JournalTOCs

International Journal of Social Media and Interactive Learning Environments
Number of Followers: 14

Hybrid journal (It can contain Open Access articles)
ISSN (Print) 2050-3954 - ISSN (Online) 2050-3962
Published by Inderscience Publishers

[451 journals]

How to change the world: the relationship between social media and social
change in the classroom
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  Authors: Fathi Jouini, Ahlem Selma Messai
  Pages: 169 - 180
  Abstract: Social media is used in many settings, including the college classroom. This study examined social media use to promote social change in an undergraduate leadership course. A qualitative iterative method and quantitative Likert scale were used to code student tweets and survey responses at both the beginning and end of the semester. Findings suggested that the effective use of social media in the classroom can change how students view the world. Recommendations include: educators should be wary of slacktivism; pedagogies should include repetition and discussion, and teachers should provide flexibility for their students on social media platform choice.
  Keywords: social media; Twitter; social change; slacktivism; undergraduate learning; mixed methods; college classrooms; tweets
  Citation: International Journal of Social Media and Interactive Learning Environments, Vol. 6, No. 3 (2020) pp. 169 - 180
  PubDate: 2020-09-02T23:20:50-05:00
  DOI: 10.1504/IJSMILE.2020.109215
  Issue No: Vol. 6, No. 3 (2020)
Learning ecologies in online language learning social networks: a
netnographic study of EFL learners using italki
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  Authors: Hong T.P. Ngo, Ariana Eichelberger
  Pages: 181 - 199
  Abstract: This netnographic study explored EFL learning ecologies in language learning social network platforms by exploring the experience and perceptions of international non-traditional learners of EFL utilising the italki platform. Analysis of italki tools and two in-depth interviews revealed that the learners were self-disciplined and proactive in this informal learning environment and they felt positive about the platform itself. In italki individual EFL learners were able to personalise their learning ecologies utilising its affordances to satisfy their learning needs, interests, and curiosity in the absence of formal instructional materials. The findings suggest that integration of online language learning platforms such as italki in foreign language education could provide positive pedagogical changes that empower learners to cultivate personal ecologies for lifelong and lifewide adult learning.
  Keywords: language learning social network; EFL; non-traditional learners; italki
  Citation: International Journal of Social Media and Interactive Learning Environments, Vol. 6, No. 3 (2020) pp. 181 - 199
  PubDate: 2020-09-02T23:20:50-05:00
  DOI: 10.1504/IJSMILE.2020.109220
  Issue No: Vol. 6, No. 3 (2020)
Professional uses of Facebook amongst university students in relation to
searching for jobs: an exploration of activities and behaviours
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  Authors: Sophia Alim, Ibrahim AlShourbaji
  Pages: 200 - 229
  Abstract: With Facebook use popular amongst students, more research is needed into the use of Facebook in a professional capacity amongst university students. This study investigates the professional uses of Facebook amongst university students, in relation to searching for jobs. The survey was distributed to university students around the world. A total of 101 responses were statistically collected and analysed. The obtained results show that networking with businesses was the most popular career related activity carried out on Facebook. A moderate positive association was also found between the amount of time spend on networking daily on Facebook and the number of job offers received as a result. Factors such as the size of Facebook network consulted during a job search and feelings towards Facebook had a weak association with the number of job offers received. Overall, this study has highlighted that Facebook can be used as a platform for professional uses.
  Keywords: Facebook; university students; professional uses; job search; weak ties; strong ties; networking
  Citation: International Journal of Social Media and Interactive Learning Environments, Vol. 6, No. 3 (2020) pp. 200 - 229
  PubDate: 2020-09-02T23:20:50-05:00
  DOI: 10.1504/IJSMILE.2020.109225
  Issue No: Vol. 6, No. 3 (2020)
Synchronising social media into teaching and learning settings at tertiary
education
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  Authors: Isaac Kofi Nti, Adebayo Felix Adekoya, Michael Opoku, Peter Nimbe
  Pages: 230 - 243
  Abstract: The growth in information, communication and technology (ICT) and the advancement in social networking site (SNSs) have open-up a new opportunity in the educational environment. The e-learning system has seen a tremendous advancement in the emergence of Web 2.0 technologies. These technologies have permitted learning modules that do not depend on learning guides and textbooks, but effortlessness to understand and manageable segmental learning modules. The incorporation of Web 2.0 technologies in education permitted technology equipped teaching and learning which requires new pedagogical methodologies. On the other hand, e-learning has advanced into an instrumental pedagogy of allotment of resources and cooperation via the affordances of social media. Social media as educational tools offers learners and teachers exciting opportunities to communicate, aids individual and group learning. Besides, an opportunity to replace traditional teaching and learning techniques with technology-enriched media that enable everywhere learning and teaching. This study sought to examine the effect on learners' enhancement with an e-moderation framework of teaching and learning via the use of Twitter and Facebook. The statistical analysis of the obtained results revealed that learners' grades increased positively with the synchronisation of Twitter and Facebook into their programs of study. The study concludes that using social media in delivering lessons increases student's involvement rate and performance.
  Keywords: e-moderation model; Twitter; Google Forms; e-learning; electronic learning; social media; Facebook; Web 2.0 technologies; social networking sites; SNSs
  Citation: International Journal of Social Media and Interactive Learning Environments, Vol. 6, No. 3 (2020) pp. 230 - 243
  PubDate: 2020-09-02T23:20:50-05:00
  DOI: 10.1504/IJSMILE.2020.109228
  Issue No: Vol. 6, No. 3 (2020)
Most versus least used social media: undergraduate students'
preferences, participation, lurking, and motivational factors
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  Authors: Enilda Romero-Hall, Erika Petersen, Renata Sindicic, Linlin Li
  Pages: 244 - 266
  Abstract: This investigation aimed to survey undergraduate students on their social media preference, active participation, lurking behaviours, and motivational factors. This investigation focused on participation patterns and outcomes between the students' most used social media (MUSM) and least used social media (LUSM). A total of 769 participants consented to complete the electronic survey. The investigation results indicated that as undergraduate students change their class standings, so does their use of social media. Sophomores are more active in their MUSM compared to freshman undergraduate students. Sophomores were also more likely to lurk compared to junior and senior undergraduate students. The results also indicate that both commitment and individual motivational factors encourage undergraduate students to log in and use their LUSM. Lastly, results showed that undergraduate students use and participate in social media for traditional as well as a range of alternative activities. The main alternative activity performed by undergraduate students in their MUSM and LUSM was private and direct messaging to share content and chat with others.
  Keywords: social media; undergraduate students; participation; lurking; motivation; higher education
  Citation: International Journal of Social Media and Interactive Learning Environments, Vol. 6, No. 3 (2020) pp. 244 - 266
  PubDate: 2020-09-02T23:20:50-05:00
  DOI: 10.1504/IJSMILE.2020.109266
  Issue No: Vol. 6, No. 3 (2020)