Friending" Students on Social Media (original) (raw)

MIT 3411 Assignment I MIT 3411 ONLINE SOCIAL MEDIA AND COLLABORATIVE LEARNING

Educational Tool Today's students arrive on campus, fluent in Web and social networking technologies. Educators can leverage this knowledge to enrich the learning experience. With social media, instructors can foster collaboration and discussion, create meaningful dialogue, exchange ideas, and boost student interaction.

Social Networking in Education

There are many issues and problems that students in 2 nd and 3 rd level education may have to overcome if they wish to engage in a learning process, including social, economic, geographical, educational and physical disabilities. More recently students have become engaged with 'Social

Teachers: To Be, Or Not to Be (Your Students' Facebook-friends)?

Student-teacher relationships have been heavily influenced by the emergence of social network sites (SNS). At the same time, policymakers are concerned about the implications of student-teacher connections using them, often resulting in banning such communication. However, there is meager empirical evidence supporting such steps. This paper presents two qualitative exploratory studies, involving lower and higher secondary school Israeli students (N=11) and teachers (N=5), examining the relations between Facebook-based student-teacher communication and student-teacher relationships. Overall, students and teachers exhibited similar perceptions of SNS-based student-teacher communication. Findings suggest that instances in which such communication exists were beneficial for both parties. Normally facilitated only upon the teacher's consent, findings also suggest that policies for banning such communication might be destructive for teachers who are willing to use SNS and for their students. 2012). The very fact that this issue is being discussed on policymakers' and regulators' level reflects its huge social impact. However, empirical evidence is little, and often based on manipulative research settings rather than authentic studies (e.g., . Furthermore, few articles have been published focusing on high-school population; most focus on academia. Hence, there is still lack of research in this field.

Facebook: The New Classroom Commons?

Chronicle of Higher Education, 2009

A neighbor is busy, a colleague is tired, a long-lost friend wants to know which 80s band best describes me. A few of my students are

Guest editorial for special section on teachers and learning with social network sites

Education and Information Technologies, 2017

The evolving knowledge society and the emergence of information and communication technologies in our lives present complex challenges for educators and policymakers worldwide. Education requires adjustments to these changes in learning and teaching, in the shattering of boundaries, as well as in providing new meaning to emerging educational paradigms facilitated by uprising interfaces. One of the most salient examples of the need to address unfamiliar educational scenarios is social network sites or social networking sites (SNS). Some argue that such sites are used predominantly to connect with those one already knows and less for traditional Bnetworking^purposes (Boyd and Ellison 2007). Others prefer the term social networking sites and point to sites such as LinkedIn (www.linkedin.com) which are used primarily for Bnetworking^or building one's list of personal contacts. We use these terms interchangeably and define SNSs as Web-based communication environments through which individuals can maintain existing social ties and interactions and develop new social ties with individuals outside their network (Ellison et al. 2014). SNS-based communication plays major roles in this change, extending the scope and settings in which teachers and students communicate beyond school boundaries in terms of time, space and definition of roles (Greenhow et al. 2015, 2009; Greenhow and Robelia 2009). In terms of teachers^roles, the need to explore the full range of

“Facebooking Your Students in Florida: What Role(s) Should Online Social Networking Play in Academia?”

“Facebooking Your Students in Florida: What Role(s) Should Online Social Networking Play in Academia?” , 2011

In Floridian acadème, the phrase “technology in the classroom” has become, at its best, a platitude and, at its worst, a shibboleth.1 The most progressive educators in our state look for ways that technology can be used to enhance learning outside of the classroom. Even if many are using, as a matter of routine, the most primitive of classroom-applicable technologies—such as electronic mail—they are already using technology for both pedagogical and academic purposes on a regular basis. For example, most of this year’s conference presenters used email to submit their paper proposals and many will be using MS-PowerPoint to present them. Whether faculty members are using campus email accounts to reach out to their students and colleagues on an individual basis or to bomb them en-masse with attachments using the carbon-copy function, they have been using email to their mutual advantage since Florida universities started issuing them to incoming freshmen as a standard operating procedure.

Go Where the Students Are: Groups in Facebook to Improve Communication Between Students and Educators

INTED2017 Proceedings, 2017

With the arrival of social media, medical students, future healthcare professionals, not only need to be aware of professionalism in their face-to-face interactions but also in the new virtual environments. Use of social networking by medical students is increasing, and some students lack awareness of consequences arising from the crossing of social networking and medicine. In this context, the use of Facebook could develop medical education beyond the restrictions of the classroom, and be the connection between informal and formal learning, engaging students with educational content outside the classroom. Moreover, social media can be also used in health care training to improve communication between students and educators, patient communication, public health programs or research. The aim of this study was to assess the interest and participation of students and educators of the Faculty of Medicine of the University of Castilla-La Mancha (Spain) in a closed and private group in Facebook. The group was created in September 2011 and it already has 939 users between administrative staff, teachers and students. There were no rules more than terms of use of Facebook, but it is recommendable that posts might be related to Health and Research in Medical Sciences. We analysed its use during the course 2015-16 through which there were a total of 563 publications, most of them done by students (344; 61%) rather than the faculty and the staff (219;39%). A total of 9,375 impressions, comments and shares were also registered. We classify publications between three mayor themes: those related to learning (181), scientific advances and science spreading (242), and other (140). Students shared more contents related to learning process (139) rather than scientific advances (94) and others (111), while teachers shared 148, 42 and 29 respectively. We also analysed the number or impressions to post 583 comments, 130 shares, and a total of 8662 impressions ("likes"). Students greatly appreciate the group use by teachers, but only a few have an account in social networks. In general, the posts that raise more interest were those related to science. We perform an opinion survey in the group: a total of 97 users answer the survey, 96 indicated that the group was useful or very useful and that they were very satisfied; only one user indicates that was fairly satisfied. The group facilitates communication between students and teachers, approaching each other, the group helped to create "community". These groups, where informal themes can be shared and discussed, could help to acquire a number of very interesting and characteristic competitions of the time we live in extracurricular.