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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  [416 journals]
  • Blending across the curriculum
    • Authors: Maureen E. Dunbar, Ivan A. Shibley Jr.
      Pages: 109 - 123
      Abstract: By deliberately planning a number of blended courses within the science curriculum a more learner-centred program was created. This paper presents evidence that blending can improve efficiency as measured by increases in student satisfaction, increased enrolment, greater flexibility with scheduling, and shorter time to graduation. By deploying similar pedagogies and technologies across a range of courses the extraneous cognitive load for learners can be decreased. The most important technologies discussed in this article are: screencasting, clickers, and online quizzes. The findings presented here suggest that blending across an entire curriculum holds great potential for institutions to increase efficiency and effectiveness of programs.
      Keywords: active learning; blended learning; classroom response systems; cognition; course design; curriculum design; flipped design; learner-centred; STEM; science education; technology education; engineering education; mathematics education; screencasting; efficiency;
      Citation: International Journal of Social Media and Interactive Learning Environments, Vol. 4, No. 2 (2016) pp. 109 - 123
      PubDate: 2016-07-06T23:20:50-05:00
      DOI: 10.1504/IJSMILE.2016.077579
      Issue No: Vol. 4, No. 2 (2016)
  • Social media adoption among university students: the role of gender,
           perceived usefulness and perceived ease of use
    • Authors: Michael Dzigbordi Dzandu, Henry Boateng, Franklin Gyamfi Agyemang, Fidelis Quansah
      Pages: 124 - 136
      Abstract: Social media adoption has been phenomenal especially among the youth. This study seeks to examine the effect of perceived usefulness, perceived ease of use and gender on social media adoption. The survey research design was used in this study to provide a basis for the generalisation of the findings of this study. The respondents were mostly youth and were selected using convenience sampling technique. Data was analysed using multiple regression. The findings indicate that, perceived usefulness and perceived ease of use significantly predict social media adoption. However, there is no significant difference between males and females on adoption of social media. The implications of the results for the youth, teachers, technologist, marketers and developers of information systems have been put forward.
      Keywords: social media adoption; gender; technology adoption model; TAM; perceived ease of use; perceived usefulness; Facebook; Twitter; university students; higher education; young people; youth
      Citation: International Journal of Social Media and Interactive Learning Environments, Vol. 4, No. 2 (2016) pp. 124 - 136
      PubDate: 2016-07-06T23:20:50-05:00
      DOI: 10.1504/IJSMILE.2016.077584
      Issue No: Vol. 4, No. 2 (2016)
  • Setting students free with tablets: a multi-method evaluation of an
           educational technology intervention
    • Authors: Gavin T.L. Brown, Kumar Laxman, Hasan Ali
      Pages: 137 - 151
      Abstract: Technology resources (e.g., tablets and websites) have the potential to extend school-based curriculum. Self-directed access to those computer resources has potential to improve learning outcomes. A multi-method case study evaluation of providing students with tablets as a self-directed learning tool for mathematics was carried out in a low socio-economic high school in New Zealand. Focus group interviews explored student experience with the tablets and the Khan Academy video tutorials for mathematics. A quasi-experimental analysis of pre- and post-test results showed no statistically significant advantage in mathematics achievement for the intervention students. Improvement in teacher rated classroom behaviour was positively correlated with achievement gains, teacher rated quality of classroom work was positively correlated with the number of times the tablets were borrowed from the school library and the length of time the tablets were borrowed. These correlations suggest that free, unmonitored access to tablets was associated with improved learning outcomes and behaviour. However, the evaluation clearly shows that integrating tablet access with classroom practices would be a valid direction to further improvement in student outcomes.
