Social Media Policy in Social Work Education: A Review and Recommendations

Karpman, Hannah E.; Drisko, James W.

doi:10.1080/10437797.2016.1202164

Cited by 11 publications

(3 citation statements)

References 17 publications

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“…The results found the key policy controversies and offered suggestions for K-12 institutions to create policies supporting technology in schools while safeguarding students. Meanwhile, Karpman and Drisko [14] explore the gap between the rapid growth of social media use and the development of corresponding program policies. It reviews current social media policies and identifies six key domains for such policies, including ethical and legal obligations, personal and professional online presence, and productivity implications.…”

Section: -2-social Media Access (Acc)mentioning

confidence: 99%

Factors Influencing Social Media Platform Engagement among Thai Students: A Quantitative Study

Jitsaeng,

Chansanam,

Kanyacome

et al. 2024

Emerg Sci J

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This study delves into the complex landscape of social media utilization among undergraduate students in higher education institutions in Thailand, investigating the pivotal factors that shape their engagement with these platforms. Employing a quantitative research approach, the investigation utilizes a meticulously crafted multi-stage sampling methodology coupled with a robust data collection process. Through applying multi-correlation and multiple-regression analyses, the research unveils significant insights into the determinants of social media usage among Thai youth. Notably, motivation for social media use, access, creativity, and participation through these platforms emerge as substantive predictors. This aligns seamlessly with existing research, underscoring the critical roles played by motivation and accessibility in influencing online engagement. The resultant predictive equation is a pragmatic instrument for comprehending and forecasting social media engagement patterns among Thai undergraduate students. The findings underscore the importance of motivation, access, and creativity as driving forces behind social media utilization. This research equips educators, policymakers, and researchers with valuable insights, emphasizing the imperative of fostering responsible and effective use of social media within this demographic. The study's contribution to the academic landscape is noteworthy because it sheds light on unexplored facets such as cultural dynamics, peer networks, and individual traits, enriching our understanding of the intricate social media landscape among Thai undergraduate students. Doi: 10.28991/ESJ-2024-08-02-011 Full Text: PDF

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Section: -2-social Media Access (Acc)mentioning

confidence: 99%

Factors Influencing Social Media Platform Engagement among Thai Students: A Quantitative Study

Jitsaeng,

Chansanam,

Kanyacome

et al. 2024

Emerg Sci J

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“…Based on the current study, most faculty indicated they had discussed expectations regarding the responsible use of the Internet, social media, and mobile technologies with their students. Research by Karpman and Drisko (2016) supported the practice of faculty educating their students about the responsible use of ICTs.…”

Section: Ars Abuse Is Not Widespreadmentioning

confidence: 99%

Exploring Myths: Cyberbullying of College Faculty

Joiner¹

2018

JESP

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Anonymous online rating sites provide outlets for students and others to share their experiences related to professors, courses, and colleges and universities. College faculty are often the focal point of anonymous feedback and could become targets for sometimes unfair online ratings. This paper explored the extent to which faculty perceived cyberbullying of faculty to be an issue on anonymous rating sites, faculty observations about the accuracy of information posted to anonymous websites about themselves, and the extent to which faculty discuss with students their expectations regarding appropriate use of the Internet, social media, and mobile technologies. Further research is needed to explore the influence of public anonymous ratings on faculty course enrollments and faculty overall job satisfaction.

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“…Those smart phones have the capabilities to send on line text messages, multimedia messages, taking photos and recording videos, sending and receiving e-mails (Robinson & Stubberud , 2011;Karaaslan & Budak, 2012;Cosier, Gomez, McKee & Maghxi, 2015), recording voices, accessing the internet and social media accounts like facebook, twitter and instragram (Westwood, Taylor & McKendrick, 2014) and chat. Amongst the rapidly growing users of smart phones and social media, one can see mostly the teenagers and university students (Arslan & Tutgun-Unal, 2013;Mishra, Mishra & Rawat, 2015;Karpman & Drisko, 2016). Based on the research, the students are using their smart phones at different levels for different purposes such as texting, accessing internet, playing games, taking photos or recording videos, e-mail, research or for the courses (Dursun, 2004;Balci & Gulnar, 2009;Arslan &Yazici, 2016).…”

Section: Introductionmentioning

confidence: 99%