Using Social Media for Research: The Role of Interactivity, Collaborative Learning, and Engagement on the Performance of Students in Malaysian Post-Secondary Institutes

Al-Rahmi, Waleed Mugahed; Othman, Mohd Shahizan; Yusuf, Lizawati Mi

doi:10.5901/mjss.2015.v6n5s2p536

Cited by 41 publications

(46 citation statements)

References 56 publications

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“…This research supports the SMU to improve the students skills via their peer interactions [51,52]. Their satisfaction in SMU boosts their technology use, and in turn, this use enhances their skills and improves their achievement through collaboration and interaction [3,5,7,53,54]. The findings indicate that need for univeristies, colleges, and institutions to facilitate a collaboration learning environment in order to improve the students achievement this is consistent with Al-Rahmi et al, [55].…”

Section: B Discussion and Implicationssupporting

confidence: 77%

“…The social media tools have become a trend among the members of the Net generation or digital native who were born and interacted with digital technology [4]. Recently, the various sites of social networking are becoming widespread e-learning platforms used for the purpose of knowledge-sharing and engagement in active collaborative learning [5,6,7]. The development as the assessment of the finest social connections among learners is becoming possible through these sites.…”

Section: Introductionmentioning

confidence: 99%

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Social Media Use (SMU) for Teaching and Learning in Saudi Arabia

Alyoussef¹,

Alamri²,

Al-Rahmi³

2019

IJRTE

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Abstract: This research aims to explore the factors of teaching and learning measurement through using social media, incorporating the literature of social media adoption on resource sharing, collaborating and communicating for educational purpose. The current research explore factors that perceived usefulness (PU), perceived ease of use (PEU), attitude toward use social media use have certain influence on adoption of resource sharing, collaboration and communication for educational use. Therefore, resource sharing, collaboration and communication influence educational use, while educational use influences PU, PEU, SMU and attitude toward the use (AT) of SMU for teaching and learning. Both the processes of collecting and analyzing the data followed the quantitative method. The main tool of data collection was a questionnaire that has been distributed among 236 students using stratified random sampling technique. The view of the students and their implication of social media use for teaching and learning were solicited through the questionnaire. The Statistical Package for the Social Sciences (SPSS) was used as the main tool in the process of data examination. The results of this research were related to two main constructs: teaching and learning as well as educational use.According to the results, it appears that perceived usefulness, perceived ease of use, attitude toward use, and social media are considered powerful determinants of the former while resource sharing, collaboration and communication were significant indicators of the latter. Educational use, PU, PEU, AT succeeded in explaining 74.9% of SMU for teaching and learning.

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Section: B Discussion and Implicationssupporting

confidence: 77%

Section: Introductionmentioning

confidence: 99%

Social Media Use (SMU) for Teaching and Learning in Saudi Arabia

Alyoussef¹,

Alamri²,

Al-Rahmi³

2019

IJRTE

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“…Besides, in the case of students' language proficiency, the results found that there were significant differences of VLSs adopted by students of different language proficiency ability because students who identified as a very good were found to be employing the strategy of use and discovery more than other categories of students. The web and web-based social networking have significantly expanded in simplicity and speed for vocabulary learning, and thus social networking sites also allow for the public sharing of information, engagement, and collaborative learning (Al-Rahmi et al, 2018a;Al-Rahmi, Othman, & Yusuf, 2015c).…”

Section: Discussionmentioning

confidence: 99%

Vocabulary Learning Strategies Through Secondary Students at Saudi School in Malaysia

et al. 2019

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This study is dedicated to the research of vocabulary learning strategies (VLSs) employed by a group of Saudi Arabian learners in an EFL (English as a foreign language) context. The rationale for the study is to clarify a pronounced lack of research on the EFL context in Saudi Schools Abroad (SSA), and a dearth of prior research into VLSs in this context. In particular, this research intends to explore how do students at Saudi School Malaysia (SSM) employ VLSs in their actual learning process. Therefore, this study is conducted on cognitive theory of learning studies, the mental processes involved in the learning process. Moreover, this study conducted an analysis of studies dedicated to VLSs through secondary students at Saudi school in Malaysia based on previous research problems of models and theories. In addition, this study applied quantitative approach, and the questionnaire was conducted using 105 students. The results of this study revealed the percentage and frequency have further underscored this role and the significance of vocabulary learning in both students and teachers. Also, the results show that students at SSM have employed the five categories of VLSs at a medium level and almost at a close range.

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“…They were first offered by the University of Manitoba in 2008 for the purpose of connective information [8] . In addition, the focus on social engagement extended to the small face-to-face groups that point towards a better influence on MOOCs in terms of completion [9] , [10] , [11] . Recently, research on MOOCs has shifted focus from learning to highlight the different factors related to attrition [12] .…”

Section: Experimental Design Materials and Methodsmentioning

confidence: 99%

Massive Open Online Courses (MOOCs): Data on higher education

et al. 2019

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The data presented in this article are based on provides a systematic and organized review of 219 studies regarding using of Massive Open Online Courses (MOOCs) in higher education from 2012 to 2017. Consequently, the extant, peer-reviewed literature relating to MOOCs was methodically assessed, as a means of formulating a classification for MOOC-focused scholarly literature. The publication journal, country of origin, researchers, release data, theoretical approach, models, methodology and study participants were all factors used to assess and categorise the MOOC. These data contribute to materials required by readers who are interested in different aspects related to the literature of using Massive Open Online Courses (MOOCs) in higher education. Intention to use, interaction, engagement, motivations and satisfaction were five dynamics assessed in relation to the improvement of MOOCs. Students’ academic performance can be influenced by MOOC which has the advantage of facilitating the learning process through offering materials and enabling the share of information.

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Using Social Media for Research: The Role of Interactivity, Collaborative Learning, and Engagement on the Performance of Students in Malaysian Post-Secondary Institutes

Abstract: Abstract

Cited by 41 publications

References 56 publications

Social Media Use (SMU) for Teaching and Learning in Saudi Arabia

Social Media Use (SMU) for Teaching and Learning in Saudi Arabia

Vocabulary Learning Strategies Through Secondary Students at Saudi School in Malaysia

Massive Open Online Courses (MOOCs): Data on higher education

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