Facebook is not a silver bullet for teachers’ professional development: Anatomy of an eight-year-old social-media community

Nelimarkka, Matti; Leinonen, Teemu; Durall, Eva; Dean, Philip A. W.

doi:10.1016/j.compedu.2021.104269

Cited by 33 publications

(31 citation statements)

References 52 publications

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“…Taking the cognitive goal of Chinese phonetic knowledge of vocal music language as an example, if too much of the test questions stay in the stage of knowledge objective assessment, then the value of this test paper is very low, and it cannot effectively assess the comprehensive ability that students really should have. In vocal music theory course of study, as an auxiliary formative assessment should be present throughout the course of the teaching process, andthe main purpose of the formative assessment is not to give students grades or provide proof but a determination of a specific learning tasks to master degree, and it also helps teachers to help students focus on should grasp the specific knowledge [23].…”

Section: Related Workmentioning

confidence: 99%

Evaluation Method and Implementation of Vocal Music Teaching Performance under a Wireless Communication Environment

Liu

2022

Security and Communication Networks

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With the development of society, modern educational technology and electronic information technology are more and more closely combined. Auxiliary teaching products based on computer technology, multimedia technology, and network technology emerge one after another. How to combine modern wireless communication technology with modern educational technology to evaluate the teaching effect has become one of the hot topics in the field of modern teaching research. In view of the lack of communication between teachers and students and evaluation methods of the teaching effect in traditional vocal music teaching, this paper designs a method of evaluation of vocal music teaching effect in a wireless communication environment. First, this paper designs a feedback system of vocal music teaching based on wireless communication. Second, due to the influence of vocal music teaching effect, the factors are diverse, and the neural network has the advantages in processing the data with nonlinear strong robustness and dynamic characteristics. And we use BP (back propagation) neural network as a mathematical model to receive teaching feedback information. Then, the simulation results show that the proposed method can not only evaluate the effect of vocal music teaching but also has good feasibility and practicability. Finally, the method proposed in this paper can help improve the teaching level and efficiency of the school and has a great theoretical value and practical potential.

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Section: Related Workmentioning

confidence: 99%

Evaluation Method and Implementation of Vocal Music Teaching Performance under a Wireless Communication Environment

Liu

2022

Security and Communication Networks

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“…After selecting a final model (with 35 topics), we carried out two analyses, a thematic analysis of the topics and qualitative text excerpts, and a regression analysis of participant characteristics and generated themes. In line with previous work using this methodology [18], for the thematic analysis, we generated short descriptive titles for the 35 topics, firstly individually, and then via collaborative discussion. We dropped one topic due to incoherence between the exemplar texts, and merged two topics due to similarity.…”

Section: Discussionmentioning

confidence: 99%

Capturing the experiences of UK healthcare workers during the COVID-19 pandemic: A structural topic modelling analysis of 7,412 free-text survey responses

Lamb¹,

Wright²,

Scott

et al. 2022

PLoS ONE

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Background Healthcare workers (HCWs) have provided vital services during the COVID-19 pandemic, but existing research consists of quantitative surveys (lacking in depth or context) or qualitative interviews (with limited generalisability). Structural Topic Modelling (STM) of large-scale free-text survey data offers a way of capturing the perspectives of a wide range of HCWs in their own words about their experiences of the pandemic. Methods In an online survey distributed to all staff at 18 geographically dispersed NHS Trusts, we asked respondents, “Is there anything else you think we should know about your experiences of the COVID-19 pandemic?”. We used STM on 7,412 responses to identify topics, and thematic analysis on the resultant topics and text excerpts. Results We identified 33 topics, grouped into two domains, each containing four themes. Our findings emphasise: the deleterious effect of increased workloads, lack of PPE, inconsistent advice/guidance, and lack of autonomy; differing experiences of home working as negative/positive; and the benefits of supportive leadership and peers in ameliorating challenges. Themes varied by demographics and time: discussion of home working decreasing over time, while discussion of workplace challenges increased. Discussion of mental health was lowest between September-November 2020, between the first and second waves of COVID-19 in the UK. Discussion Our findings represent the most salient experiences of HCWs through the pandemic. STM enabled statistical examination of how the qualitative themes raised differed according to participant characteristics. This relatively underutilised methodology in healthcare research can provide more nuanced, yet generalisable, evidence than that available via surveys or small interview studies, and should be used in future research.

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“…Social media are internet-based technologies that support multimedia content and interaction (Koehler & Vilarinho-Pereira, 2021). Instruction utilizing social media can offer outlets for learners to produce outcomes of their learnings using media and dialogue on platforms with Twitter-like features (Busque & Mingoia, 2021;Nelimarkka et al, 2021;Sohoni, 2019). The benefits of using social media offer avenues to foster connections with learning communities, subject communication, motivation, and networking.…”

Section: Social Media-like Engagementmentioning

confidence: 99%

“…Rather than wait for the professor to make a prompt at the beginning of the week, the faculty in this study redirected learners to leverage the affordances of the social media-like community to lead their own posts (Le Busque & Mingoia, 2021;Nelimarkka et al, 2021;Sohoni, 2019). Furthermore, data analytics provided instructors the platform to prompt lowachieving learners to focus on their own self-efficacy (Bandura, 1982) to market themselves by improving posts with thought-provoking questions, polls, literature, or videos.…”

Section: Guiding Students To Lead Their Own Posts and Gain Social Med...mentioning

confidence: 99%

“It Helped to Know I Wasn't Alone”: Exploring Student Satisfaction in an Online Community with a Gamified, Social Media-Like Instructional Approach

Ensmann

Whiteside²

2022

OLJ

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This descriptive study offers lessons learned from students’ experiences with a gamified, social media-like instructional approach in eighteen courses from spring 2021 through spring 2022. Researchers at a mid-sized university in the southeastern United States leveraged Christensen’s (2011) disruptive innovation theory as a guiding framework to explore student satisfaction with this instructional method. This first phase of the study measures learner satisfaction with this approach using the Ritzhaupt (2019) Electronic Learning Satisfaction Survey (eLSS). Preliminary results suggest that learners (n=145) rated their experience with this disruptive technology above average on all Likert scale questions on the eLSS. Identified best practices for instructional design using similar approaches include repeating the game rules, reframing the purpose beyond the game, helping students appreciate their community, guiding students to lead their own posts and gain reactions, and thwarting those trying to game the system. Initial findings across multiple courses suggest that instructors can leverage the gameful experience and social media-like engagement to foster critical connections and increase course satisfaction.

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Facebook is not a silver bullet for teachers’ professional development: Anatomy of an eight-year-old social-media community

Cited by 33 publications

References 52 publications

Evaluation Method and Implementation of Vocal Music Teaching Performance under a Wireless Communication Environment

Evaluation Method and Implementation of Vocal Music Teaching Performance under a Wireless Communication Environment

Capturing the experiences of UK healthcare workers during the COVID-19 pandemic: A structural topic modelling analysis of 7,412 free-text survey responses

“It Helped to Know I Wasn't Alone”: Exploring Student Satisfaction in an Online Community with a Gamified, Social Media-Like Instructional Approach

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