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1.
《The Internet and Higher Education》2010,13(3):134-140
Social Networking Sites (SNSs) such as Facebook are one of the latest examples of communications technologies that have been widely-adopted by students and, consequently, have the potential to become a valuable resource to support their educational communications and collaborations with faculty. However, faculty members have a track record of prohibiting classroom uses of technologies that are frequently used by students. To determine how likely higher education faculty are to use Facebook for either personal or educational purposes, higher education faculty (n = 62) and students (n = 120) at a mid-sized southern university were surveyed on their use of Facebook and email technologies. A comparison of faculty and student responses indicate that students are much more likely than faculty to use Facebook and are significantly more open to the possibility of using Facebook and similar technologies to support classroom work. Faculty members are more likely to use more “traditional” technologies such as email. 相似文献
2.
Chu Samuel K. W. Ravana Sri Devi Mok Sanny S. W. Chan Randolph C. H. 《Educational technology research and development : ETR & D》2019,67(4):881-906
Social technologies such as social networking sites, Wikis and blogs have gained popularity not only in social communication but also in other areas, such as in enhancing learning experience among students in tertiary education. This study investigated how blogs and Facebook scaffolded students’ learning during their internships in tertiary education. A mix-method approach was employed to examine students’ perceptions of blogs and Facebook in improving their internship learning experience. The results showed that blogs and Facebook encouraged students and facilitated their engagement in problem solving, information sharing and knowledge construction during their internships. In particular, Facebook showed more promising results, assisting students in reflecting on their experiences. Moreover, students acknowledged that Facebook was a better platform for online interaction and collaborative learning than blogs. This study provides empirical evidence for the use of social media tools in pedagogical scaffolding and collaborative learning during internships.
相似文献3.
利用“Facebook”发展网络学习社区 总被引：2，自引：0，他引：2
当高等教育机构都在宣传远程教育“一站式服务”特点的时候,他们并没有热衷于（至少在现阶段）把Facebook这样的工具加入他们的绑定服务。这些服务现在可以通过诸如Angel和Blackboard的课程管理系统（CMSs）实现。高等教育现在还没有准备好完全接纳CMSs。从理论上说,学生们在CMSs中可以更有效地学习。然而,其他的社会网络工具（如博客、维客和播客）显得要比Facebook更适合在远程教育中使用。要注意的是,对CMSs进行＂整合＂而不是＂代替＂是这一类工具现在唯一的功用。使用这一类网络工具的用户大部分都支持这一事实即Facebook能为大学生们提供一种社会出路。因为,不管它效果如何,社会交往总是人类教育的核心。在这一方面,Facebook会起到作用,但是把这一作用融入到远程教育中却缺少了一股推动力。学生们可以把它作为合作学习中次要的信息交流途径。例如：学生们可以通过在自己的空间中邀请同学来共同完成小组作业。Facebook提供的服务（如聊天、结识新同学、安排社会、学术会议等）可以通过使用CMSs当前的技术来实现,同时避免社会网络中普遍存在的安全漏洞和其他法律问题。目前对于Facebook应用在网络学习社区中的观念很可能一夜之间被颠覆,基于Facebook的新发展,技术融合以及远程教育管理者观念的改变,面对一些学生学习花费时间长的这一情况,Facebook改进了原来在推进学习（如完成任务花费的时间）中的功用。Facebook的引入可能使学习环境很舒适,但是笔者很想深刻的挖掘该技术,并探索将它用于学术领域的可能性,把它作为一种潜在的方式使学生可以远程互相学习而不用挤在一个狭小的空间。 相似文献
4.
