications

Development of the Social-Media-based Blended Learning Course to Enhance Student Learning: A Case Study on a Social Science Course

Development of the Social-Media-based Blended Learning Course to Enhance Student Learning: A Case Study on a Social Science Course

The Use of Social Media for Blended Learning in Tertiary Education

Descriptive and Comparative Analysis of Human Perceptions expressed through Fuzzy Rating Scale-based Questionnaires

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