Building Student Engagement Through Social Media

Dragseth, Meghann R.

doi:10.1080/15512169.2018.1550421

Cited by 45 publications

(44 citation statements)

References 20 publications

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“…The authors propose a balance in using social media for commercial purposes and educational learning. Dragseth (2019) argues that social media offers numerous prospects for classroom engagement, peer networking, and soft skills development. Focusing on Twitter and Facebook, the author shows how social media affect the teaching of undergraduate and graduate courses.…”

Section: Literature Reviewmentioning

confidence: 99%

Accounting Students, Social Media and Online Learning in West Africa’s Topmost University

Odiboh

Alege

Fasanya

et al. 2020

International Journal of Social Sciences Perspectives

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All over the world, accounting students have the burden of scholarship and professional studies in order to become future accountants. A way to cope with this demand is to use the ubiquitous social media. This study examined the demographic differentials in the students' awareness and usage of social media as online pedagogical tools. Purposely selected for the study were accounting students of Covenant University, ranked number one in West Africa by the 2019 Times Higher Education. The university enrols its accounting undergraduates for external professional examinations additionally to four years of a degree course. A quantitative methodology using a survey technique afforded the application of a questionnaire instrument in the study. The Scientific Package of Social Sciences was used to analyse the data gathered from 294 students of accounting across gender, age and levels of studentship. Results point out that accounting students are aware of the educational value of social media outlets. However, in practice, online platforms are lowly used for learning purposes. While students mostly subscribe to Instagram, YouTube is the most valuable media for learning. More than gender and level of studentship, influence both awareness and usage of social media for undergraduates' online learning. The study concludes that socio-pragmatic considerations rather than epistemic consciousness determine students' social media affiliations and usage. Resulting recommendations are: that international researches should study the applicability of social media as online learning apparatuses. Also; educational administrators should rethink social media as online pedagogical tools.

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Section: Literature Reviewmentioning

confidence: 99%

Accounting Students, Social Media and Online Learning in West Africa’s Topmost University

Odiboh

Alege

Fasanya

et al. 2020

International Journal of Social Sciences Perspectives

View full text Add to dashboard Cite

show abstract

“…SM presents a promising sphere for engaging learners in course subjects and building social networks of learners [13]. Knowledge acquisition, sharing as well as promoting information and opinions of others, and also exchanging ideas about a focal subject are among SM engagement practices recognized by scholars [15].…”

Section: Literature Review and Hypotheses Development 21 Course Effmentioning

confidence: 99%

“…Knowledge acquisition, sharing as well as promoting information and opinions of others, and also exchanging ideas about a focal subject are among SM engagement practices recognized by scholars [15]. With the advent and popularity of SM, the way students interact and learn has changed because the interacting and collaborating nature of SM has changed the way students acquire knowledge and interact with society [13]. Students nowadays come to courses with prior knowledge and an established network on SM [13], [12].…”

Section: Literature Review and Hypotheses Development 21 Course Effmentioning

confidence: 99%

“…With the advent and popularity of SM, the way students interact and learn has changed because the interacting and collaborating nature of SM has changed the way students acquire knowledge and interact with society [13]. Students nowadays come to courses with prior knowledge and an established network on SM [13], [12]. Thus, by integrating SM into course design, the engagement of the learners with the subject of the course, collaboration and knowledge sharing among learners, increases [13].…”

Section: Literature Review and Hypotheses Development 21 Course Effmentioning

confidence: 99%

“…Students nowadays come to courses with prior knowledge and an established network on SM [13], [12]. Thus, by integrating SM into course design, the engagement of the learners with the subject of the course, collaboration and knowledge sharing among learners, increases [13]. The increased collaboration and knowledge exchange, therefore, leads to active learning, that means learners reflect on what they have learned during the course, and engage in deeper learning [12] that can increase their course selfefficacy.…”

Section: Literature Review and Hypotheses Development 21 Course Effmentioning

confidence: 99%

See 2 more Smart Citations

When Engagement in Course-Related Social Media Leads to Better Course Self-Efficacy

Pelet¹,

Zamani²

2020

Proceedings of the Annual Hawaii International Conference on System Sciences

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Learners nowadays bring social media (SM) user's knowledge to the classrooms with them. Many teachers (researchers, professors, instructors, and people in charge of the learning organizations in general) have to deal with the fact that individuals 1) sometimes adopt a mute behavior in classroom and 2) duplicate their offline social networks in SM spaces. Engagement in course-related SM groups leads to engagement into the course subject, that improves self-efficacy of the learners. This paper seeks to find out why individuals engage in course-related SM groups and how the SM engagement of silent students can mediate their selfefficacy. Results show that experiencing eudaimonism as an emotion and state of flow, positively affects the engagement in course-related SM groups. SM engagement positively affects students' self-efficacy and mediates the negative effect of selective mutism. This research has implications for educational institutions as well as researchers in the e-learning fields.

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