Teachers' Personal Page in a Social Network as a Tool for Teacher-Student Interaction

Kukushkina, A. G.

doi:10.31992/0869-3617-2020-29-12-156-166

Cited by 6 publications

(3 citation statements)

References 7 publications

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“…Therefore, we took into account the tenure of potential experts. The second variable is the potential expert's personal page, which reflects their willingness to interact with others [44].…”

Section: Symbolizing Hypotheticalmentioning

confidence: 99%

Unveiling the Dynamics of Extrinsic Motivations in Shaping Future Experts’ Contributions to Developer Q&A Communities

Yang,

Mao,

2024

IET Software

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Developer question and answering communities rely on experts to provide helpful answers. However, these communities face a shortage of experts. To cultivate more experts, the community needs to quantify and analyze the rules of the influence of extrinsic motivations on the ongoing contributions of those developers who can become experts in the future (potential experts). Currently, there is a lack of potential expert-centred research on community incentives. To address this gap, we propose a motivational impact model with self-determination theory-based hypotheses to explore the impact of five extrinsic motivations (badge, status, learning, reputation, and reciprocity) for potential experts. We develop a status-based timeline partitioning method to count information on the sustained contributions of potential experts from Stack Overflow data and propose a multifactor assessment model to examine the motivational impact model to determine the relationship between potential experts’ extrinsic motivations and sustained contributions. Our results show that (i) badge and reciprocity promote the continuous contributions of potential experts while reputation and status reduce their contributions; (ii) status significantly affects the impact of reciprocity on potential experts’ contributions; (iii) the difference in the influence of extrinsic motivations on potential experts and active developers lies in the influence of reputation, learning, and status and its moderating effect. Based on these findings, we recommend that community managers identify potential experts early and optimize reputation and status incentives to incubate more experts.

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Section: Symbolizing Hypotheticalmentioning

confidence: 99%

Unveiling the Dynamics of Extrinsic Motivations in Shaping Future Experts’ Contributions to Developer Q&A Communities

Yang,

Mao,

2024

IET Software

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“…Perceived ease of use and usefulness affect TAM behavioral intentions [43]. Significant number of studies have linked perceived usefulness and ease of use.…”

Section: E Perceived Usefulness and Perceived Ease Of Usementioning

confidence: 99%

Technological Acceptance Model for Social Media Networking in e-Learning in Higher Educational Institutes

Ajibade¹,

Zaïdi²

2023

IJIET

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Twitter and Facebook are popular among college educators. The use of social media in schools of higher learning has also been the subject of study. The use of social media has opened up new avenues of contact, collaboration, and participation between students and teachers. Accepting students and educators who make use of technological tools to do so requires insight into the factors that shape their propensity to do so. Using the Technology Acceptance Model (TAM) framework, which highlights perceived ease of use, perceived usefulness, and behavioral intention to use new technologies, this paper investigates the extent to which Nigerians are adopting social networking media for e-learning. Quantitative studies made use of surveys. Teachers and students from four different Nigerian schools participated in this survey. The suggested model factors were predicted using structural equation modeling (SEM). Intentions to utilize social media for e-learning by students and faculty at Nigerian institutions were shown to be impacted by these factors: perceived ease of use and perceived utility. The research is limited in that it does not offer any insight into interactive factors such interaction with research group members and peers, interaction with supervisors or lecturers, engagement, or active collaborative learning.

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“…The digital environment of the university today is, in a certain sense, a resource platform for students and teachers not only for information and cognitive enrichment, but also for meeting sociogenic needs for self-actualization, personalization and self-realization by significantly expanding the boundaries of personal representation [5,6]. The content, psychological determinants, conditions and ways of achieving success here depend not only on the information competence of the student, but also on his attitude to the digital environment, the adequacy of reading its content and purpose in educational and professional activities and personal development.…”

Section: Introductionmentioning

confidence: 99%

Semantic Features of Students’ Attitude to Interaction in the Digital Educational Environment

et al. 2021

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The characteristics of the main content of the resources and risks of the digital educational environment are considered. The features of understanding the nature and determinants of the success of the interaction of future specialists in the digital educational environment are shown. The article deals with the use of information resources and interaction in the network as a factor of professional and personal growth of students. An idea is given about the features of the semanticization of relations in the digital educational environment. The role of an adequate understanding of the semantic core of the problem in the productivity of students ‘ project activities is shown. The conditions and ways of achieving success in interaction in the information space within the framework of educational and professional activities are described. The relationship of success with information competence and semantic features of the attitude to interaction in the information space, the motivation of achievement and the expression of the desire for self-development is shown. The results of an empirical study of the peculiarities of students ‘ attitudes to interaction in the digital environment are described, and their ideas about the limitations and risks of this format of activity are shown. The article presents the material describing the main content of students ‘ ideas about the characteristics of a successful teacher and a successful student as subjects of interaction in the digital educational environment.

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Teachers' Personal Page in a Social Network as a Tool for Teacher-Student Interaction

Cited by 6 publications

References 7 publications

Unveiling the Dynamics of Extrinsic Motivations in Shaping Future Experts’ Contributions to Developer Q&A Communities

Unveiling the Dynamics of Extrinsic Motivations in Shaping Future Experts’ Contributions to Developer Q&A Communities

Technological Acceptance Model for Social Media Networking in e-Learning in Higher Educational Institutes

Semantic Features of Students’ Attitude to Interaction in the Digital Educational Environment

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