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Journal ArticleDOI

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

01 Sep 2013-Computers in Human Behavior (Pergamon)-Vol. 29, Iss: 5
TL;DR: This paper summarizes the scholarly writings as well as reviews the findings of empirical investigations on the utility and effectiveness of social media in the higher education class and discusses some limitations.
About: This article is published in Computers in Human Behavior.The article was published on 2013-09-01. It has received 792 citations till now. The article focuses on the topics: Social media & Social media optimization.
Citations
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Journal ArticleDOI
TL;DR: This paper presents a revision of the new methodologies that are designed to allow for efficient data mining and information fusion from social media and of thenew applications and frameworks that are currently appearing under the “umbrella” of the social networks, socialMedia and big data paradigms.

681 citations


Cites background from "The role of social media in higher ..."

  • ...), education [13], health [14], and daily work....

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Journal ArticleDOI
01 Mar 2018
TL;DR: In this article, a survey-based research study examines student perception on various engagement strategies used in online courses based on Moore's interaction framework and concludes that student engagement increases student satisfaction, enhances student motivation to learn, reduces the sense of isolation, and improves student performance.
Abstract: Student engagement increases student satisfaction, enhances student motivation to learn, reduces the sense of isolation, and improves student performance in online courses. This survey-based research study examines student perception on various engagement strategies used in online courses based on Moore’s interaction framework. One hundred and fifty five students completed a 38-item survey on learner-to-learner, learner-to-instructor, and learner-to-content engagement strategies. Learner-to-instructor engagement strategies seemed to be most valued among the three categories. Icebreaker/introduction discussions and working collaboratively using online communication tools was rated the most beneficial engagement strategy in the learner-to-learner category, whereas sending regular announcements or e-mail reminders and providing grading rubrics for all assignments was rated the most beneficial in learner to instructor category. In the student-content category, students mentioned working on real world projects and having discussions with structured or guiding questions were the most beneficial. This study also analyzed age, gender, and online learning years of experience differences on their perception of engagement strategies. The results of the study have implications for online instructors, instructional designers, and administrators who wish to enhance engagement in the online courses.

582 citations


Cites background from "The role of social media in higher ..."

  • ...Utilization of social media in online courses provides an opportunity to enhance engagement through social interaction (Everson, Gundlach, & Miller, 2013; Tess, 2013)....

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Journal ArticleDOI
TL;DR: The relationship between these engagement indicators and the percentage of classes taken online suggests that an online environment might benefit certain types of engagement, but may also be somewhat of a deterrent to others.
Abstract: As the popularity of online education continues to rise, many colleges and universities are interested in how to best deliver course content for online learners. This study explores the ways in which taking courses through an online medium impacts student engagement, utilizing data from the National Survey of Student Engagement. Data was analyzed using a series of ordinary least squares regression models, also controlling for relevant student and institutional characteristics. The results indicated numerous significant relationships between taking online courses and student engagement for both first-year students and seniors. Those students taking greater numbers of online courses were more likely to engage in quantitative reasoning. However, they were less likely to engage in collaborative learning, student-faculty interactions, and discussions with diverse others, compared to their more traditional classroom counterparts. The students with greater numbers of online courses also reported less exposure to effective teaching practices and lower quality of interactions. The relationship between these engagement indicators and the percentage of classes taken online suggests that an online environment might benefit certain types of engagement, but may also be somewhat of a deterrent to others. Institutions should consider these findings when designing online course content, and encourage faculty to contemplate ways of encouraging student engagement across a variety of delivery types.

418 citations

Journal ArticleDOI
TL;DR: The results show that Social Media use is still rather limited and restricted and that academics are not much inclined to integrate these devices into their practices for several reasons, such as cultural resistance, pedagogical issues or institutional constraints.
Abstract: Social Media tools are seen by many authors as powerful drivers of change for teaching and learning practices, in terms of openness, interactivity and sociability. However, extensive surveys about actual use that are carried out with large samples at a national level are rare. This study reports the results of a survey addressed to the Italian academic staff, with the aim of identifying the uses of Social Media in the field of university teaching practices. The response rate was 10.5%, corresponding to 6139. The respondents were asked to identify frequency of use, motivations, teaching practices and obstacles related to the use of a number of tools: generic social network sites (Twitter, Facebook), professional and academic networking services (LinkedIn, ResearchGate and Academia.edu), tools to write and comment (blogs, wikis) and to archive and retrieve content material for lectures and group work (podcasts, YouTube and Vimeo, SlideShare). Analyses of data tested which socio-demographic variables mostly affected frequency of use, and the relationships between motivations, ways of use, barriers to use and the scientific discipline. The results show that Social Media use is still rather limited and restricted and that academics are not much inclined to integrate these devices into their practices for several reasons, such as cultural resistance, pedagogical issues or institutional constraints. However, there are differences among academics in the ways they use Social Media or perceive them, mostly depending on the scientific discipline of teaching. Overall, the results emphasise ambivalent attitudes towards the benefits and challenges of Social Media in the context of higher education with obstacles prevailing over advantages. We examine the frequency of use of Social Media for teaching purposes.The variable most associated with frequency of use is scientific discipline.We present motivations and ways to use Social Media tools in teaching.A principal component analysis reveals three main factors as obstacles to use.Results show a complex scenario where potentials and barriers are intertwined.

