Developing social media training resources for AusAID scholarship students (original) (raw)

Experiences of Social Media in Higher Education: Barriers, Enablers and Next Steps

There are many examples of social media being used in higher education to enhance learning and teaching. While some academics are confident in exploring multiple strands of social media and blend them instinctively for a multi-dimensional learning experience; others are more tentative, preferring to understand the nature of the tool or process thoroughly, often by learning from others before embarking on a social media based activity (Beckingham, Purvis and Rodger 2014). However there are a broad range of factors, experiences and perceptions that may influence an individual and their resulting use of, and expectations of, social media as a learning construct. The aim of the study was to examine current institutional practice in the use of social media in this context, to inform strategic direction and consider implications for future academic development in order to achieve a positive impact on the learning experience for students. Fifty individuals responded to an online survey. While the majority of these (n=35) were already using social media in some way in their teaching practice, and mostly had positive attitudes towards it, the remainder had not. Some were open to the idea, though naturally cautious, while others were clear that it had no place in their teaching practice. Social Media for Learning in Higher Education-Conference Proceedings 2015 2 This rich picture revealed a variety of barriers and enablers: where confidence was high and support available; uptake of social media as a tool for learning was more prevalent and more successful. There was a strong connection between support (formal and informal) and individual confidence, and a subsequent willingness to try new things to enhance learning. Recent research advocates the development of digital capabilities including the confident use of social media for communication and collaboration (Beetham 2015); and that where embedded, its use provides essential skills for future graduates. It is therefore timely to review the skill sets and development needs of staff in order to support the learning of students.

Exploring the Possibility of Using Social Media as a Teaching and Learning Tool: A Case of Selected Higher Learning Institutions in Dar Es Salaam

2020

The use of social media has transformed and extensively influenced societies. It has changed the way people communicate, interact, source information, and learn. This new approach is particularly attractive to youth. These youth include students in higher learning institutions, who regard social media as a platform and space for activities not possible in the face-to-face context. However, research on how students in higher learning institutions use social media in Tanzania is limited. This study aimed at exploring students’ perception regarding the use of social media as a teaching and learning tool in higher learning institutions in Tanzania. Specifically, the study determined the different social networking sites used by students, the preferred social networking sites, usage patterns of social networking sites, and perceptions on using social networking sites as a teaching and learning tool. The study employed a qualitative strategy, drawing from twenty eight in-depth interviews ...

SOCIAL MEDIA: IT'S WHAT STUDENTS DO

In assessing the application of social media on the teaching of business communication, this article looks at MBA student use of blogs, online photo database contributions, and video contributions to YouTube channels. These assignments were part of their course activities, which included a 2-week study tour in China. The article looks at these activities within the context of the social constructivist view on learning in general. The student work provides evidence of the positive results that come from the use of social media, when viewed from the perspective of social constructivist theories for learning. THIS ARTICLE DISCUSSES SOME of the effects of social media on business communication pedagogy. Specifically, we will be sharing the experience and providing some analysis related to implementation of social media into MBA courses at the University of Texas at Austin. We begin by placing the use of social media within the broader theoretical context of social constructivism. Many principles of social constructivism coincide with the ways that social media enhances learning in our everyday lives. Second, we present the background and strategy behind the implementation of blogs, photo databases, and student-generated video clips assigned in an MBA course that included a 2-week study tour in China. We then end with some recommendations and observations for further implementation.

The Innovative use of social media for teaching and learning. A case study at the University of Johannesburg

