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Journal Cover International Journal of Social Media and Interactive Learning Environments
  [10 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  [412 journals]
  • The Twitter academic: supporting learning communications in 140
           characters or less
    • Authors: Erik Lindhult, James K. Hazy
      Pages: 1 - 22
      Abstract: Social media has become an important tool for communicating information and allowing for the shared construction of knowledge. Research on the use of specific tools and reports of curriculum or instruction designed to leverage them remains weak. The following piece provides a case in which an instructor developed a course that used the micro-blogging platform Twitter as an important means of academic communication and support for a nascent learning community. This study found that designing a course to include Twitter for out-of-class discourse fostered desired communicative actions for learning while also allowing the instructor to help foster student-initiated community.
      Keywords: social media; Twitter; academic communication; teaching; instructors; communicative actions; learning communities; curriculum; graduate courses; knowledge construction; microblogs
      Citation: International Journal of Social Media and Interactive Learning Environments, Vol. 4, No. 1 (2016) pp. 1 - 22
      PubDate: 2016-03-01T23:20:50-05:00
      DOI: 10.1504/IJSMILE.2016.075052
      Issue No: Vol. 4, No. 1 (2016)
  • Between virtual and real: exploring hybrid interaction and
           communication in virtual worlds
    • Authors: Athanasios Christopoulos, Marc Conrad, Mitul Shukla
      Pages: 23 - 42
      Abstract: In this paper we aim to explore the potential advantages of interactions on student engagement and provide guidance to educators who seek interactive and immersive learning experiences for their students through the use of hybrid virtual learning approaches. We define as hybrid virtual learning the educational model where students are co-present and interacting simultaneously both within a virtual world and the physical classroom receiving stimuli related to the learning material in the virtual world from both directions. In order to achieve our aim, we categorised interactions in various categories and observed the complex network of interactions which can be developed in a virtual world when groups of people are working together in order to achieve different goals. The findings suggest that students spontaneously tend to use the interaction channels only when it is deemed to be necessary.
      Keywords: virtual worlds; OpenSim; higher education; hybrid virtual learning; student engagement; interactions; interactive learning; immersive learning; avatar identity
      Citation: International Journal of Social Media and Interactive Learning Environments, Vol. 4, No. 1 (2016) pp. 23 - 42
      PubDate: 2016-03-01T23:20:50-05:00
      DOI: 10.1504/IJSMILE.2016.075038
      Issue No: Vol. 4, No. 1 (2016)
  • M-learning in Nigerian higher education: an experimental study
           with Edmodo
    • Authors: Solomon Sunday Oyelere, Vasileios Paliktzoglou, Jarkko Suhonen
      Pages: 43 - 62
      Abstract: Social media technologies have recently gained remarkable popularity in the education sector. Recent research indicated that students rely on social media for educational purposes like social networking, chatting, and knowledge sharing. With social media aiding learning experiences, m-learning is anticipated to improve the application of social media. In the paper, we investigated the preference of social media tools and mobile devices for learning, their benefits and effectiveness, and how they can possibly improve learning process in Nigeria. Furthermore, we evaluated learning experiences of students using Edmodo social media-based learning environment in a Nigerian university. We used a mixed method research approach, where the data was triangulated from two questionnaires and students' interviews. Data gathered after the course shows that students learning response was improved. Students were eager to use mobile devices for accessing social media sites, thus providing experimental evidence of the place of social media in m-learning.
      Keywords: mobile learning; m-learning; Edmodo; social learning; social media; learning aids; learning experiences; mobile devices; higher education; mixed method research; experimental studies; Web 2.0; Nigeria; learning response
      Citation: International Journal of Social Media and Interactive Learning Environments, Vol. 4, No. 1 (2016) pp. 43 - 62
      PubDate: 2016-03-01T23:20:50-05:00
      DOI: 10.1504/IJSMILE.2016.075055
      Issue No: Vol. 4, No. 1 (2016)
  • Strategic implication in social media marketing based on social factors
           associated with the private university's admission in Thailand
    • Authors: Poom Tantiponganant, Prin Laksitamas
      Pages: 63 - 91
      Abstract: In this study, we conducted a follow-up study to further investigate the concept of social media use by institutions of higher education in Thailand. The research investigated what kinds of social media are currently used by the target market of the institutions in higher education, and how different groups of students or prospective students behave on such platforms. In other words, the rationale behind the study was to analyse those factors that affect students' intention in order to use social media at a private university in Thailand. Analyses were carried out to find how to implement social media through a social media strategy. According to the model assumptions and results, the findings showed that 'presenting the cooperation with other well-known companies or universities', 'presenting good image for the university through social media' and 'presenting the prestige of the university through social media' can effectively be used to promote the university through social media channels.
      Keywords: social media marketing; communication; brand loyalty; promotion; cooperation; partnership; internationality; theory of planned behaviour; TPB; technology acceptance model; TAM; unified theory of acceptance; use of technology; UTAUT; Thailand; social factors; private
      Citation: International Journal of Social Media and Interactive Learning Environments, Vol. 4, No. 1 (2016) pp. 63 - 91
      PubDate: 2016-03-01T23:20:50-05:00
      DOI: 10.1504/IJSMILE.2016.075034
      Issue No: Vol. 4, No. 1 (2016)
  • Perceptions of social media as a learning tool: a comparison between
           arts and science students
    • Pages: 92 - 108
      Abstract: Social media is seen by some as a new media for enhancing the learning environment. It is rich in tools which can help enhance interaction, discussion and the sharing of learning resources. This study investigates differences and similarities on King Abdulziz University (KAU) arts and science students' perceptions of social media as a learning tool. Data were collected using a specially designed survey during the academic year 2013/2014. The sample size was 2,605 students of different ages and genders representing arts and science colleges. The results indicate that a moderate majority of KAU students at both college groups are using social media tools in their learning and have the desire to integrate social media as a tool in their learning at university. Survey results also highlight affinities for various social media tools and purposes of use between the two groups. The paper also reports interesting gender significant differences. The findings include identification of discipline-based dominant perceptions pertaining to advantages and disadvantages of social media in learning. The findings can encourage academic planners and faculty to adopt and implement use of appropriate social media tools and adapt to preferred learning styles within the teaching and learning environment of each college type.
      Keywords: social media; higher education; learning tools; student preferences; discipline differences; gender differences; student perceptions; arts students; science students; Saudi Arabia; learning styles
      Citation: International Journal of Social Media and Interactive Learning Environments, Vol. 4, No. 1 (2016) pp. 92 - 108
      PubDate: 2016-03-01T23:20:50-05:00
      DOI: 10.1504/IJSMILE.2016.075039
      Issue No: Vol. 4, No. 1 (2016)
School of Mathematical and Computer Sciences
Heriot-Watt University
Edinburgh, EH14 4AS, UK
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Fax: +00 44 (0)131 4513327
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