Interaction on distance education in virtual social networks a case study wit...Carolina Schmitt Nunes
Reference:
NUNES, CAROLINA SCHMITT; Palomino, Cecilia Giuffra ; NAKAYAMA, Marina Keiko ; Silveira, Ricardo Azambuja . Interaction on Distance Education in Virtual Social Networks: A Case Study with Facebook. In: Mauro Caporuscio; Fernando De la Prieta; Tania Di Mascio; Rosella Gennari; Javier Gutiérrez Rodríguez; Pierpaolo Vittorini. (Org.). Advances in Intelligent Systems and Computing. 1ed.Berlin: Springer International Publishing, 2016, v. 478, p. 61-70.
The major findings from the 2013 Social Media Higher Education Survey jointly conducted by Pearson Learning Solutions & The Babson Survey Research Group.
EFL Students’ Perceptions and Attitudes towards Facebook as anEducational Lea...inventionjournals
The purpose of this study was to examine EFL students’ perceptions and attitudes towards Facebook as an educational learning tool.Participants were twenty eight undergraduate female students who experienced teaching and learning through Facebook and some classroom and face-to-face sessions. The researcher, to collect data, prepared and used two instruments; The first was face-to-face interview, while the second was Facebook Perception and Attitudes Questionnaire. Having conducted interviews, and administered the Facebook Perception and Attitudes Questionnaire, data were analyzed quantatively and qualitatively. The findings revealed that students had high and positiveperceptions of Facebook and its activities as a learning environment. Also, students had good and favourable attitudes towards using Facebook on teaching and learning.
An Analysis on Adult Learners’ Satisfaction in Online Education ProgrammesHuey Zher Ng
These slides are my presentation slide for the conference
i-CITE2018 (INTERNATIONAL CONFERENCE ON CREATIVE AND INNOVATIVE TECHNOLOGY IN EDUCATION) 2018
Date: 24-25 JULY 2018
This is the presentation I gave to my committee following my IRB approval. It is a defense of my study, and was conducted to get my committee's feedback prior to beginning my study.
Interaction on distance education in virtual social networks a case study wit...Carolina Schmitt Nunes
Reference:
NUNES, CAROLINA SCHMITT; Palomino, Cecilia Giuffra ; NAKAYAMA, Marina Keiko ; Silveira, Ricardo Azambuja . Interaction on Distance Education in Virtual Social Networks: A Case Study with Facebook. In: Mauro Caporuscio; Fernando De la Prieta; Tania Di Mascio; Rosella Gennari; Javier Gutiérrez Rodríguez; Pierpaolo Vittorini. (Org.). Advances in Intelligent Systems and Computing. 1ed.Berlin: Springer International Publishing, 2016, v. 478, p. 61-70.
The major findings from the 2013 Social Media Higher Education Survey jointly conducted by Pearson Learning Solutions & The Babson Survey Research Group.
EFL Students’ Perceptions and Attitudes towards Facebook as anEducational Lea...inventionjournals
The purpose of this study was to examine EFL students’ perceptions and attitudes towards Facebook as an educational learning tool.Participants were twenty eight undergraduate female students who experienced teaching and learning through Facebook and some classroom and face-to-face sessions. The researcher, to collect data, prepared and used two instruments; The first was face-to-face interview, while the second was Facebook Perception and Attitudes Questionnaire. Having conducted interviews, and administered the Facebook Perception and Attitudes Questionnaire, data were analyzed quantatively and qualitatively. The findings revealed that students had high and positiveperceptions of Facebook and its activities as a learning environment. Also, students had good and favourable attitudes towards using Facebook on teaching and learning.
An Analysis on Adult Learners’ Satisfaction in Online Education ProgrammesHuey Zher Ng
These slides are my presentation slide for the conference
i-CITE2018 (INTERNATIONAL CONFERENCE ON CREATIVE AND INNOVATIVE TECHNOLOGY IN EDUCATION) 2018
Date: 24-25 JULY 2018
This is the presentation I gave to my committee following my IRB approval. It is a defense of my study, and was conducted to get my committee's feedback prior to beginning my study.
