Antecedents and consequences of social media utilization in college teaching: a proposed model with mixed‐methods investigation

Cao, Yingxia; Hong, Paul

doi:10.1108/10748121111179420

Cited by 52 publications

(38 citation statements)

References 12 publications

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“…Although Cao and Hong (2011), Chelliah and Clarke (2011), Kamenetz (2010), and others have mentioned the possibilities of improving online social media, serious research into the potential and consequences of this technology has not been attempted. Universities promote peer review and validate information; the internet promotes information production without validation.…”

Section: Discussionmentioning

confidence: 99%

Online access to higher education on YouTubeEDU

Chen

Gilchrist

2013

New Library World

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Purpose -The purpose of this one-year longitudinal study is to examine the usage and production of educational videos on YouTubeEDU, an open, video-sharing, educational area of YouTube established in 2009 and used primarily by institutions of higher education. The aim of the YouTubeEDU project is to provide free global access to higher education videos. Analysis from a library science perspective is valuable to further development of YouTubeEDU. Design/methodology/approach -From August 2010 to July 2011, the top 50 video clips were recorded monthly. YouTubeEDU loosely arranged clips according to the number of site visits and classified them into 13 disciplines: business, education, engineering, fine arts and design, health and medicine, history, humanities, journalism and media, law, literature, mathematics, science, and social science. Analysis of subject area and content correspondence was conducted using YouTubeEDU-assigned, creator-defined, and study-specific attributes. Findings -The majority of top videos per month were university public relations materials. Overall, 40 percent of the videos were academically-oriented; English is the predominant language. Even some videos contributed by non-English-speaking higher education institutions were in English. The researchers also discovered misclassification of videos in several disciplines. Research limitations/implications -Based on the researchers' monthly observations, future collaboration with the YouTubeEDU project is needed to collect comprehensive data regarding worldwide visitor traffic and higher education video contributions. Originality/value -Many areas needed improvement in the YouTubeEDU project; the proposed changes would ensure that the quality and utility of videos meet the standards of higher education institutions while embracing the needs of global learners.

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Section: Discussionmentioning

confidence: 99%

Online access to higher education on YouTubeEDU

Chen

Gilchrist

2013

New Library World

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“…As contrasted with college students, most faculty members are "digital immigrants" (Prensky, 2001). Cao and Hong (2011) encourage the use of social media in higher education, but suggest that it requires research attention. They indicate that there have been no systematic studies that have analyzed both the antecedents and consequences of social media as applied to college teaching.…”

Section: Classroom Applicationsmentioning

confidence: 93%

Social Networking Media: An Approach for the Teaching of International Business

Barczyk

Duncan

2012

Journal of Teaching in International Business

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“…Video blogging can result in gains in grades for undergraduate education (Kiili, Multisilta, Suominen & Ketamo, ). Students who expect real‐time communication with their instructors can find social media tools such as Tweeting, blogging and virtual interactions very satisfying (Cao & Hong, ). In sum, students report their enjoyment in the diverse learning processes using social media applications; and at the same time, they demonstrate satisfying actual achievement of tangible learning outcomes.…”

Section: Conceptual Development and Hypothesesmentioning

confidence: 99%

“…The adoption of social media applications by college students for entertainment and learning is common. College students use various social media applications (Cao & Hong, ; Dahlstrom, ), as it has become an indispensable part of their everyday life for personal and learning purposes. Mobile technologies and smartphones interweave social media in their palms and at their command (Dahlstrom, ).…”

Section: Introductionmentioning

confidence: 99%

Using social media applications for educational outcomes in college teaching: A structural equation analysis

Cao¹,

Ajjan²,

Hong³

2013

Brit J Educational Tech

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121

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As more and more faculty members jump on the wagon of social media, an increasing number of publications began to investigate the adoption of social media applications and its motivators in and out of the classrooms. However, little research has paid close attention to the educational outcomes of social media utilization in college teaching. Thus, this study focused on the educational outcomes and examined a research model of antecedents and consequences of social media use. It analyzed the quantitative responses of 168 faculty members using social media in their teaching. A partial least squares (PLS) analysis indicates that (1) perceived usefulness, external pressure and compatibility of task-technology have positive effects on social media use; (2) the higher the perceived risk of using social media utilization, the less likely faculty will use the technology to support in-class instructions frequently; and (3) social media use has a positive effect on student's learning outcomes and their satisfaction. The proposed model provides educators with a depiction of how social media educational use delivers higher performance in the classroom. IntroductionSocial media provide users with interactive services, in which they have control over their own data and information and are able to collaborate and share information (Ajjan & Hartshorne, 2008). Example of social media applications include Facebook, Twitter, MySpace, YouTube, Flickr, Skype, Wiki, blogs, Delicious, Second Life, open online course sites and forum, text messaging, online games, mobile apps, etc. These applications have been widely used for information dissemination and gathering, collaborative learning and online social and professional connections. In the USA, over half of the adult population use social media, and similar number of cellphone users download applications on their mobile devices to learn things they are interested in (Purcell, 2012). Similarly, in Europe, half of the adult population engages in various activities using social media applications (Forrester, 2011;IAB Europe, 2012). In developing countries, over 97% of the online users in metropolitan China and India engage in active content creation and conversation through tools such as Weibo (China) and Orkut (India). As Internet and Web 2.0/3.0 technology access through mobile devices increases exponentially year after year, social media users are set to explode (Forrester, 2011).

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Antecedents and consequences of social media utilization in college teaching: a proposed model with mixed‐methods investigation

Cited by 52 publications

References 12 publications

Online access to higher education on YouTubeEDU

Online access to higher education on YouTubeEDU

Social Networking Media: An Approach for the Teaching of International Business

Using social media applications for educational outcomes in college teaching: A structural equation analysis

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