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1.
Akram Abood Jaffar 《Anatomical sciences education》2014,7(3):199-208
Facebook is the most popular social media site visited by university students on a daily basis. Consequently, Facebook is the logical place to start with for integrating social media technologies into education. This study explores how a faculty‐administered Facebook Page can be used to supplement anatomy education beyond the traditional classroom. Observations were made on students' perceptions and effectiveness of using the Page, potential benefits and challenges of such use, and which Insights metrics best reflect user's engagement. The Human Anatomy Education Page was launched on Facebook and incorporated into anatomy resources for 157 medical students during two academic years. Students' use of Facebook and their perceptions of the Page were surveyed. Facebook's “Insights” tool was also used to evaluate Page performance during a period of 600 days. The majority of in‐class students had a Facebook account which they adopted in education. Most students perceived Human Anatomy Education Page as effective in contributing to learning and favored “self‐assessment” posts. The majority of students agreed that Facebook could be a suitable learning environment. The “Insights” tool revealed globally distributed fans with considerable Page interactions. The use of a faculty‐administered Facebook Page provided a venue to enhance classroom teaching without intruding into students' social life. A wider educational use of Facebook should be adopted not only because students are embracing its use, but for its inherent potentials in boosting learning. The “Insights” metrics analyzed in this study might be helpful when establishing and evaluating the performance of education‐oriented Facebook Pages. Anat Sci Educ 7: 199–208. © 2013 American Association of Anatomists. 相似文献
2.
《British journal of educational technology : journal of the Council for Educational Technology》2018,49(3):560-573
The majority of studies utilised the cross‐sectional method to measure students' intention to learn and investigate their corresponding learning behaviours. Only a few studies have measured the process of change in students' learning behaviour in the context of time. The main purpose of this study is to determine the effects of using a Facebook group as an e‐Learning tool based on students' longitudinal perceptions to address the aforementioned literature gap. We surveyed 170 students in a business statistics course. We also measured changes that occurred in the students' intention to use and use of e‐Learning at three different stages. The model was tested at the beginning, middle and end of the semester using structural equation modelling. The results show that students' perceptions when using e‐Learning via Facebook changed when they interacted and explored the system. Students were more familiar with the usability of the Facebook group after learning for a few weeks, and their intention to use and use of e‐Learning via Facebook subsequently increased. The results indicated that social network sites such as Facebook can be used as complementary tools to expose students to course‐related links and documents, which will create extra time for learning, when they plan to spend time on Social network sites (Facebook) and interact and communicate with friends. 相似文献
3.
The question “Can team development increase revenue?” was tested using regression analysis at a mega‐casino. The general manager implemented a strategic initiative to enhance revenue through exemplary customer service. Team development was selected as the vehicle for implementing this initiative. Performance improvement initiatives focused on qualitative team development outcomes that included the establishment of team pacts, team goals, and improved communications between management and employees. The team pacts and team goals included customer service agreements created by each team. The team pacts and team goals established performance goals that introduced concrete measurable performance outcomes. The creation of a feedback loop provided employee autonomy that assessed the quality of the team's efforts. This article defines team development, explains the researchers' processes, and concludes with quantitative evidence that supports the economic value of team development as a revenue enhancement tool. 相似文献
4.
Owen Barden 《Literacy》2012,46(3):123-132
This article is derived from a study of the use of Facebook as an educational resource by five dyslexic students at a sixth form college in north‐west England. Through a project in which teacher‐researcher and student‐participants co‐constructed a group Facebook page about the students’ scaffolded research into dyslexia, the study examined the educational affordances of a digitally mediated social network. An innovative, flexible, experiential methodology combining action research and case study with an ethnographic approach was devised. This enabled the use of multiple mixed methods, capturing much of the rich complexity of the students’ online and offline interactions with each other and with digital media as they contributed to the group and co‐constructed their group Facebook page. Social perspectives on dyslexia and multiliteracies were used to help interpret the students’ engagement with the social network and thereby deduce its educational potential. The research concludes that as a digitally mediated social network, Facebook engages the students in active, critical learning about and through literacies in a rich and complex semiotic domain. Offline dialogue plays a crucial role. This learning is reciprocally shaped by the students’ developing identities as both dyslexic students and able learners. The findings suggest that social media can have advantageous applications for literacy learning in the classroom. In prompting learning yet remaining unchanged by it, Facebook can be likened to a catalyst. 相似文献
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The use of social media is a societal trend influencing the way that individuals communicate with and relate to one another. Moreover, Facebook use may facilitate or hinder individuals' relationship growth and development. The purpose of this article is to (a) review research examining Facebook usage and interpersonal relationships, (b) present qualitative insight into the Facebook experiences of college students (N = 16) from a large southeastern university, and (c) offer implications for college counselors. 相似文献
6.