321 citations


Cites background from "The role of social media in higher ..."

  • ...Possible further tools like document management and repository tools like Dropbox and Google Drive, or video-conferencing tools like Skype, do not fall within the applications typically included in Social Media (Tess, 2013)....

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  • ...…much of the literature in the field focuses on the potentials of Social Media for learning (Greenhow & Askari, 2015; Manca & Ranieri, 2013, 2015; Tess, 2013) or provides empirical evidence relating to their use in higher education by students (Bennett, Bishop, Dalgarno, Waycott, & Kennedy,…...

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  • ...As pointed out, although they are constantly in a state of change, tools such as social networking sites, blogs, wikis, multimedia platforms, virtual game worlds, and virtual social worlds, are among the applications typically included in Social Media (Tess, 2013)....

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  • ...However, as pointed out by Tess (2013), the task of defining these devices is made more anca), maria.ranieri@unifi.it (M. Ranieri). challenging by the fact that they are constantly in a state of change....

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  • ...Several studies have reported positive affordances of Social Media for teaching and learning (Gao, Luo, & Zhang, 2012; Manca & Ranieri, 2013, 2015; Rodríguez-Hoyos, Haya Salm on & Fern andez-Díaz, 2015; Tess, 2013)....

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Journal ArticleDOI
TL;DR: A mechanism for measuring the influencer index across popular social media platforms including Facebook, Twitter, and Instagram is proposed and findings indicate that engagement, outreach, sentiment, and growth play a key role in determining the influencers.

274 citations


Cites background from "The role of social media in higher ..."

  • ...The impact is evident in various domains including healthcare (McNeill and Briggs, 2014), education (Tess, 2013), business (Qualman, 2010), Coding portal (Bana et al., 2018), fashion marketing (Wiedmann et al., 2010)....

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  • ...The impact is evident in various domains including healthcare (McNeill and Briggs, 2014), education (Tess, 2013), business (Qualman, 2010), Coding portal (Bana et al....

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References
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Book
01 Jan 1991
TL;DR: This work has shown that legitimate peripheral participation in communities of practice is not confined to midwives, tailors, quartermasters, butchers, non-drinking alcoholics and the like.
Abstract: In this important theoretical treatist, Jean Lave, anthropologist, and Etienne Wenger, computer scientist, push forward the notion of situated learning - that learning is fundamentally a social process. The authors maintain that learning viewed as situated activity has as its central defining characteristic a process they call legitimate peripheral participation (LPP). Learners participate in communities of practitioners, moving toward full participation in the sociocultural practices of a community. LPP provides a way to speak about crucial relations between newcomers and old-timers and about their activities, identities, artefacts, knowledge and practice. The communities discussed in the book are midwives, tailors, quartermasters, butchers, and recovering alcoholics, however, the process by which participants in those communities learn can be generalised to other social groups.

43,846 citations


"The role of social media in higher ..." refers background in this paper

  • ...According to Lave and Wenger (1991), situated learning extends the model of knowledge construction by proposing that learning is situated in a specific context and embedded in a particular social and physical environment....

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Journal ArticleDOI
TL;DR: This publication contains reprint articles for which IEEE does not hold copyright and which are likely to be copyrighted.
Abstract: Social network sites SNSs are increasingly attracting the attention of academic and industry researchers intrigued by their affordances and reach This special theme section of the Journal of Computer-Mediated Communication brings together scholarship on these emergent phenomena In this introductory article, we describe features of SNSs and propose a comprehensive definition We then present one perspective on the history of such sites, discussing key changes and developments After briefly summarizing existing scholarship concerning SNSs, we discuss the articles in this special section and conclude with considerations for future research

14,912 citations

Journal ArticleDOI
TL;DR: A classification of Social Media is provided which groups applications currently subsumed under the generalized term into more specific categories by characteristic: collaborative projects, blogs, content communities, social networking sites, virtual game worlds, and virtual social worlds.

13,932 citations

Book
01 Jan 1978

13,106 citations

Journal ArticleDOI
TL;DR: Facebook usage was found to interact with measures of psychological well-being, suggesting that it might provide greater benefits for users experiencing low self-esteem and low life satisfaction.
Abstract: This study examines the relationship between use of Facebook, a popular online social network site, and the formation and maintenance of social capital. In addition to assessing bonding and bridging social capital, we explore a dimension of social capital that assesses one’s ability to stay connected with members of a previously inhabited community, which we call maintained social capital. Regression analyses conducted on results from a survey of undergraduate students (N = 286) suggest a strong association between use of Facebook and the three types of social capital, with the strongest relationship being to bridging social capital. In addition, Facebook usage was found to interact with measures of psychological well-being, suggesting that it might provide greater benefits for users experiencing low self-esteem and low life satisfaction.

9,001 citations