The role of social media in higher education classes (real and virtual) – A literature review

This study investigates the effectiveness of using e-learning in teaching in tertiary institutions. In institutions of higher education, the issue of utilizing modern information and communication technologies for teaching and learning is very important. This study reviews literature and gives a scholarly background to the study by reviewing some contributions made by various researchers and institutions on the concept of e-learning, particularly its usage in teaching and learning in higher educational institutions. It unveils some views that people and institutions have shared globally on the adoption and integration of e-learning technologies in education through surveys and other observations. It looks at the meaning or definitions of e-learning as given by different researchers and the role that e-learning plays in higher educational institutions in relation to teaching and learning processes, and the advantages and disadvantages of its adoption and implemention.

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The role of e-learning, the advantages and disadvantages of its adoption in Higher Education.

Ask a dozen Internet experts what the term Web 2.0 means, and you'll get a dozen different answers. Some say that Web 2.0 is a set of philosophies and practices that provide Web users with a deep and rich experience. Others say it's a new collection of applications and technologies that make it easier for people to find information and connect with one another online. A few journalists maintain that the term doesn't mean anything at all -it's just a marketing ploy used to hype social networking sites.

What is web 2.0

The application of Information and Communication Technologies (ICTs) is already changing the organization and delivery of higher education. The pedagogical and socio-economic forces that have driven the higher learning institutions to adopt and incorporate ICTs in teaching and learning include greater information access; greater communication; synchronous and asynchronous learning; increased cooperation and collaboration, cost-effectiveness and pedagogical improvement. However, ICTs have not permeated to a great extent in many higher learning institutions in most developing countries due to many socio-economic and technological circumstances. This paper discusses new learning and training technologies considering their pedagogical, cost and technical implications. It also discusses challenges for integrating these technologies in higher learning institutions with examples from Tanzania, and giving best practice approaches for addressing each of the challenges.

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New technologies for teaching and learning: Challenges for higher learning institutions in developing countries

@contects:Table of Contents Chapter One: Social Networking as an Educational Tool Chapter Two: Design for a Distributed Environment Chapter Three: Selecting the Media Palette Chapter Four: The Tools in Practice Chapter Five: Constraints on Course Design Chapter Six: Evaluating Course Design and Understanding its Implications References Index

e-Learning and Social Networking Handbook: Resources for Higher Education

Within 15 years the web has grown from a group work tool for scientists at CERN into a global information space with more than a billion users. Currently, it is both returning to its roots as a read/write tool and also entering a new, more social and participatory stage. These trends have led to a feeling that the web is entering a ‘second phase’ – a new, ‘improved’ Web version 2.0. But how justified is this perception?

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What is Web 2.0? Ideas, technologies and implications for education

Consistency in crisis communication is a key aspect of effective political leadership during crises, but can be difficult in multilevel systems due to the number of leaders and fragmentation of policymaking powers. The literature on multilevel governance suggests that centralisation enhances consistency in crisis communication while decentralisation leads to inconsistency. Consistency in crisis communication is also expected to depend on whether leaders coordinate crisis management. Comparing crisis communication in Germany, Italy, and the United Kingdom during the first wave of the COVID-19 pandemic, this paper shows that centralisation does not automatically lead to consistent crisis communication. At the same time, decentralised decision making does not necessarily undermine consistency. Overall, crisis communication tends to be more consistent when leaders coordinate crisis management. 

Paul Anderson

Papers

What is Web 2.0? Ideas, technologies and implications for education

Multilevel governance and political leadership: crisis communication in Germany, Italy, and the United Kingdom during the COVID-19 pandemic