Purpose The purpose of this study is to develop a conceptual framework that identifies engaging CM practices, specifically how compelling content is created. Content marketing (CM) is fast becoming a key pillar in a company's marketing mix. It is also a requisite for companies seeking to modernise their marketing practices through digitalisation to enhance online branding. However, overlapping definitions and interchangeable terms arising from different perspectives and methodological practices confound what exactly constitutes CM. Although CM is generally accepted as sharing brand content via owned media to gain earned media, a strategic approach, based on evidence-driven research, is needed to navigate through the overwhelming confusion so that companies can better plan and implement CM. Design/methodology/approach This paper addresses the scarcity of work with regard to CM practices in Asia. To address this research gap, the study examines content creation practices of five successful companies, based in Singapore, through case studies, interviews and content analyses, to propose a CM capability development framework. Findings The findings point to the need for content creation to align with brand values and value creation to create and socialise compelling content for positive impact. Content created for audiences and marketed by brands can generate value when it is consumed and shared. The paper also provided much needed clarity in terms of how CM capability can be gained to minimise costly trial and error. Research limitations/implications The study is limited to companies operating in Asia. The framework will require implementation in other regions. Another limitation of the study was that it did not extend to how consumers responded to CM posts. This is an area for further research that can help validate the proposed framework. Practical implications The analytical framework adopted in this study can also be used as a functional CM model for marketing managers to construct better CM strategies and informed standards of practice by growing capabilities. Social implications CM is also a requisite for companies seeking to modernise their marketing practices through digitalisation to enhance online branding, particularly for small- and medium-sized companies. Originality/value This paper addresses the scarcity of work with regard to CM practices in Asia.

Using a grounded theory research design, this paper examined the collaborative learning experiences of secondary school students in Singapore. The core phenomenon that emerged was the need for social interactions in collaborative learning, both in classroom and online settings. Educators often take for granted that effective collaborative learning will occur naturally once students are assigned to work in groups. In examining students' dissatisfaction when working in groups, this study highlighted the importance of surfacing these hidden assumptions for careful scrutiny. The key factors identified were centered on the need to address social challenges within collaborative learning. These included a pragmatic, results-oriented approach with limited interpersonal engagement used by students that can compromise collaborative learning outcomes. Having a deeper understanding of the challenges that resulted from limited social interactions provides educators with insights when designing classroom and online learning activities. This paper contributes to the understanding of groups' active learning to inform pedagogical practices for educators engaged in designing better collaborative learning experiences. Educators and curriculum designers need to be aware of the social drawbacks in collaborative learning in order to design a more socially engaging learning environment.

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Abstract:The study investigates the effectiveness of using social media, within a self-determined or personalised learning environment, to nurture proactive, creative, and communicative learners with high self-efficacy and autonomy. Research has shown that interactivity, collaboration, learner negotiation and personalisation enabled by Web 2.0 can spur developmental growth of communication skills. Using a quasi-experiment with pre-and post-tests involving 184 business students taking Effective Writing Skills, the study found that a self-determined, personalised learning environment resulted in students demonstrating higher levels of pro-activity, autonomy and creativity that contributed to the growth of communication capabilities, when compared to control groups. It was also noted that peer influence could significantly affect communication outcomes in a social media enhanced learning environment. This study is significant because it examines how communication skills can be developed through the educational use of social media. It also addresses the demand to produce graduates with strong communicative skills. The research outcomes of this study can inform pedagogical practice in preparing future-ready articulate graduates.

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