Research Articles
I love tweeting in class, but.... A qualitative study of student perceptions of the impact of Twitter in large lecture classes Jenny Tatone, University of Oregon Tiffany Derville Gallicano, University of North Carolina at Charlotte Alec Tefertiller, University of Oregon
Preparing students for the global workplace: Current practices and future directions in international public relations education
Rajul Jain, DePaul University
Teaching media relationships: What’s in the textbooks? Justin E. Pettigrew, Kennesaw State University Kristen Heflin, Kennesaw State University
Teaching Briefs
From divide and conquer to dynamic teamwork: A new approach to teaching public relations campaigns Kristen Heflin, Kennesaw State University Shana Meganck, Virginia Commonwealth University
Professional Development: this is a power-point for a professional development I am giving my Resident teachers about the usefulness of online grading systems. Particularly, Schoology.
transition: literacy and information literacy. author: philip russellPhilip Russell
Presentation given at Seminar - 'Learning to Learn at College: Students Transitioning to Reading, Writing and Knowledge Creation at Third Level' - at the Dublin Institute of Technology, Grangegorman, Dublin, Ireland on February 6th 2015.
This seminar was supported by the National Forum for the Enhancement of Teaching and Learning in Higher Education.
This is perhaps the first in-depth qualitative study that shares insights about the perceived role of Twitter on the learning experience and the sense of classroom community from students’ perspectives in a large lecture class. We conducted four focus groups with a cumulative total of 27 students from a class of 269 students. Based on our data, we propose ways that Twitter might contribute to the sense of classroom community, which could be tested through quantitative research. We also identify ways that Twitter helps and undermines students’ learning experience. In addition, we found a surprising theme about Twitter fostering a sense of competition in the class when projected on the wall. This study concludes with recommendations for integrating Twitter in the large lecture class.
Keywords: Public relations, Twitter, classroom exercises
Research Articles
I love tweeting in class, but.... A qualitative study of student perceptions of the impact of Twitter in large lecture classes Jenny Tatone, University of Oregon Tiffany Derville Gallicano, University of North Carolina at Charlotte Alec Tefertiller, University of Oregon
Preparing students for the global workplace: Current practices and future directions in international public relations education
Rajul Jain, DePaul University
Teaching media relationships: What’s in the textbooks? Justin E. Pettigrew, Kennesaw State University Kristen Heflin, Kennesaw State University
Teaching Briefs
From divide and conquer to dynamic teamwork: A new approach to teaching public relations campaigns Kristen Heflin, Kennesaw State University Shana Meganck, Virginia Commonwealth University
Professional Development: this is a power-point for a professional development I am giving my Resident teachers about the usefulness of online grading systems. Particularly, Schoology.
transition: literacy and information literacy. author: philip russellPhilip Russell
Presentation given at Seminar - 'Learning to Learn at College: Students Transitioning to Reading, Writing and Knowledge Creation at Third Level' - at the Dublin Institute of Technology, Grangegorman, Dublin, Ireland on February 6th 2015.
This seminar was supported by the National Forum for the Enhancement of Teaching and Learning in Higher Education.
This is perhaps the first in-depth qualitative study that shares insights about the perceived role of Twitter on the learning experience and the sense of classroom community from students’ perspectives in a large lecture class. We conducted four focus groups with a cumulative total of 27 students from a class of 269 students. Based on our data, we propose ways that Twitter might contribute to the sense of classroom community, which could be tested through quantitative research. We also identify ways that Twitter helps and undermines students’ learning experience. In addition, we found a surprising theme about Twitter fostering a sense of competition in the class when projected on the wall. This study concludes with recommendations for integrating Twitter in the large lecture class.
Keywords: Public relations, Twitter, classroom exercises
JPRE: Can every class be a Twitter chat? Cross-institutional collaboration an...Robert French
JPRE Vol. 1, No. 1 - Can every class be a Twitter chat? Cross-institutional collaboration and experiential learning in the social media classroom, Journal of Public Relations Education
Table of Contents
Research Articles
Can every class be a Twitter chat?: Cross-institutional collaboration and experiential learning in the social media classroom
Authors:
Julia Daisy Fraustino, West Virginia University
Rowena Briones, Virginia Commonwealth University
Melissa Jansoke, University of Memphis
In their own words: A thematic analysis of students’ comments about their writing skills in mass communication programs
Authors:
Scott Kuehn, Clarion University of Pennsylvania
Andrew Lingwall, Clarion University of Pennsylvania
Teaching Briefs
Integrating leadership in public relations education to
develop future leaders
Author:
Juan Meng , University of Georgia
Presentation at the HEA-funded workshop 'Using technology-based media to engage and support students in the disciplines of Finance, Accounting and Economics'
The workshop presented a variety of innovative approaches, which use technology, to engage and support learning in business disciplines that students find particularly challenging. Delegates had the opportunity to share and evaluate good practice in implementing and developing online teaching resources and to reflect on how to develop their own teaching practice, using technologies available in most institutions.