《Educational Philosophy and Theory》2013,45(7):888-899
Most scholarly fields, at least in the humanities, have been asking the same questions about the politics of encounter for hundreds of years: Should we try to find a way to encounter an other without appropriating it, without imposing ourselves on it? Is encountering‐without‐appropriating even possible? These questions are profuse and taken up with intense interest in scholarship about the personal essay, specifically, which has often been credited as a philosophical form. Within debates about the ethics of the personal essay, the most significant concern is about the traditionally accepted relationship of the writer‐represented‐on‐the‐page. For example, the notable rhetoric and composition scholar, David Bartholomae, argues that students of what he calls ‘“creative nonfiction” or “literary nonfiction”’ (1995, p. 68) write ‘... as though they [are] not the products of their time, politics and culture, as though they could be free, elegant, smart, independent, the owners of all that they saw’ (p. 70). In other words, the personal essay, as a subgenre of creative or literary nonfiction, allows for the perpetuation of the fallacy that a writer can be ‘free’ of social influences, ‘independent’ of a society and of its politics, and ‘owners’ of their own perspectives and experiences—of those the writer expresses on the page, specifically. Consequently, if the writer is not conscious and critical of the social influences acting on him/her, if s/he believes the text to be the singular and uninfluenced production of his/her own self, then the topic taken up in the essay is tyrannized by the self‐centered (and dangerously un‐critically‐conscious) perspective of the writer. However, the personal essay also has its strengths as a philosophical form: in its privileging of skepticism; in its attention to complexity and complication; and even in its existence‐as‐evidence of some quality of its writer. Too, very often essays pay homage to works of other essayists, as in the case of Gass's ‘Emerson and the Essay’, instead of mowing down other works in order to establish its own reign. Despite these ethically responsible characteristics, though, I show, using Gass's essay about Emerson's work, that the personal essay continues to be devalued because of its reliance on and celebration of its transparent relationship to its author. In general, essayists don't complain in their work about the belief in this transparent relationship; they advocate it. Thus, my purpose is not to suggest that there is no relationship between the essayist and the essay. Rather, I will, in the latter half of the article, turn to the work of philosopher Emmanuel Levinas, which describes and enacts an approach to an other (writer/text) that does not hinge on the assumption that writer and text are in a transparent relationship to each other. I hope that in presenting this possibility for re‐thinking the essay (and its relationship to its writer), writers, scholars, and teachers of the essay—and even its opposition—will give it new attention and explore further the possibilities that it may provide for engagement, for encounter. 相似文献
7.
Online social networks are increasingly important information and communication tools for young people and for the environmental movement. Networks may provide the motivation for young adults to increase environmental behaviors by increasing their knowledge of environmental issues and of the specific actions they can take to reduce greenhouse gas emissions. This study examined an application within Facebook.com – the largest online social network in the world – that allowed users to post climate change news stories from other websites and comment on those stories. A survey revealed that users of the social networking application reported above average knowledge of climate change science and that self‐reported environmental behaviors increased during young people's involvement with the Facebook application. Focus groups indicated that peer role modeling through interaction on the site motivated pro‐environmental behaviors, that is, behavior that seeks to minimize the negative impact of one's actions on the natural and built world. Participation in a community of like‐minded users spurred many participants to learn more about climate change and do more to limit its impact. 相似文献
8.