Educators and researchers are increasingly interested in the benefits of using Facebook groups attached to university courses, largely around connectedness, engagement and sense of belonging. However, thus far, there have been no broad-scale investigations on the potential outcomes of course-attached Facebook groups. The current study used both within- and between-group analyses on 471 participants, in order to investigate whether courses with an attached official or unofficial Facebook group was related to increased student engagement (in the categories of relationships with faculty members, peer relationships, behavioural engagement, cognitive engagement, valuing and a sense of belonging) and degree identity compared to courses without Facebook groups. Results indicated that students reported interacting more with unofficial than official Facebook groups. Courses with an official Facebook group had significantly greater staff connectedness compared to courses without an official Facebook group, while courses with either an official or unofficial Facebook group had a significantly higher peer relationships compared to courses without any Facebook group. Students with either an official or unofficial Facebook group had a significantly higher sense of belonging. Though students with either an official or unofficial Facebook group reported higher degree identity, this may be primarily due to the unofficial, rather than official Facebook groups; this difference may only exist in the unofficial, but not the official Facebook groups. 相似文献
5.
12 school counselors, former teachers who had been counseling no more than 2 years, were interviewed on how they experienced the processes of role change from teacher to counselor. Theoretical constructs from sociological research on role and reference groups were used in the analysis. Anticipatory socialization was found not to have been engaged in by the new counselors. Having been a teacher was found to be dysfunctional to the extent that (a) it gave rise to ambivalence between the two roles, (b) demanded change in perspective toward the student, the school system, and the teachers, and (c) caused conflict by the necessity of changing the compliance system used with students. Having been a teacher was found to be functional to the counselor role in understanding and working with counselees and teachers on student-teacher problems. The dysfunctional aspects of having taught outweighed the functional aspects and inhibited positive identification with, as well as impeding adjustment to, the new role of counselor. 相似文献
6.
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
7.
The purpose of this study is to enhance our understanding of how college students connect online prior to their first year. Before students ever set foot on a college campus, they are making friends, joining clubs, locating activities, finding roommates and discussing future student activities all through the social network site, Facebook. Anticipatory socialisation theory frames this research to focus on the social, academic and career aspects of the transition. A case study approach and content analysis methodology sought to better understand frequent topics and themes for pre-college students. The primary foci of the pre-college Facebook interactions were connectivity and commonality among new students. An unintended finding was the discovery of crowdsourcing on post-secondary social media sites. Crowdsourcing taps into the collective intelligence of the public to complete tasks that an organisation would normally either perform itself or contract to a third-party provider; hence, outsourcing to a crowd. In this case, the crowd is comprised of pre-college students about to start their first year of post-secondary education. 相似文献
8.
CHEN Yiping 《重庆大学学报(英文版)》2004,3(1)
Web-based education has been enjoying greater popularity because of its undeniable advantages. It has been seen as a panacea by more and more people in educational field, including language teaching. Based on the realization of the great potential brought by the development of technology, some viewpoints about the relationship among technology, teaching and pedagogy are put forward: firstly, technology is a tool, not a strategy; secondly, pedagogical concerns and theory should drive the way technology is used in education, not the other way around; thirdly, what matters more than technology is how the technology is used for learning, and how it is integrated into the daily classroom scheme so that active engagement in acquisition-oriented work take place; and finally, the change of learning environment inevitably calls for parallel changes in teaching and learning procedures. Available technologies can greatly enhance both student-teacher and student-student interaction and can afford students increased opportunities for self directed learning. To be most effective, technology must be used to support well-planned curricular goals and should involve carefully designed activities providing students with meaningful educational experiences. 相似文献
9.
Reflections on Web-based language teaching 总被引：1，自引：0，他引：1
CHEN Yiping School of Education the University of Queenslan Australia College of Foreign Languages Chongqing University Chongqing P.R. China 《重庆大学学报(英文版)》2004,3(1):43-46
1.IntroductionRecentinformationtechnologicaldevelopments,especiallytheWorldWideWeb,haveprovidedapowerfulstimulusfortheproductionofarangeofelectronicmaterialsforeducationandthereforechangedthewayofeducationquitedramatically.ThemajorcontributionoftheWebisthewayinwhichinformationcanbeassessedandreviewed.Theuseofagraphical,coherentinterface,andtheuseofhyperlinksthatenableonetoassociativelybrowsethroughseriesofdocumentsprovideauser-friendlyfrontendtotheInternet.TheWebenablesanyuserthatisconnecte… 相似文献
10.