This presentation is part of a related blog post that provides an overview of the event: http://bit.ly/1o1WfHU
For further details of the HEA's work on active and experiential learning in the Social Sciences, please see: http://bit.ly/17NwgKX
Faculty attitudes towards integrating technology and innovationIJITE
Technological innovation is an important aspect of teaching and learning in the 21st century. This article
examines faculty attitudes toward technology use in the classroom at one regional public university in the
United States. Building on a faculty-led initiative to develop a Community of Practice for improving
education, this study used a mixed-method approach of a faculty-developed, electronic survey to assess this
topic. Findings from 72 faculty members revealed an overall positive stance toward technology in the
classroom and the average faculty member utilized about six technology tools in their courses. The
opportunities, barriers and future uses for technologies in the higher education classroom emerged from
the open-ended questions on the survey. One finding of particular concern is that faculty are fearful that
technology causes a loss of the humanistic perspective in education. The university is redesigning ten of its
most popular courses to increase flexibility, accessibility and student success.
To tweet or not to tweet: Student perceptions of the use of Twitter on an und...eraser Juan José Calderón
To tweet or not to tweet: Student perceptions of
the use of Twitter on an undergraduate degree
course
Víctor Abella-García, Vanesa Delgado-Benito, Vanesa Ausín-Villaverde &
David Hortigüela-Alcalá
To cite this article: Víctor Abella-García, Vanesa Delgado-Benito, Vanesa Ausín-Villaverde &
David Hortigüela-Alcalá (2018): To tweet or not to tweet: Student perceptions of the use of Twitter
on an undergraduate degree course, Innovations in Education and Teaching International, DOI:
10.1080/14703297.2018.1444503
To link to this article: https://doi.org/10.1080/14703297.2018.1444503
With the development in technology, social networking sites are booming day by day which results that students are wasting their precious time scrolling up and down the pages in these social sites. Several types of research have been done to take care of this issue by creating applications for students in which they can post their inquiries and individuals solve them. This method of study demonstrated effectiveness for the understudies. Information was integrated through a narrative approach. This is the primary paper to methodically survey the literature on the utilization of web based media like Twitter in students training. So after doing all these researches we decided to write a review on this topic by adding some points and benefits of our application “Tweedle” . It is an android application build in such a way that a student follows their friends, teachers, scholars, graduates, and post graduates. It is somehow working as Twitter. As we know different people are having different opinions so everyone quotes different examples and different ways to make the students understand. With this sort of examining student will have the option to unmistakably comprehend the issue since he will get the arrangements in different ways Even this is also an interesting way of learning because a student will be eager to know the different answers to his problem. By using this application students use social media by not wasting the time. Pavandeep Kaur | Aliza | Pinky | Nikshep Chatta "Tweedle with Fun: An Educational Tool" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-1 , December 2020, URL: https://www.ijtsrd.com/papers/ijtsrd38153.pdf Paper URL : https://www.ijtsrd.com/engineering/computer-engineering/38153/tweedle-with-fun-an-educational-tool/pavandeep-kaur
Student-initiated Use of Facebook for Academic Learning: A Case StudyCITE
SONG, Yang (Faculty of Education, The University of Hong Kong)
http://citers2013.cite.hku.hk/en/paper_607.htm
---------------------------
Author(s) bear(s) the responsibility in case of any infringement of the Intellectual Property Rights of third parties.
---------------------------
CITE was notified by the author(s) that if the presentation slides contain any personal particulars, records and personal data (as defined in the Personal Data (Privacy) Ordinance) such as names, email addresses, photos of students, etc, the author(s) have/has obtained the corresponding person's consent.
This was a presentation that I gave to lead a discussion on the use of social media in higher education teaching and learning. Some of the points on the slides came from the discussion which took place in the group regarding social media and its use in teaching and learning in higher education
Social media, social media pedagogy, public relations education
Carolyn Kim, Biola University
Karen Freberg, University of Louisville
Journal of Public Relations Education - JPRE Vol 2 Issue 2 2016
This presentation by Morris Kleiner (University of Minnesota), was made during the discussion “Competition and Regulation in Professions and Occupations” held at the Working Party No. 2 on Competition and Regulation on 10 June 2024. More papers and presentations on the topic can be found out at oe.cd/crps.
This presentation was uploaded with the author’s consent.
