Social Media: An Integration Guideline for Teaching and Learning in Higher Education

Zakharov, Wei; Horton, Akesha; Reid, Pat; Willis, James E.; Attardo, Donalee

doi:10.1007/978-3-319-38956-1_12

“…Among existing studies, Caldwell (2015) found that only 18% of professors used social network sites in their teaching, although almost 50% were willing to use these more extensively. Zakharov, Horton, Reid, Willis, and Attardo (2017) provided an explanation for the low frequency of social media use by exploring the experiences of 126 professors. They found that a variety of barriers exist to the use of social media in teaching: reliability, complexity, lack of support, inadequate professional development, time requirements, and legal issues.…”

Section: Introductiomentioning

confidence: 99%

Information and Communication Technologies: Views of Canadian College Students and “Excellent” Professors

Fichten¹,

Jorgensen²,

Havel³

et al. 2018

JETS

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We explored s and compared students comp that worked w completed a c for them that n there were so books, blogs a did help with Both student Future researc between profe Keywords: i perspectives, p IntroductioInformation a ubiquitous an their use. Her their use of in do these work excellent in th Post-secondar in order to he (Hue & Ab J quality of te post-secondar resulted in nu information, a Professors TechnoloThere is an ex tion and C by Buchanan, Sainter and Saunders (2013), with a sample of 114 professors, found that the ten most frequently used technologies were: links to online library resources; online audio / video podcasts from other sources; formative online testing; online audio / video podcasts created by the professors themselves; discussion boards for class discussions; discussion boards for frequently asked questions; blogs with the goal of encouraging reflection on learning; Wikis; blogs for micropublishing; and online tests. An increase in the popularity of recorded lectures has also been noted (O'Callaghan, Neumann, Jones, & Creed, 2017).The popularity of social networks, such as Facebook and Twitter, in academe has increased. Yet, there is minimal empirical literature on faculty experiences with the educational use of social networks (Veletsianos & Kimmons, 2012). Among existing studies, Caldwell (2015) found that only 18% of professors used social network sites in their teaching, although almost 50% were willing to use these more extensively. Zakharov, Horton, Reid, Willis, and Attardo (2017) provided an explanation for the low frequency of social media use by exploring the experiences of 126 professors. They found that a variety of barriers exist to the use of social media in teaching: reliability, complexity, lack of support, inadequate professional development, time requirements, and legal issues. ProficiencyThe limited research on professor proficiency in teaching with technology shows that professors were more likely to use technology in their courses if they had a greater degree of confidence in their ability to use this (Howard & Mozejko, 2015). These researchers also found no significant differences between male and female professors in their level of confidence in their ability to use technology. Use of Personal Technology in ClassThere are no universally accepted guidelines that dictate the appropriate use of mobile technologies in class (Lindroth & Bergquist, 2010). This has resulted in a culture of uncertainty, in which neither professors nor students understand what constitutes the appropriate use of laptops and other mobile devices in class (Kay & Lauricella, 2011;Santos, Bocheco, & Habak, 2018).Some professors do not allow students to use their laptops and mobile technologies in class at all (Young, 2006). This has the potential to create conflict between professors and their students, since students indicated that being allowed to use their personal technologies in class was important (Alkahtani, Ahmad, Darmoul, Samman, Al-zabidi, & Matraf, 2016).Other professors choo...

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“…Burgos [10] also supports this idea by a set of contributions focused on the implementation of Open Science, starting with the integration of all the basic pillars in the process. Further, the main question to address is how Open Science can contribute to complement official, accredited competences in STE(A)M in an effective way [11].…”

Section: Open Sciencementioning

confidence: 99%

Open Education and Open Science in contexts of crises

Burgos

¹

,

Saïda²

2022

eol-oe

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Open Education and Open Science are powerful tools for Education. They can provide content, access, means and collaboration to anyone interested in learning, worldwide. Further, in contexts of crises, they increase their impact and outreach. There are many types of crises, from natural ones, such as earthquakes or hurricanes, to man-made produced, such as wars, occupations, migrations or financial recessions. In these cases, an open approach to use, re-use, share and produce, guarantees education and science, even in the hardest conditions. In this paper, the authors present an overall approach to openness and crises, and how to implement them based on competence frameworks. As a specific resource, the paper introduces the Open Education & Science Crisis (OES-Crisis), which is based on five components in the form of skill-sets: 1) literacy skills, 2) digital literacy skills, 3) safety and security skills, 4) hope and resilience skills, and 5) life skills.

show abstract

“…Burgos [10] also supports this idea by a set of contributions focused on the implementation of Open Science, starting with the integration of all the basic pillars in the process. Further, the main question to address is how Open Science can contribute to complement official, accredited competences in STE(A)M in an effective way [11].…”

Section: Open Sciencementioning

confidence: 99%

Open Education and Open Science in contexts of crises

Burgos

¹

,

Saïda²

2022

eol-oe

0

View full text Add to dashboard Cite

Open Education and Open Science are powerful tools for Education. They can provide content, access, means and collaboration to anyone interested in learning, worldwide. Further, in contexts of crises, they increase their impact and outreach. There are many types of crises, from natural ones, such as earthquakes or hurricanes, to man-made produced, such as wars, occupations, migrations or financial recessions. In these cases, an open approach to use, re-use, share and produce, guarantees education and science, even in the hardest conditions. In this paper, the authors present an overall approach to openness and crises, and how to implement them based on competence frameworks. As a specific resource, the paper introduces the Open Education & Science Crisis (OES-Crisis), which is based on five components in the form of skill-sets: 1) literacy skills, 2) digital literacy skills, 3) safety and security skills, 4) hope and resilience skills, and 5) life skills.

show abstract

Social Media: An Integration Guideline for Teaching and Learning in Higher Education

Cited by 5 publications

References 11 publications

Information and Communication Technologies: Views of Canadian College Students and “Excellent” Professors

Information and Communication Technologies: Views of Canadian College Students and “Excellent” Professors

Open Education and Open Science in contexts of crises

Open Education and Open Science in contexts of crises

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