In this ethnographic study, we look closely at everyday classroom interactions in order to examine the complex process of creating equitable classroom communities in racially and socioeconomically diverse schools. We use the lens of relational difference (Abu El-Haj, 2006) to examine how students negotiate social boundaries within their new school; how students and teachers use small group work to co-construct expectations of academic ability; and how teachers communicate and students navigate the social significance of differentiated instruction and assessment. We find that assumptions that some students are more competent than others permeate the classroom, and these perceptions of ability are frequently tied to students' race and socioeconomic status. We provide suggestions for teachers and teacher educators who wish to challenge these unspoken classroom norms. 相似文献
11.
Natasa Petrovic Veljko Jeremic Marko Cirovic Zoran Radojicic Nemanja Milenkovic 《The American journal of distance education》2014,28(2):117-125
Very few research papers and case studies have shown successful integration of both Facebook and Moodle in the educational experience of students. This study sought to evaluate the educational benefits of the increasingly popular Facebook—which plays an important role in students’ social life as well as their academic life—and to compare it with the widely used course management system Moodle. In this study, the authors surveyed students of the University of Belgrade’s Faculty of Organizational Science in Serbia on their attitude toward Facebook and Moodle as productive online tools for teaching and learning. An analysis of the results was carried out using the SPSS software package. The results of this research answer the question of whether or not using Facebook as an educational tool is more effective than using Moodle and how it affects students’ everyday learning activities. 相似文献
12.
《Journal of Further & Higher Education》2012,36(4):572-588
Facebook use among students is almost ubiquitous; however, its use for formal academic purposes remains contested. Through an online survey monitoring student use of module Facebook pages and focus groups, this study explores students’ current academic uses of Facebook and their views on using Facebook within university modules. Students reported using Facebook for academic purposes, notably peer–peer communication around group work and assessment – a use not always conceptualised by students as learning. Focus groups revealed that students are not ready or equipped for the collaborative style of learning envisaged by the tutor and see Facebook as their personal domain, within which they will discuss academic topics where they see a strong relevance and purpose, notably in connection with assessment. Students use Facebook for their own mutually defined purposes and a change in student mind- and skill-sets is required to appropriate the collaborative learning benefits of Facebook in formal educational contexts. 相似文献
13.
John Rowe 《Journal of Higher Education Policy & Management》2014,36(3):241-256
The phenomenal growth in the use of social media in the past 10 years has dramatically and irreversibly changed the way individuals communicate and interact with one another. While there are undoubtedly many positives arising out of the use of social media, irresponsible or inappropriate use can have significant negative consequences. In the university setting, comments posted on widely accessible forums such as Facebook, and seen by other students or staff, can damage reputations, create personal distress and compromise academic integrity. So how should universities deal with this problem? This article describes the findings of a research project undertaken in 2011 to address this question. Given that many students would regard their Facebook pages and Facebook groups as their own private space, one of the key goals of the project was to establish appropriate limits for university interference in these matters. Another was to develop a categorisation model for dealing with inappropriate or irresponsible comments that have been detected or reported. 相似文献
14.
Kenneth E. Eble 《College Teaching》2013,61(1):15-17
Classroom incivility is a major concern in higher education today. Yet little study has been done of student perceptions of behavior in the classroom. Based on a survey of 3,616 students at a Midwestern public university, the present study provides useful information to faculty members and administrators about the behaviors students find most uncivil and how frequently they are experiencing these behaviors. In general, it appears that students are experiencing a fair amount of at least moderately uncivil behavior in their classes. These results have implications for how faculty and administrators develop policies designed to guide students toward appropriate behavior. 相似文献
15.