International Conference on Multidisciplinary Research, 2022

Covid 19 forced lecturers and students to accept that inspirational and beneficial teaching and learning does not necessarily rest within the four walls of a lecture hall. When higher education institutions had to transition rapidly from face-to-face to online education, social media platforms became a powerful catalyst for effective teaching and learning. Undoubtedly social media platforms have influenced our lives in an unprecedented manner. It has also altered the teaching and learning landscape by taking on an innovative role in online education. This investigation explored students' experiences of learning module content via TikTok. TikTok was adopted as a teaching tool because it is considered an appealing social media platform for Gen Z users, with its central attraction being short video content. This investigation primarily relied on Bandura's social learning theory as the theoretical lens applied to the data as it points to the importance of an individual's self-regulation and the external situation in terms of learning. It also offers an alternative view of social learning by seeing it as situated in communities of practice. Through a qualitative inquiry, teacher education students' reflections on being taught using TikTok were gathered. Evidence from the survey administered to 80 students strongly suggests that TikTok offered an efficient, fun, and exciting way of gaining unlimited access to learning content. It also enhances retention and creativity, making it a suitable 21 st-century teaching strategy that promotes self-directed learning. It is a perfectly suited social media platform for a generation that prefers to consume content via rich video formats that act as confidence boosters. Hence making it an innovative teaching tool that encourages a new form of social learning.

CHALLENGES OF USING SOCIAL MEDIA FOR LEARNING AMONG STUDENTS

International Journal of Teaching and Learning in Africa, 2016

The research investigated the challenges of using social media applications for learning among undergraduate students at the University of Zambia. It specifically sought to investigate what social media tools were being used by the undergraduates; and establish challenges undergraduates face in the use of social media tools. A sample of 175 Library and Information Science students at the University of Zambia was randomly selected for the study. The data was collected via self-administered questionnaires. The study established that students were using all the four social media tools under investigation. The findings further indicate that the major challenge students faced in the use of social media applications is inadequate knowledge and skill. The study concludes that although Library and Information Science students at the University of Zambia use social media applications they still lack knowledge and skill in the educational use of such tools.

The Use of Social Media for Students' Academic Life: Experience from Buhare Community Development Training Institute, Musoma, Tanzania

Social Education Research

The study assessed the usage of social media networks in seeking information by college students: with reference to Buhare Community Development Training Institute (CDTI), Musoma-Mara region, Tanzania. Data were collected from two hundred seventy-three (273) study participants using questionnaires. The sample of the study was representative. The results from the analysis showed that Buhare CDTI students were familiar with social media while performance and efficiency was the highly cited factor influencing the choice of social media. Study findings further showed that social media sites were a reliable source of information for academic purposes and the majority of the participants noted that the reason for use of social media was academic and information-sharing purposes. Additionally, the majority of the participants revealed that there was a strong relationship between the extent of their use of social media and their academic performance. The study further established that the h...

Use of Social Media across Different Generations in Higher Education in a Developing Country

While social media is increasing its extent and reach every day, re-search shows that its impact seems to be more intense in developing countries for various reasons. In developing countries, social media not only satisfies personal communication needs but also tends to compete with mainstream media for news and play a significant role in social movements. Hence potential use of this mounting medium for education needs to be explored. In this study, a social media and education survey has been prepared in order to measure perceptions, awareness and concerns of students and educators coming from different gener-ations on the topic of social media and its use in education. Such a study is cru-cial to materialize different policies and strategies for enhancing education with this popular and freely available technology. Students’ and faculty members’ perceptions, expectations and willingness about the educational use of social media are analyzed and different generations are compared. Results of this study could shed light for developing various strategies for integration of social media into Higher Education in developing countries where the difference be-tween generations is typically felt larger.

Analysis of Social Media Utilization by Students in Higher Education: A Critical Literature Review of Ghana

Journal of New Media and Mass Communication, 2020

Social media has drastically changed the communication perspective of the world through different aspects, both positively and negatively. The existence of social media has made it easy for scholars and non-scholars to pass information in the form of communication as well as has boosted businesses through online advertising and selling. Social media is enhanced by different aspects and forms of technology hence it is safe to say the two go hand in hand in depicting a social and now our academic world. Social media and Institutions of Higher Education work together to explore different skills including critical thinking, collaborations, and knowledge construction. This means that students, lecturers, and professors benefit differently from social media. For instance, in certain countries, social media is accepted as a tool for teaching and learning. Ideally, through social media, one is able to attend online classes without necessarily appearing physically at the lecture hall. In a country like Ghana, social media has paved ways to very many teachers and students in higher educational institutions who have benefited differently. This paper focuses on a literature review of social media utilization by students in higher educational institutions in Ghana. Other concepts of social media will also be explored including the positive and negative effects of social media on students and professors in tertiary education. Keywords Social media Students Higher educational institutions Technology.