Theoretical Guidelines for the Utilization of Instructional Social Networking Websites

Abstract

In the past 10 years, the internet has been transformed, along with the emergence of interaction and communication technologies. Indeed, there has been an emerging movement in the interaction and communication technologies. More specifically, the growth of Web 2.0 technologies has acted as a catalyst for change in the disciplines of education. The social networking websites have gained popularity in recent years; therefore, many research studies have been conducted to explain how the use of social networking websites for instructional purposes. For the best practices, it is essential to understand theories associated with social networking studies because related theories for any subject may provide insights and guideline for professionals and researchers. This theoretical paper was designed to offer a road map through the literature in relation to the utilization of social networking websites by presenting main understandings of theories associated with social networking.The Uses and Gratification Theory, social network theory, connectives, and constructivism were selected to serve as a basis for designing social networking studies regarding instructional purposes. Moreover, common attributes of the theories and specific application areas were also discussed. This paper contributes to this emerging movement by explaining the role of these theories for researchers and practitioners to find ways to beneficially integrate them into their future research endeavors.

Explorando adopciones, finalidades y usos de las redes sociales en el ámbito educativo desde la perspectiva de Usos y Gratificaciones. Representaciones de los futuros docentes y los profesores en ejercicio

“…Los docentes en formación y en activo participantes en este estudio utilizan las redes para intercambiar recursos y prácticas más allá del aula, constituyendo para ellos una forma importante de mejorar la comprensión de nuevos conceptos e ideas. La detección de estos factores permite el correcto diseño de prácticas concretas que motiven al mantenimiento en el tiempo de su implementación (Yakin, y Tinmaz, 2015).…”

“…En el ámbito educativo, sirve de utilidad para detectar necesidades y particularidades relacionadas con el desarrollo profesional, la constitución de comunidades educativas, intercambio de información o utilización de recursos (Dhir et al, 2017). Yakin, y Tinmaz (2015) proporcionaron una guía teórica basada en la TU&G para el uso educativo de redes en educación, ligando esta teoría con el constructivismo y el conectivismo. Propusieron una perspectiva de las redes sociales como Zona de Desarrollo Próximo, proporcionaron pautas de diseño de prácticas partiendo de este modelo y tomaron la motivación como elemento catalizador para ocasionar oportunidades de aprendizaje.…”

Pre-service Teachers' Use of General Social Networking Sites Linked to Current Scenarios: Nature and Characteristics

“…There are numerous studies linking teachers’ digital competence to the use of social media, many of which conclude that a lack of teacher training in this regard (Barak, 2017 ; Durak, 2019 ) leads to a failure to fully exploit valuable resources (Sinnema et al, 2020 ). Some papers analyse the educational use of social networks by means of the UGT (Gil-Hernández & Calderón-Garrido, 2021 ), often combined with the Social Network Theory (Yakin & Tinmaz, 2015 ), the Decomposed TPB (Dermentzi et al 2016 ), and the MAIN model (Rathnayake & Winter, 2018 ). In some cases, negative effects are reported due to the excess time spent on social media compared to its benefits (Mingle & Adams, 2015 ); in other cases, the need is revealed for universities to make inclusive decisions to increase the educational use of social networks, as it is considered to be very limited (Dertmentzi, 2016 ).…”

English for Business: Student Responses to Language Learning Through Social Networking Tools

“…At this point many people are familiar with or have at least heard of e-mail, blogs, social networks, and wikis. A good number of publications have addressed their importance and have pointed out their value as informative and pedagogical tools (among others Jimoyiannis, Tsiotakis, & Roussinos, 2013;Morgan, 2012;Tilfarlioglu, 2011;Shih, 2013;Wang & Vasquez, 2012;Yakin & Tinmaz, 2015;Yu, Yuen, & Park, 2012).…”

“…Blogs or other recording procedures can also be included within the assessment process at present. In the case of the course reported here, as in other courses worldwide intending to incorporate Web 2.0 tools in ESP (Levy & Hadar, 2010;Shih, 2013;Tunks, 2012;Yakin & Tinmaz, 2015;Zaščerinska & Ahrens, 2010), the final grade was calculated through various means: 1) a personal evaluation (10%); 2) formal assessment -tests (40%); and 3) alternative assessment (50%). The alternative assessment part involved group work using the Web 2.0 tools considered by the professor to be beneficial to business students: a blog, a video tool (most chose YouTube), a presentations tool (SlideShare), and a professional networking program (LinkedIn).…”