International Journal of Social Media and Interactive Learning Environments
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International Journal of Social Media and Interactive Learning Environments (4 papers in press)
How to Change the World: The Relationship Between Social Media and Social Change in the Classroom by Sarah Jernigan Abstract: Social media is used in many settings, including the college classroom. This study examined social media use to promote social change in an undergraduate leadership course. A qualitative iterative method and quantitative Likert scale were used to code student tweets and survey responses at both the beginning and end of the semester. Findings suggested that the effective use of social media in the classroom can change how students view the world. Recommendations include: educators should be wary of slacktivism; pedagogies should include repetition and discussion; and teachers should provide flexibility for their students on social media platform choice. Keywords: social media; Twitter; social change; slacktivism; undergraduate learning; mixed methods; college classrooms; Tweets.
Learning Ecologies in Online Language Learning Social Networks: A Netnographic Study of EFL Learners using italki by Hong Ngo, Ariana Eichelberger Abstract: This netnographic study explored EFL learning ecologies in language learning social network platforms by exploring the experience and perceptions of international non-traditional learners of EFL utilizing the italki platform. Analysis of italki tools and two in-depth interviews revealed that the learners were self-disciplined and proactive in this informal learning environment and they felt positive about the platform itself. In italki individual EFL learners were able to personalize their learning ecologies utilizing its affordances to satisfy their learning needs, interests, and curiosity in the absence of formal instructional materials. The findings suggest that integration of online language learning platforms such as italki in foreign language education could provide positive pedagogical changes that empower learners to cultivate personal ecologies for lifelong and lifewide adult learning. Keywords: Language Learning Social Network; EFL; non-traditional learners; italki.
Professional uses of Facebook amongst University Students in relation to searching for jobs: An exploration of activities and behaviours by Sophia Alim, Ibrahim AlShourbaji Abstract: With Facebook use popular amongst students, more research is needed into the use of Facebook in a professional capacity amongst university students. This study investigates the professional uses of Facebook amongst university students, in relation to searching for jobs. The survey was distributed to university students around the world. A total of 101 responses were statistically collected and analysed. The obtained results show that networking with businesses was the most popular career related activity carried out on Facebook. A moderate positive association was also found between the amount of time spend on networking daily on Facebook and the number of job offers received as a result. Factors such as the size of Facebook network consulted during a job search and feelings towards Facebook had a weak association with the number of job offers received. Overall, this study has highlighted that Facebook can be used as a platform for professional uses. Keywords: Facebook; University students; professional uses; job search; weak ties; strong ties; networking.
Synchronising Social Media into Teaching and Learning Settings at Tertiary Education by Isaac Kofi Nti, Adebayo Felix Adekoya, Michael Opoku, Peter Nimbe Abstract: The growth in information, communication and Technology (ICT) and the advancement in Social Network Sites (SNSs) have open up a new opportunity in the educational environment. The E-learning system has seen a tremendous advancement in the emergence of web 2.0 technologies. These technologies have permitted learning modules that do not depend on learning guides and textbooks, but effortlessness to understand and manageable segmental learning modules. The incorporation of web 2.0 technologies in education permitted technology equipped teaching and learning which requires new pedagogical methodologies. On the other hand, e-learning has advanced into an instrumental pedagogy of allotment of resources and cooperation via the affordances of social media. Social media as educational tools offers learners and teachers exciting opportunities to communicate, aids individual and group learning. Besides, an opportunity to replace traditional teaching and learning techniques with technology-enriched media that enable everywhere learning and teaching. This study sought to examine the effect on learners' enhancement with an e-moderation framework of teaching and learning via the use of Twitter and Facebook. The statistical analysis of the obtained results revealed that learners' grades increased positively with the synchronisation of Twitter and Facebook into their programmes of study. The study concludes that using social media in delivering lessons increases student's involvement rate and performance. Keywords: Social Media; e-moderation model; Twitter; google forms; e-learning; Facebook; Web 2.0 technologies; Social Networking Sites.