This presentation, created by Syed Faiz ul Hassan, explores the profound influence of media on public perception and behavior. It delves into the evolution of media from oral traditions to modern digital and social media platforms. Key topics include the role of media in information propagation, socialization, crisis awareness, globalization, and education. The presentation also examines media influence through agenda setting, propaganda, and manipulative techniques used by advertisers and marketers. Furthermore, it highlights the impact of surveillance enabled by media technologies on personal behavior and preferences. Through this comprehensive overview, the presentation aims to shed light on how media shapes collective consciousness and public opinion.
0x01 - Newton's Third Law: Static vs. Dynamic AbusersOWASP Beja
f you offer a service on the web, odds are that someone will abuse it. Be it an API, a SaaS, a PaaS, or even a static website, someone somewhere will try to figure out a way to use it to their own needs. In this talk we'll compare measures that are effective against static attackers and how to battle a dynamic attacker who adapts to your counter-measures.
About the Speaker
===============
Diogo Sousa, Engineering Manager @ Canonical
An opinionated individual with an interest in cryptography and its intersection with secure software development.
Have you ever wondered how search works while visiting an e-commerce site, internal website, or searching through other types of online resources? Look no further than this informative session on the ways that taxonomies help end-users navigate the internet! Hear from taxonomists and other information professionals who have first-hand experience creating and working with taxonomies that aid in navigation, search, and discovery across a range of disciplines.
Acorn Recovery: Restore IT infra within minutesIP ServerOne
Introducing Acorn Recovery as a Service, a simple, fast, and secure managed disaster recovery (DRaaS) by IP ServerOne. A DR solution that helps restore your IT infra within minutes.
Sharpen existing tools or get a new toolbox? Contemporary cluster initiatives...Orkestra
UIIN Conference, Madrid, 27-29 May 2024
James Wilson, Orkestra and Deusto Business School
Emily Wise, Lund University
Madeline Smith, The Glasgow School of Art
International Workshop on Artificial Intelligence in Software Testing
Twitter as a teaching and learning tool in
1. Twitter as a teaching and
learning tool in the classroom
2. Introduction to twitter as social media app
for teaching and learning
Social media “supplements blended learning which helps students creative positive
ng in relations to pedagogical objectives”, (Chawinga, 2017: 4).
Two notable distinct but interrelated approaches to pedagogy facilitated by social
media noted include reflective and collaborative activities of learning (Htay,
McMonnies, Kalua, Ferley and Hassanein ,2020) .
Reflective activities entails student’s ability to think critically on content learnt and be
able to link to previous knowledge learnt (Htay, McMonnies, Kalua, Ferley and
Hassanein , 020) .
3. Benefits of tweeter use in the classroom
Twitter enables the students to have “a voice, to be more engaged and to interact
more freely with both their peers and instructor via knowledge sharing and Twitter
discussions”. Menkhoff, Chay, Bengtsson, Woodard & Gan, 2015)
Twitter is a rich platform to support learning related interactions and these include
sending questions to peers, sharing useful resources and engaging with fellow
students
useful to promote higher order thinking such as giving critique to other’s work and
designs, coordination, collaborative plans that include time management and group
formation.
4. Benefits of twitter use in the classroom
Twitter can be used as an in-class assessment tool.
Prompt feedback is given which assists the facilitator/lecturer to monitor if students
comprehended the content taught in class
Prompt feedback allows the facilitator to identify knowledge gaps and address them
promptly(Chawinga ,2017)
.
5. Practical challenges of using Twitter as a
pedagogical tool
low participation with using the tool and its purpose in academic work
some students are not comfortable with privacy of the platforms which led to
hesitations to initiate tweets and reluctance to express opinions publicly (Htay,
McMonnies, Kalua, Ferley and Hassanein ,2020).
some challenges that hinder use of social media include technical skills, inadequate
technological infrastructures, bandwidth, poor reference material (often from
unreliable sources), high volume of plagiarism as there is high level of openness of
content (Chawinga ,2017)
6. references
Chawinga, W. D. (2017). Taking social media to a university classroom: teaching
and learning using Twitter and blogs. International Journal of Educational
Technology in Higher Education, 14(1), 3.
Htay, M. N. N., McMonnies, K., Kalua, T., Ferley, D., & Hassanein, M. (2020).
Postgraduate students' perspective on using Twitter as a learning resource in
higher education. Journal of Education and Health Promotion, 9.
Menkhoff, T., Chay, Y. W., Bengtsson, M. L., Woodard, C. J., & Gan, B. (2015).
Incorporating microblogging (“tweeting”) in higher education: Lessons learnt in a
knowledge management course. Computers in Human Behavior, 51, 1295-1302.
