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International Journal of Social Media and Interactive Learning Environments    [7 followers]  Follow    
  Hybrid Journal Hybrid journal (It can contain Open Access articles)
     ISSN (Print) 2050-3954 - ISSN (Online) 2050-3962
     Published by Inderscience Publishers Homepage  [381 journals]
  • What do they really think? Higher education students' perceptions
           of using Facebook and Twitter in formal higher education learning
    • Authors: Jenny S. Wakefield, Scott J. Warren, Metta Alsobrook, Kim A. Knight
      Pages: 330 - 354
      Abstract: Our mixed methods multiphase research reviewed the pros and cons of implementation of social media in formal higher education learning from students' perspective. Student-expressed concerns and preferences are shared. On the positive side we found that social media may facilitate a sense of social learning community and significantly more so (p < .001) if students are already familiar with and using the social media tool. Social media also helps shy students get voice in the classroom. Many students had concerns with privacy if Twitter or Facebook were to be used in the classroom. In particular Facebook was seen as a 'private' outlet; however, if either of these tools were to be used, Facebook was preferred. Through the students, we also found that our communicative actions - our language and the way we write - are changing as dictated by social media.
      Keywords: Facebook; Twitter; technology adoption; social learning community; social media; learning environments; higher education; student perceptions; electronic learning; e-learning; online learning; shyness; privacy
      Citation: International Journal of Social Media and Interactive Learning Environments, Vol. 1, No. 4 (2013) pp. 330 - 354
      PubDate: 2013-11-05T23:20:50-05:00
      DOI: 10.1504/IJSMILE.2013.057465
      Issue No: Vol. 1, No. 4 (2013)
       
  • More than a social network: Facebook as a catalyst for an online
           educational community of practice
    • Authors: Johanna Kenney, Swapna Kumar, Mark Hart
      Pages: 355 - 369
      Abstract: This article describes the use of Facebook as an educational community of practice by online doctoral students to achieve their common goals. The analysis of participants' interactions in the social network revealed that participants shared knowledge, resources, advice, and insights. They collaborated and communicated with each other to provide feedback, supported each other, and essentially, learned in and as a community. The results are discussed within a social constructivist learning perspective of the building of community among adult practitioners in a higher education setting.
      Keywords: Facebook; communities of practice; CoP; online learning community; educational community; online programmes; social networking; doctoral students; interaction analysis; e-learning; electronic learning; knowledge sharing; resource sharing; advice; insights; feed
      Citation: International Journal of Social Media and Interactive Learning Environments, Vol. 1, No. 4 (2013) pp. 355 - 369
      PubDate: 2013-11-05T23:20:50-05:00
      DOI: 10.1504/IJSMILE.2013.057467
      Issue No: Vol. 1, No. 4 (2013)
       
  • Using Facebook to explore adolescent identities
    • Authors: Janette Hughes, Laura Morrison
      Pages: 370 - 386
      Abstract: This study examines the construction, deconstruction and reconstruction of adolescent identities through an exploration of their social practices within a digital landscape using mobile devices and Facebook for learning in the classroom and in their lives. Using a mixed methods research approach of qualitative case study analysis and quantitative surveying, the research investigates the relationship between a multiliteracies pedagogy and the development of adolescent digital literacies and identity. More specifically, it answers the following research questions: 1) How are adolescents' identities shaped and performed, as they use new media tools and social media in the classroom? 2) How does the use of mobile devices and Facebook in the classroom potentially transform teaching and learning literacy practices? The researchers found that using social networking sites such as Facebook can motivate students to engage with the content and explore how they perform their identities to others, but privacy issues are still a concern to some students.
      Keywords: multi-literacies; adolescents; digital literacies; Facebook; pedagogy; adolescent identities; mobile devices; social practices; social media; youth; young people; privacy; online learning; e-learning; electronic learning
      Citation: International Journal of Social Media and Interactive Learning Environments, Vol. 1, No. 4 (2013) pp. 370 - 386
      PubDate: 2013-11-05T23:20:50-05:00
      DOI: 10.1504/IJSMILE.2013.057464
      Issue No: Vol. 1, No. 4 (2013)
       
