International Journal of Social Media and Interactive Learning Environments
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International Journal of Social Media and Interactive Learning Environments (6 papers in press)
Applying a modified technology acceptance model to qualitatively analyze the factors affecting microblogging integration by Tian Luo, David Richard Moore, Teresa Franklin, Helen Crompton Abstract: The purpose of this research is to examine factors affecting students perception and engagement of microblogging integration using a qualitative approach. We employed a qualitative case study design to explore potential factors affecting microblogging integration in a hybrid course. Using the technology acceptance model (TAM) model as an umbrella framework, we examined through in-depth interviews with 18 participants the impact of microblogging integration into instruction that affected students reported use and perceptions of their microblogging-supported learning experiences. We
found that individual differences, system characteristics, social influence and
facilitating conditions all have impact on student participation and engagement
in microblogging integration to varying degrees. We identified more granular factors within each of the four dimensions. Additionally, we proposed a Twitter user taxonomy based on perceived usefulness and usage behaviour and discussed its broad implications in higher education learning environments. Finally, we identified several pedagogical implications pertaining to strategies of microblogging integration under the context of a hybrid course and offered pertinent recommendations for future research Keywords: computer-mediated communication; social media; technology acceptance model; TAM; microblogging; Twitter. DOI: 10.1504/IJSMILE.2019.10022854
Analyzing Professional Discourse on Twitter: A Mixed Methods Analysis of the #openeducation Hashtag by Fredrick Baker, Patrick Lowenthal Abstract: Professionals and academics now use social networking sites like Twitter for scholarly discourse around resources and networking. Adding hashtags to tweets allows users to connect with previously unknown others around areas of common interest and provides opportunities to examine these connections. This study explored how open education is discussed on Twitter around the #openeducation hashtag through a scalable mixed methods content analysis model useful for the multi-pronged analyse of hashtag discourse. Researchers analysed a convenience sample of 903 tweets using the
#openeducation hashtag and grouped the results into themes. Thirty-two themes emerged, which were grouped into eight categories. To extend the research model, a questionnaire developed from the themes was piloted with a subset of active hashtag users. The results provide insight into the major discourse on open education, as well as a scalable means to analyse discourse on Twitter, identify active participants, and probe further about ties people have to a topic of interest. Keywords: content analysis; Twitter; social media; open education. DOI: 10.1504/IJSMILE.2019.10018667
Students Awareness and Use of Electronic Information Resources: A Study of Koforidua Technical University. by Patrick Baayel, Edward Asante Abstract: This study assessed issues affecting use of electronic information resources by first year (level 100) students. The study adopted survey approach. The sampling method adopted for the purpose of this study was simple random sampling techniques. The sampled respondents were drawn from the total population of 1780 level 100 students at the Koforidua Technical University Electronic Resource Library. 10% of the population was drawn as the sample size. A structured questionnaire was developed and administered to elicit information from the respondents. A total of 178 copies of the questionnaire were strictly administered to the students with all duly answered and retrieved. Data collected were analyse using simple descriptive statistics. The study revealed that students awareness about the availability of academic electronic resources and databases was very low and that students primarily used search engines particularly google and yahoo as search tools. The study also revealed constraints that negatively affect students successful utilisation of e-resources. The result also showed that students utilisation of the electronic information resources was also low. Based on these findings, the study proposes different strategies that should be put in place by stakeholders to address the challenges affecting students utilisation of electronic information resources. Keywords: e-resources;e-library; electronic information resources; user awareness; e-resources utilisation; librarians; students; and Koforidua Technical University.
Star Wars Science on Social Media! Using pop culture to improve STEM skills by Stephan Längle Abstract: The purpose of this paper is to present the use of pop culture in the learning process between 2000 and 2018. This research describes an analysis of the existing studies and results, which are summarized in this article. An increasing number of scientists use pop-cultural elements to communicate scientific theories and methods to the public. There will be a focus on Star Wars Science on Social Media because Star Wars is one of the most popular and long-lived pop cultural phenomena of the last century (Box Office Mojo, n.d.) and probably well-known by most students. Learning by using pop culture often happens via social media; it can be a great mediator for students to gain interest in STEM subjects (Science, Technology, Engineering, Mathematics) they would otherwise not engage with. Keywords: pop culture; Star Wars; learning; teaching; social media; STEM skills; middle-ground hypothesis; STEM; teacher; education; class; learning tool.
Integration of social media technologies and applications to serve as blended approaches to traditional teaching and learning method: A case study of South African universities by Kenneth Nwanua Ohei Abstract: Assumption exists that the traditional method to teaching and learning may not be adequate to effectively address and improve student-centered learning outcomes, especially for those who are socially and technologically inclined. The importance of using audiovisual, graphic, technological objects and applications for teaching and learning calls for the integration of social media in education. Presently, tools, such as blogs, Wikis, YouTube, vodcast/podcast, Facebook, and Twitter have gained prominence in pedagogic context. It is now a recognized fact that merging social media technologies in teaching serve to bring both the institution and students closer. The purpose of this paper was to examine the effects and benefits of social media tools for better learning experiences and outcomes of students and whether social media tools should be incorporated as a blended approach to already existing method. A quantitative approach was used. The overall findings suggest that social media tools should be integrated in Higher Education Institute (HEI) as these tools are effective, useful will impact positively on education, although there are controversies arising from using such social media in education, namely human factors, security concerns, ethical and legal issues. Notwithstanding these concerns, social media tools offer HEI new approaches to teaching and learning. Keywords: Blended learning approach; social media (SM); academic learning experience; academic performance and outcomes; entertainment.
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.