Modeling educational usage of social media in pre-service teacher education

Saini, Charu; Abraham, Jessy

doi:10.1007/s12528-018-9190-4

Cited by 27 publications

(21 citation statements)

References 72 publications

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“…The fast growth of social media networks into educational systems, as well as the provision of educational services via these platforms, has pushed researchers and educators to investigate how these technologies have changed the education system (Saini and Abraham, 2019). While there are some reservations about the use of social media applications in education, it is believed that they can help students improve their cognitive and writing skills as well as their training capacities (Al-Qaysi et al , 2020).…”

Section: Introductionmentioning

confidence: 99%

Social media usage and academic performance from a cognitive loading perspective

Hameed

Haq

Khan

et al. 2022

OTH

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Purpose Social media has shown a substantial influence on the daily lives of students, mainly due to the overuse of smartphones. Students use social media both for academic and non-academic purposes. Due to an increase in the usage of social media, academicians are now confronting pedagogical issues, and the question arises as to whether the use of social media affects students’ performance or not. Considering this, this study aims to examine the role of social media usage on students’ academic performance in the light of cognitive load theory. Design/methodology/approach Using a quantitative research approach, 220 valid responses were received through an e-survey administered to university students. The proposed claims were tested through structural equation modeling using AMOS version 24. Findings Findings revealed that social media usage for non-academic purposes harmed students’ academic performance. Additionally, social media usage for academic purposes and social media multitasking did not affect students’ academic performance. Most importantly, social media self-control failure moderates the relationship between “social media usage for non-academic purposes” and students’ academic performance. Practical implications The findings of the study can be used by the academic policymakers of institutions and regulatory bodies. Originality/value The study suggests that teachers not only rely on using social media as a learning tool but also concentrate on improving student self-control over the use of social media through various traditional and non-traditional activities, such as online readings, group discussions, roleplays and classroom presentations.

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Section: Introductionmentioning

confidence: 99%

Social media usage and academic performance from a cognitive loading perspective

Hameed

Haq

Khan

et al. 2022

OTH

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“…En este contexto educativo, las redes sociales impulsan el constructivismo cognitivo y social -entendido como la interacción entre individuo y situación-de una manera holística, dado que por sus características intrínsecas proporcionan un espacio que permite a las personas comunicarse, colaborar, interactuar y compartir ideas (Saini & Abraham, 2019). El establecimiento de entornos virtuales en las comunidades formativas y las experiencias mediadas por redes sociales han sido estudiadas utilizando diversos enfoques que dieran respuesta a los objetivos perseguidos.…”

Section: Introductionunclassified

“…La TU&G fue formulada en la década de los cuarenta como respuesta a la preocupación por conocer los factores sociológicos y psicológicos que influían en que los usuarios adoptaran o rechazaran determinados medios de comunicación e información. De este modo, se estableció un modelo teórico válido para entender qué se escondía detrás de dicha elección (Saini & Abraham, 2019). Katz (1959), tiempo después, continuó profundizando en la teoría y se basó en el cumplimiento de determinadas necesidades de los usuarios.…”

Section: Introductionunclassified

“…Como se describirá en este trabajo, en el ámbito de la formación, la TU&G sirve para identificar factores como la detección de oportunidades profesionales, la interacción social, la búsqueda y el intercambio de información profesional, y aspectos emocionales relacionados con la relajación y el disfrute en el contexto educativo (Dhir et al, 2017;Gallego et al, 2016;Saini & Abraham, 2019).…”

Section: Introductionunclassified

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Implicaciones de la Teoría de Usos y Gratificaciones en las prácticas mediadas por redes sociales en el ámbito educativo. Una revisión sistemática de la literatura

Fernández

Calderón-Garrido

2021

Aloma

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Las tensiones entre los diferentes agentes educativos y la sociedad han propiciado infinidad de cambios en relación con los recursos que se usan para gestionar las diferentes relaciones. En la actualidad, las redes sociales se presentan como un recurso más a las que docentes y discentes recurren por diversos motivos. La Teoría de Usos y Gratificaciones se presenta como un enfoque óptimo para conocer las motivaciones que tienen los usuarios. En este artículo se realiza un análisis de la literatura científica publicada en SCOPUS y JCR entre los años 2001 y 2020 sobre la aplicación de dicha teoría a las redes sociales en el ámbito educativo. Los resultados obtenidos muestran que los artículos se distribuyen en tres temáticas principales: investigación educativa, psicología educativa y comunicación o información educativa. Como conclusión, se ha detectado que la Teoría de Usos y Gratificaciones otorga una perspectiva crítica que expone, con mayor tendencia, las limitaciones de las redes sociales. Sin embargo, también se han observado propuestas para las buenas prácticas.

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“…The application of gender approach provides an opportunity to identify significant hidden contradictions in the curricula and plans of educational work, designed for the adoption of a certain position by the individual -dominant position from the side of the male individual, and subordinate from the side of the female individual, which in the future prevents female self-realization [2]. The differentiated approach provides an opportunity to take into account both the gender and age characteristics of students and their individual psychological qualities in the formation of skills of educational activity, which forms the basis for the development of diagnostics of levels of moral and ethical culture, the organization of education of students in group and micro-groups for the performance of the tasks developed based on relevant levels [3]. The study of research papers in which the dialogical approach is revealed is of particular importance for rethinking the essence of ethical thinking; to explain the contradictions in the internal and personal dialogue and contrasts in the interpretation in different cultures of the criteria for the truth of the categories of good and evil; to reveal the art process of creating ethical codes and guidelines.…”

Section: Introductionmentioning

confidence: 99%

The Specificity of Preparing Students at Pedagogical Universities for Educational Activity in the Digital Epoch

Petrenko¹,

Ціпан²,

Stelmashuk³

et al. 2020

J. Intellect. Disabl. Diagn. Treat.

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Objective: the study is aimed at analysing the problems of forming the skills of educational activities of an individual, leading approaches that outline the range of solutions to education problems, features, and possibilities of these approaches to elucidate the totality of effective methods and techniques for special education pedagogical specialties in students.Background: education in higher education institutions (HEI) or another educational institution is based on the formation of an individual who has achieved the basic characteristics of his development in the process of professional development and in the framework of cooperation.Method: the experimental method was used in work during 2014-2019, in which 219 students of experimental groups and 213 students of control groups participated. Results:The authors determined the possibility of using student training tools as a specialist and a socially responsible person using pedagogical tools implemented in a digital educational environment. Conclusion:Students can be trained in pedagogical higher education directly using digital technologies. Thus, working with similar technologies will not require additional training in the implementation of practical work in further professional activities.

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Modeling educational usage of social media in pre-service teacher education

Cited by 27 publications

References 72 publications

Social media usage and academic performance from a cognitive loading perspective

Social media usage and academic performance from a cognitive loading perspective

Implicaciones de la Teoría de Usos y Gratificaciones en las prácticas mediadas por redes sociales en el ámbito educativo. Una revisión sistemática de la literatura

The Specificity of Preparing Students at Pedagogical Universities for Educational Activity in the Digital Epoch

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