HRD professionals engage in one of two potential roles—transactional or transformational. Transactional focuses attention on an activity strategy whose cornerstone is training. Transformational focuses on a results‐driven strategy that is performance‐centered‐a role that helps organizations achieve their strategic business goals and objectives. These strategies differ in their outcomes and contributions to organizations in that the former leads to training for training's sake while the latter seeks to maximize organizational performance and effectiveness. Thus, HRD professionals are challenged to choose either an activity strategy that embraces a business as usual approach or a results‐driven strategy that requires adopting a new and exciting role. 相似文献
9.
Richard K. Morton 《College Teaching》2013,61(2):84-86
ABSTRACTOnline discussions are widely viewed as a valuable tool for encouraging student engagement and promoting interaction with course material outside of the traditional classroom. Strategies for conducting online discussions vary and are not confined to traditional, university-sponsored learning management systems (LMS). Social media platforms such as Facebook, which provide a variety of social benefits to students, might also represent a viable mechanism for educational information exchange and learning. Our study tested this proposition by comparing the effects of a Facebook-based and LMS-based online discussion forum on students' participation, achievement of learning goals, and overall course performance. Our findings suggest that different forums can affect classroom dynamics and student learning in different ways. While Facebook may be better at fostering student participation and encouraging peer-to-peer dialogue, the university-sponsored LMS may be a more effective tool for encouraging students to develop coherent arguments and apply course content in other contexts. Since this study shows that platform of an online discussion assignment matters, college instructors should consider the benefits and drawbacks of each platform before developing an online discussion assignment. Instructor choice of platform should depend on course content, instructor's teaching preferences, and online discussion assignment goals. 相似文献
10.
This paper is concerned with the educational value of Facebook and specifically how it can be used in formal educational settings. As such, it provides a review of existing literature of how Facebook is used in higher education paying emphasis on the scope of its use and the outcomes achieved. As evident in existing literature, Facebook has been used mainly for social networking purposes through the establishment and collaboration of social groups in educational settings. However, a set of recent studies has exemplified how Facebook can provide an empowering means for achieving educational goals and supporting students develop crucial skills (e.g., writing, networking, collaborating) by serving as members in various learning communities. Concluding, we argue that Facebook can provide a valuable pedagogical tool that enhances student learning. Hence, future research towards further exploring Facebook’s use in educational settings is warranted for the purpose of producing scientific evidence about the ways in which Facebook could be utilized to enhance learning. 相似文献
11.
To ensure the widespread dissemination of information and to foster interaction and dialogue with users, higher education institutions need to develop an active profile on the social networks. This paper analyses the influence of universities' posting strategy on their followers' engagement (reaction, virality and conversation) by measuring the level of activity and type of presence on their social networks. A content analysis was conducted to analyse 90,000 posts by 70 universities from Europe, the United States and Latin America on their institutional profiles on Twitter, Facebook and LinkedIn. The universities' posting activity on their social media is moderate (with an overall mean of 7.04 posts per day), but the interaction rate is very low (0.237), far below the recommended levels of engagement. Notably, increased activity by universities on social networks does not lead to greater engagement but points to an inverse relationship between the two. Our findings also indicate that university-created content (UCC) achieves a higher level of engagement ( = 169.41) than university-shared content (USC) ( = 126.18). This study explores the effect of universities' posting strategy dimensions on their follower's interaction. 相似文献
12.
Social media platforms such as Facebook are commonplace throughout society. However, within higher education institutions such networking environments are still in the developmental stage. This paper describes and discusses case study data from the Open University’s Faculty of Social Science Facebook page. It starts by giving an overview of the literature surrounding social media in higher education before examining how the Social Sciences Faculty at the Open University has used Facebook to help build an academic community. Data includes numerical information on number of likes, demographic data on students who use the page, analysis on the type and nature of comments and more qualitative extracts from postings related to academic questions. It also discusses challenges and difficulties with using such social media tools in a university environment and suggests fruitful areas for future research. 相似文献
13.
Campus Club Cupcakes is an in‐class ‘introduction to operations management’ experiential learning exercise which can be used within minutes of starting the course. After reading the one‐page mini case, students are encouraged to meet each other and collaborate to determine if making and selling cupcakes to fellow business students would be a viable fundraising activity for a student club interested in completing a community development project in a developing country. The exercise is a variation and extension of the popular Kristen's Cookie Co. Harvard case which addresses capacity and bottlenecks. Campus Club additionally incorporates supply chain management and risk management concepts while also revealing how operations management integrates with the functional areas of marketing, accounting, and finance. 相似文献
14.