Elliot Inman Michael Kerwin Larry Mayes 《Community College Journal of Research & Practice》2013,37(6):581-591
Eleven community college instructors and the 334 students in their distance learning classes were surveyed. Data showed instructors had conflicting attitudes about distance education. They were willing to teach a distance learning class again, but they rated the quality of the courses as equal or lower quality than other classes taught on campus. Their students, on the other hand, were highly satisfied with these instructors and the courses . But the critical factor in much of traditional classroom instruction, direct interaction with instructors, played no role in determining students' satisfaction in these courses. This difference in the nature of student-teacher interaction in distance learning classes may explain instructors' conflicting attitudes. 相似文献
16.
Rex Wang Phil Scown Cathy Urquhart Julie Hardman 《Education and Information Technologies》2014,19(1):21-39
Facebook is a frequently used Computer Mediated Environment (CME) for students and others to build social connections, with identities and deposited self-expression. Its widespread use makes it appropriate for consideration as an educational tool; though one that does not yet have clear guidelines for use. Whether a social networking site can be used for educational objectives remains largely unexplored as a research question. This paper discusses a study conducted at the University of Auckland and at Manchester Metropolitan University on how their students use Facebook, and its impact on their social and academic lives. Using theories of social capital and knowledge management, we explore some potential educational uses of Facebook. Guidelines are included for the educational use of Facebook by tutors in a university environment. These include both positive recommendations and activities and approaches to avoid; and include educational, administrative and legal issues. 相似文献
17.
There has been a progressive move towards the adoption of social media in formal post compulsory learning. This qualitative study evaluated the readiness of teachers and students to use Facebook to enhance learning in a tertiary vocational setting in Australia despite a lack of support from the institute. Readiness was understood to be the balance sought between potential energy available (power) and the energy required for change (load). The findings, from surveys and focus group interviews, show that students were much more likely than teachers to have a Facebook account and to be interested in using Facebook as part of their learning. Agreed benefits, evident through a student-initiated closed Facebook group, included collaboration through sharing resources, knowledge and ideas, increased communication with peers and teachers, and a platform that was familiar to students. The difference lay in perceptions of purpose, places and spaces for learning, and an understanding of social norms. 相似文献
18.
《Journal of College Student Psychotherapy》2013,27(2):149-158
College counseling clinicians need to understand how students use technology to form, sustain, and end romantic attachments. Students now frequently incorporate aspects of these technologically based interactions, or mediated communications, into counseling sessions and often make important attributions based on them. Heavy daily use of a growing array of options includes telephonic conversations, text messaging, chat, Facebook, and e-mail. This article will provide a theoretical framework that integrates attachment and communications theory to assist college counseling clinicians to make positive therapeutic use of this remarkable shift in how students communicate in romantic (and other) relationships. 相似文献
19.
Students are growing up in a digital world where technology is constantly changing and evolving. However, their use of these technologies is often more social rather than academically as a way to advance their understanding of key concepts or skills as it relates to instructional content. Teachers know how to teach, and our students are definitely not afraid of digital tools, so our job as teachers is to merge good, sound teaching practices with media that helps students tap into the digital world in which they live. This article shares the process that was followed as 36 Grade 7 and Grade 8 students participated in a 9-week digital media course. The framework of the course used a highly scaffolded format that incorporated various technology tools while also exposing students to aspects of language arts and process writing. Throughout the 9-week course, the role of teacher and students constantly shifted as new roles were taken on by “experts” (the students) who emerged as part of the process. 相似文献
20.
Humor characterizes daily classroom interactions and strengthens or weakens student-teacher relationships. Making use of ethnographic classroom observations, we examine how humor relates to student-teacher relationships. Results show that humor in the classroom serves different functions. While teachers use humor to facilitate teaching and learning, students apply it to express their attitudes towards school and teachers. The use of humor varies across classrooms and tracks. Our findings suggest the importance of analyzing the use of humor in classrooms for teachers (in training), and point to broader implications in relationship to the maintenance of and resistance to social inequalities in education. 相似文献