Social Networking and Teaching: An Australian Case Study

Leitch, Shona; Warren, Matthew

doi:10.28945/1462

Cited by 11 publications

(10 citation statements)

References 4 publications

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“…A Meta research of 21 papers on microblogging in education revealed potential for collaborative learning, sharing resources, learning any time any place, informal communication between students and between students and teachers, and enhancing students engagement. On the other hand, limitations of microblogging were mentioned, such as unfamiliarity of students with Twitter, students are not convinced of its benefits, and the length limit of text influences depth of dialog (Gao, Luo & Zhang, 2012;Leitch & Warren, 2011).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Facebook-Groups have potential for group collaboration (Fewkes & McCabe, 2012;, promotion of social interaction , promotion of interaction between students and teachers , and expansion of learning beyond the classroom (Fewkes & McCabe, 2012;. Limitations of this tool are privacy matters Wang, Woo, Quek, & Liu, 2012), students are distracted while using it for learning (Fewkes & McCabe, 2012;Leitch & Warren, 2011), teachers lack implementation knowledge (Fewkes & McCabe, 2012), and the fact that the discussions are not organized (Wang, Woo, Quek, & Liu, 2012).…”

Section: Literature Reviewmentioning

confidence: 99%

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WhatsApp Goes to School: Mobile Instant Messaging between Teachers and Students

Bouhnik

Deshen²

2014

JITE:Research

480

366

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WhatsApp is a Smartphone application for instant messaging. Lately the application's popularity has risen. One of the unique features of the application is its ability to enhance communication within a group. Classroom communication between teaching faculty and high school students using WhatsApp has not yet, to our knowledge, been researched thoroughly. Therefore, we have chosen to conduct an exploratory research project employing a qualitative method. Twelve halfstructured interviews were carried out with teachers who use the application in order to communicate with their pupils.It turns out that class WhatsApp groups are used for four main purposes: communicating with students; nurturing the social atmosphere; creating dialogue and encouraging sharing among students; and as a learning platform. The participants mentioned the technical advantages of WhatsApp, such as simple operation, low cost, availability, and immediacy. They also referred to educational advantages, such as the creation of a pleasant environment and an in-depth acquaintance with fellow students, which had a positive influence upon the manner of conversation. The participants also indicated academic advantages such as the accessibility of learning materials, teacher availability, and the continuation of learning beyond class hours. Nevertheless, there are also challenges and problems. Firstly, there is the technical difficulty that not all high school students possess a Smartphone. Secondly, teachers are apt to be annoyed by the flood of irrelevant and nonsensical messages. Also, educational difficulties may arise, such as incompatibility of language between students and the students' assumptions that their teachers should be available on a 24/7 basis.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

WhatsApp Goes to School: Mobile Instant Messaging between Teachers and Students

Bouhnik

Deshen²

2014

JITE:Research

480

366

View full text Add to dashboard Cite

show abstract

“…The impacts of social media use as a learning tool have also been explored in literature, Facebook helps improve social contact, group collaboration, and communication between learners and lecturers, reported by Fewkes and McCabe (2012) and Wang, Woo and Quek (2012). Twitter, to the contrary hand, offers potential that is comparable, yet students report that due to the character limit for text messages, conversations on Twitter tended to be limited (Gao, Luo & Zhang, 2012;Leitch & Warren, 2011).…”

Section: Instant Messagingmentioning

confidence: 99%

The Effects of Instant Messages on Distance Education Students’ Perception of Transactional Distance

Onat

Bertiz²

2023

IJTE

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In this study, effects of instant messages that are sent on a regular basis to the distant education students on how they perceive transactional distance were investigated. These text messages are designed to have either an informative or a remindful nature. Participants were undergraduate students that were randomly assigned to four groups (N=99). Participants in this study who attended distance education classes online regularly received instant messages. The impact of these text messages on students' perceptions of transactional distance was assessed using Perceived Transactional Distance Scale in Distance Education Environments (Horzum, 2011). Dialogue, Structure Flexibility, Content Organization, Control, and Learner Autonomy were the five subscales that made up the survey. The instant messages were intended to have little to no effect on the dynamics and content of the class. The students received all of the texts over WhatsApp. The hypothesis which those students receive instant messages periodically will have lower score of perception of transactional distance was largely supported.

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“…They are born into a world of technology and hence demonstrate a different approach to life, socialization, the perception of knowledge, and decision making compared to the previous generations (Artemova, 2018, p.8). Although this approach is attributed to technological developments, (Leitch and Warren, 2011), it is essential to understand their aims of using the existing technologies. Gezgin, Hamutoğlu, Samur and Yildirim (2018) showed that mobile devices are predominantly used for accessing the social media.…”

Section: Introduction and Literature Reviewmentioning

confidence: 99%

How to Get Information in Online Environments? A Comparison of the Use of Net Generation Tools

Hamutoğlu

Gezgin

Gemikonakli³

et al. 2021

Journal of Education and Future

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It is anticipated that there will be differences in the use of the Internet and mobile technologies in accessing information amongst the new generations (digital natives) depending on the development level of the country they live in. Globalization further reinforces these differences. In this study, these differences are investigated for three countries having different levels of development: the United Kingdom, Malta, and Turkey. A total of 443 participants are chosen from university universities studying in different departments in 2017-2018 spring term. Variance analysis (ANOVA) has been used in identifying the differences between the study groups' access to information of the three countries. Findings show differences between the three countries in the use of social networks such as Facebook, Instagram, Twitter and Snapchat. In addition, there are differences in the use of mobile technology devices Notebook, Tablet and Smartphones in accessing information. Finally, differences were identified in the use of information sources in accessing information. These differences are in the use of search engines, wiki, social networks, blogs, and digital libraries. No differences were found in terms of digital newspapers. The findings are discussed comparatively with reference to the scholarly work done in the field and recommendations are given.

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Social Networking and Teaching: An Australian Case Study

Cited by 11 publications

References 4 publications

WhatsApp Goes to School: Mobile Instant Messaging between Teachers and Students

WhatsApp Goes to School: Mobile Instant Messaging between Teachers and Students

The Effects of Instant Messages on Distance Education Students’ Perception of Transactional Distance

How to Get Information in Online Environments? A Comparison of the Use of Net Generation Tools

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