The appropriation and repurposing of social technologies in higher education

Hemmi, Akiko; Bayne, Siân; Land, Ray

doi:10.1111/j.1365-2729.2008.00306.x

Cited by 241 publications

(160 citation statements)

References 9 publications

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“…Also, Cloete, de Villiers, and Roodt (2009) who identified that some course contents were not conducive to online networking. However, some courses could potentially benefit from using SNS such as in disciplines of language, the arts, social sciences, business, ICT, and management (Hemmi et al, 2009 Therefore, before SNS is adopted in higher education, a thorough evaluation need to be conducted to assess its appropriateness for teaching and learning.…”

Section: Evaluations Of Social Technologies In Specific Learning Settmentioning

confidence: 99%

Building an Online Community: Student Teachers’ Perceptions on the Advantages of Using Social Networking Services in A Teacher Education Program

Habibi¹,

Mukminin²,

Riyanto³

et al. 2018

Turkish Online Journal of Distance Education

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This inquiry examined student teachers' perceptions on the advantages of using Social Networking Services (SNS) in an English teacher education program at a public university in Jambi, Indonesia to ease the communication, supervision, discussion, and report submissions between supervisors and student teachers. The networking types included in the program are Whatsapp, Telegram, Email, and Google Form. The method of the research was qualitative through using focus group discussions as the technique of collecting data involving forty-two student teachers. We organized our analysis and discussion around their perceptions and the contexts in which the advantages they perceived emerge. The analyses of the texts revealed that two salient themes with their sub-themes related to the advantages of using Social Networking Services (SNS) in a teacher education program were social interaction (peer discussion and platform to interact with supervisors or lecturers) and learning motivation and experience supports (self-directed learning, promotes critical thinking, content engagement). Some pedagogical and social implications are also discussed.

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Section: Evaluations Of Social Technologies In Specific Learning Settmentioning

confidence: 99%

Building an Online Community: Student Teachers’ Perceptions on the Advantages of Using Social Networking Services in A Teacher Education Program

Habibi¹,

Mukminin²,

Riyanto³

et al. 2018

Turkish Online Journal of Distance Education

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“…Hemmi, Bayne and Land [17] maintain that since students already cooperate, search for information, communicate, and spend their free time using web technologies there is no reason not to apply the media in the classroom to support learning. However, how these tools are employed and integrated into the learning process is vital.…”

Section: Problem Statementmentioning

confidence: 99%

An Innovative Media Platform-Supported Blended Methodology in English for Dental Purposes Program

Arani

2017

Int. J. Emerg. Technol. Learn.

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Abstract-Due to the existing extensive curricula of English for Dental Purposes (EDP) courses and absence of enough weekly hours to cover them in Iran, there is a limited insufficient exposure to English to improve students' English communication skills to the levels necessary for their future career. Therefore, there have been needs to appraise the present teaching approaches and reform the configuration and context of EDP classes to yield highest profit for their students. The study was designed to address issues central to the perception and expectations of students in regard the use and the impact of the social medium, WhatsApp. As part of this impression, a spectrum of procedures has been depicted to employ this cross-platform messaging application.This research was conducted among 70 2 nd year dentistry students at Kashan University of Medical Sciences, in a course called English for Dental Purposes (EDP). The descriptive research project employing a qualitative and quasiexperimental study was chosen to collect data using a valid and reliable pretestposttest design. Two groups 35 subjects were randomly selected via simple random sampling. The control group was taught by conventional method, while the experimental group was taught through the proposed whatsApp assisted language learning approach in a blended way. A paired t-test was utilized to compare the results of each group and an independent sample t-test was utilized to compare the results in control and experimental group. The f-ratio value is 7.88138; the t-value is 2.80738. The p-value is .006512 and the result is significant at p < .01.Therefore, there are good reasons to think WhatsApp-based method of teaching EDP as a more effective approach than the face to face method . The Likert scale questionnaire descriptively analyzed via SPSS 16.00 version revealed experimental group had generally positive attitudes towards Apps-based teaching of academic materials.This media helps students get to be more capacitated in EDP, advances the class learning of English for Dental Purposes, enhances students' knowledge more satisfactorily, motivates them to gain a positive impact and willingness in their class activities and had resulted in more continuity in study and selfconfidence. So, it deserves considering the incorporation of the new application i.e. WhatsApp effectively in the curriculum of EDP pedagogies as an educational means.

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“…(Wenger, 1998, p. 96) Awareness of these ideas in the context of educational technology has led to the concept of an online learning community, where students and teachers communicate in a shared online space (Garrison & Anderson, 2003;Palloff & Pratt, 2007). Online learning communities have typically been supported via discussion forums (Haythornthwaite et al, 2000;Salmon, 2004), but more recently a range of other social technologies has become available (Mason & Rennie, 2008;Ravenscroft, 2009;Hemmi, Bayne & Land, 2009). …”

Section: Social Technologies In Educationmentioning

confidence: 99%

Social technologies for online learning: theoretical and contextual issues

Kear

Jones

Holden

et al. 2016

Open Learning: The Journal of Open, Distance and e-Learning

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Three exemplars are presented of social technologies deployed in educational contexts: wikis; a photo-sharing environment; and a social bookmarking tool.Students were found to engage with the technologies selectively, sometimes rejecting them, in the light of their prior conceptions of education. Some students (a minority in all the studies) were unsympathetic to the educational philosophy underpinning the technology's adoption. The paper demonstrates, through an examination of in-context use, the importance of socio-cultural factors in relation to education, and the non-deterministic nature of educational technology. The academic study of technology has increasingly called into question the deterministic views which are so pervasive in popular discourse and among policy makers. Instead, socio-cultural factors play a crucial role in shaping and defining technology and educational technology is no exception, as the examples in the paper show. The paper concludes by drawing out some implications of the examples for the use of social technologies in education.

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The appropriation and repurposing of social technologies in higher education

Cited by 241 publications

References 9 publications

Building an Online Community: Student Teachers’ Perceptions on the Advantages of Using Social Networking Services in A Teacher Education Program

Building an Online Community: Student Teachers’ Perceptions on the Advantages of Using Social Networking Services in A Teacher Education Program

An Innovative Media Platform-Supported Blended Methodology in English for Dental Purposes Program

Social technologies for online learning: theoretical and contextual issues

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