      Keywords: tablets; mathematics education; Khan Academy; high school students; mathematics achievement; educational technology; case study; self-directed learning; high schools; New Zealand; video tutorials; classroom behaviour; classroom work quality; free access; unmon
      Citation: International Journal of Social Media and Interactive Learning Environments, Vol. 4, No. 2 (2016) pp. 137 - 151
      PubDate: 2016-07-06T23:20:50-05:00
      DOI: 10.1504/IJSMILE.2016.077585
      Issue No: Vol. 4, No. 2 (2016)
  • A case study for blended learning in law enforcement and crime labs
    • Authors: Kevin Lothridge, Lori Sullivan, Christine Vivian
      Pages: 152 - 168
      Abstract: The purpose of this paper is to present blended learning as a viable approach for law enforcement skills training and offer strategies to build successful programmes. Based on NFSTC's experience and feedback received from learners who have participated in blended training, skills such as crime scene investigation can successfully be acquired, applied and shared using this method. Data was gathered to create this case study using assessment scores and an electronic follow up survey of more than 800 learners who have taken the blended training in the past five years. Significantly, 96% of respondents said they were able to immediately apply the skills they learned when they returned to their agency and 90% shared tools and techniques from the training with their agency, and the majority would use blended learning again. As a result of these findings, we believe blended learning should be more widely adopted in law enforcement settings. We have evaluated the outcomes of several programmes to identify strategies for successful programme design, which include driving all content towards clear learning objectives, quality materials in all components of the training, a seamless integration between online and instructor-led components and a clear path and expectations for the learner.
      Keywords: law enforcement training; crime laboratory training; blended learning models; success strategies; real-life scenarios; applied learning; public sector solutions; applied science training; case study; crime labs; skills training; crime scene investigations
      Citation: International Journal of Social Media and Interactive Learning Environments, Vol. 4, No. 2 (2016) pp. 152 - 168
      PubDate: 2016-07-06T23:20:50-05:00
      DOI: 10.1504/IJSMILE.2016.077586
      Issue No: Vol. 4, No. 2 (2016)
  • School leadership and the knowledge of teacher-student interaction on
           Facebook: a study of a lower secondary school in Norway
    • Authors: Kevin Lothridge, Lori Sullivan, Christine Vivian
      Pages: 169 - 186
      Abstract: The use of various social media sites is one of the most common activities of today's adolescents. A content analysis of printouts of teacher-student dialogue from a 10th grade Facebook group throughout a school year suggests that teacher and school leaders' personal involvement in social media is of importance in a 'new era' of learning contexts. By lending perspectives from distributed leadership theories, the article investigates how teachers and students in a Norwegian lower secondary school jointly participate in Facebook interaction. It is important for school leaders to be present in the forceful and ephemeral nature of the social network sites students' use at any given time. The findings show that teachers and school leaders may profit from gaining knowledge about Facebook and equivalent sites for the benefit of leading instruction and managing schools. The implications for teachers and school leaders are thus discussed in this paper.
      Keywords: social media use; Facebook; distributed leadership; educational leadership; leading learning; school leaders; teacher-student interaction; case study; secondary schools; secondary education; Norway; personal involvement; school management; joint participation
      Citation: International Journal of Social Media and Interactive Learning Environments, Vol. 4, No. 2 (2016) pp. 169 - 186
      PubDate: 2016-07-06T23:20:50-05:00
      DOI: 10.1504/IJSMILE.2016.077596
      Issue No: Vol. 4, No. 2 (2016)
  • The role of social media technologies in teaching at the State University
           of Zanzibar
    • Pages: 187 - 209
      Abstract: Institutions of higher education are currently investigating the role of social media technologies (SMTs) as a stronger educational tool in creating engaged learning environments for students. This research explored the faculty's awareness of the value of social media in teaching and identifies possible challenges of integrating these technologies into their teaching at the State University of Zanzibar (SUZA). Results indicated that university teachers hold a positive outlook on the role of these technologies in improving students learning. Further, the research identified five factors that are likely to influence adoption of these technologies in future class room; subjective norms, peer and supervisory influence, perceived usefulness and faculty's positive attitude towards value of these technologies in improving learning outcomes. In addition, effective institutional integration of social media at the SUZA is more likely to be dependent on how the institution addresses unique challenges of adoption such as acceptability and relevance, and the provisions of various forms of support and resources to teachers.
      Keywords: social media; teaching; technology integration; educational technology; Zanzibar; Tanzania; higher education; subjective norms; peer influence; supervisory influence; perceived usefulness; positive attitudes; learning outcomes; acceptability; relevance; teacher sup
      Citation: International Journal of Social Media and Interactive Learning Environments, Vol. 4, No. 2 (2016) pp. 187 - 209
      PubDate: 2016-07-06T23:20:50-05:00
      DOI: 10.1504/IJSMILE.2016.077597
      Issue No: Vol. 4, No. 2 (2016)
School of Mathematical and Computer Sciences
Heriot-Watt University
Edinburgh, EH14 4AS, UK
Tel: +00 44 (0)131 4513762
Fax: +00 44 (0)131 4513327
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