  • Undergraduates' Facebook use: evidence-based practice to
           implement social media in education
    • Authors: Nicola L. Ritter, Erhan Delen
      Pages: 387 - 405
      Abstract: Researchers have identified students' perceptions of Facebook as an educational tool; however, researchers have only begun to scratch the surface in how to use Facebook as an educational tool. The purpose of this study is to understand how to use Facebook as an educational tool based on college students' current Facebook usage. A total of 200 undergraduates responded to an online questionnaire. This study shows undergraduates are willing to use Facebook in their coursework. However, students dislike the idea of blending their social and academic lives on Facebook. This study offers suggestions on how educators can integrate Facebook features into their course, to minimise students' concerns. Furthermore, the study discusses how using Facebook as an educational tool reinforces 21st century skills and how educators can evaluate Facebook components using quality matters standards.
      Keywords: social media; Facebook; higher education; learning management systems; LMS; online learning; undergraduate students; online privacy; 21st century skills; quality matters; technology integration; e-learning; electronic learning
      Citation: International Journal of Social Media and Interactive Learning Environments, Vol. 1, No. 4 (2013) pp. 387 - 405
      PubDate: 2013-11-05T23:20:50-05:00
      DOI: 10.1504/IJSMILE.2013.057463
      Issue No: Vol. 1, No. 4 (2013)
       
  • Facebook group as a space for interactive and collaborative learning
    • Authors: Nicola L. Ritter, Erhan Delen
      Pages: 406 - 418
      Abstract: The purpose of this research was to examine the perceived implications on learning when making use of a Facebook group as a communication environment, along with the learning management system (LMS) course website. A total of 66 graduate students participated in the research. The main conclusion from the findings is that Facebook, although it was not originally created for educational purposes, can be used as a virtual space for discussion and sharing knowledge. Students reported being engaged in interaction and collaboration in the Facebook group as well as having appreciated its contribution to their own personal learning experience. Most of them would be willing to use Facebook groups as a learning space in future courses, without giving up the course website which is crucial as the main source of learning materials and course activities.
      Keywords: Facebook; higher education; learning environment; Web 2.0 learning; social media; interactive learning environments; collaborative learning; e-learning; electronic learning; learning management systems; LMS websites; discussion; knowledge sharing
      Citation: International Journal of Social Media and Interactive Learning Environments, Vol. 1, No. 4 (2013) pp. 406 - 418
      PubDate: 2013-11-05T23:20:50-05:00
      DOI: 10.1504/IJSMILE.2013.057461
      Issue No: Vol. 1, No. 4 (2013)
       
  • The Café: creating the 'collaborative application for
           education'; a dedicated e-learning environment in Facebook
    • Authors: Nicola L. Ritter, Erhan Delen
      Pages: 419 - 438
      Abstract: The pedagogical value of e-learning has led to the increased use of online learning environments within universities around the world. Facebook, the most popular social networking site in the world, affords learning qualities not commonly found within traditional online learning environments, such as learning management systems. Facebook's intuitive interface, immense popularity and social focus make it an excellent host for an engaging and interactive online community, particularly for commencing students, who are new to university culture, and international students, who are potentially isolated within a large cohort. This paper explores the development of 'the Café', a new application housed within the Facebook framework, designed using five established principles of user-interface-design - visibility, usability, relevance, accessibility and interactivity. 'The Café' has been developed to take advantage of Facebook's popularity, and to provide institutions with a dedicated e-learning environment that meets the needs of modern-day tertiary students and teaching staff.
      Keywords: social media; higher education; Facebook; user interface design; social presence; online learning environments; collaborative learning; e-learning; electronic learning; higher education; universities; visibility; usability; relevance; accessibility; interactivi
      Citation: International Journal of Social Media and Interactive Learning Environments, Vol. 1, No. 4 (2013) pp. 419 - 438
      PubDate: 2013-11-05T23:20:50-05:00
      DOI: 10.1504/IJSMILE.2013.057460
      Issue No: Vol. 1, No. 4 (2013)
       
 
 
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