Marcelline Fusilier Subhash Durlabhji 《Decision Sciences Journal of Innovative Education》2003,1(1):73-98
As the fortunes of e‐businesses fluctuate, what is the state of e‐business educational offerings? The present study attempted to explore this question by investigating the number and nature of e‐business programs available in colleges and universities. Results were compared to previously published findings on e‐business education. Data were collected from program web sites. Master's and bachelor's degree programs based in North America and elsewhere in the world were examined. Despite the “dot‐bomb” economy, the present data suggested large increases in all foreign and North American bachelor's programs between the start of the fall semester of 2000 and November 2001. The number of North American master's programs appeared to increase dramatically during the year 2000 and at a lesser rate afterward. Findings also suggested that bachelor's and foreign master's programs involved more technical e‐business courses than the North American master's programs. The educational and economic factors possibly underlying these trends are discussed. 相似文献
15.
Betsy Page Sigman Brian J. Boston 《Decision Sciences Journal of Innovative Education》2013,11(1):29-46
Students entering the business workforce today may well share some responsibility for developing, revising, or evaluating their company's Web site. They may lack the experience, however, to critique their employer's Web presence effectively. The purpose of developing Digital Discernment, an e‐commerce Web site evaluation tool, was to prepare students for this work. The tool provides them with a listing of criteria with which to assess e‐commerce sites, lets them evaluate pre‐selected sites qualitatively and quantitatively, and allows them to compare their evaluations with their peers. In this article, we discuss and examine the effectiveness of this tool and consider the ways in which it can help students in their future business careers. 相似文献
16.
Fitting the Message to the Listener: Children Selectively Mention General and Specific Facts 
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下载免费PDF全文 In three experiments, two hundred and ninety‐seven 4‐ to 6‐year‐olds were asked to describe objects to a listener, and their answers were coded for the presence of general and specific facts. In Experiments 1 and 2, the listener's knowledge of the kinds of objects was manipulated. This affected references to specific facts at all ages, but only affected references to general facts in children aged 5 and older. In Experiment 3, children's goal in communicating was either pedagogical or not. Pedagogy influenced references to general information from age 4, but not references to specific information. These findings are informative about how children vary general and specific information in conversation, and suggest that listeners' knowledge and children's pedagogical goals influenced children's responses via different mechanisms. 相似文献
17.
Predicting Achievement Goals in Two Different Academic Contexts: A longitudinal study 总被引：1，自引：0，他引：1
The relative contribution is examined of epistemological beliefs and implicit theories of intelligence to students' adoption of mastery, performance‐approach and performance‐avoidance goals in two different academic contexts, business administration and teacher education, in the short as well as the long term. The results showed that epistemological beliefs about the speed of knowledge acquisition predicted achievement goals. Students who believed that learning occurs quickly or not at all were less likely to adopt mastery goals and more likely to adopt performance‐avoidance goals. In addition, students who believed in stable and given knowledge were less likely to adopt mastery goals. Differences in predictive patterns across the two contexts concerned the prediction of performance‐approach goals and gender differences in goal adoption. Epistemological beliefs played a more important role in goal adoption than implicit theories of intelligence. 相似文献
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Abstract: This article reports on a study that investigated the ways that children's use of science journals aided their acquisition of science understandings in one kindergarten and one fourth‐grade classroom. The questions for investigation were: how does the child contextualize the science experience on the journal page? How do child‐produced graphics on the journal page reflect the children's experiences with other school texts? The study found that children recontextualized their understandings of the science investigation and phenomena by using three types of mental contexts that were reflected in their science journals: these contexts were imaginary, experienced, and investigative worlds. By drawing on these three worlds or internal contexts, the children were able to pull the external phenomenon into an internal context that was familiar to them. The child's construction of ideas about a current science experience as expressed on the journal page may reflect experiences with other conventional texts. In this study the children's representations of their imaginary, experienced and/or investigative worlds were shaped by other texts and structures such as school science texts. © 2000 John Wiley & Sons, Inc. J Res Sci Teach 38: 43–69, 2001 相似文献