Using social network sites in Higher Education: an experience in business studies

Montaño, José Luis Arquero; Frías, Esteban Romero

doi:10.1080/14703297.2012.760772

Cited by 69 publications

(36 citation statements)

References 17 publications

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“…Among emerging ICT used for collaborating and knowledge sharing are Web 2.0 technologies, including wikis, social networking sites, and weblogs (often shortened to "blogs") (Castaneda, Ahern, & Díaz, 2011;Arquero & Romero-Frías, 2013). Across the world, Web 2.0 technologies have become popular tools for the student population (Lenhart, Purcell, Smith, & Zickuhr, 2010;Halic, Lee, Paulus, & Spence, 2010;Bennett et al, 2012;Costa, Alvelos, & Teixeira, 2015).…”

Section: Introductionmentioning

confidence: 99%

Roles of perceived fit and perceived individual learning support in students’ weblogs continuance usage intention

Ifinedo

2018

Int J Educ Technol High Educ

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Weblogs (or blogs) are increasingly being used in higher educational contexts. Not much is known about the factors that influence students' continued usage intention of weblogs. This study uses the expectation-confirmation model (ECM) as its background theoretical framework, and explores the roles of antecedent factors of perceived fit and perceived individual learning support in the research model. A cross-sectional survey was used to collect data from 108 undergraduate students taking a management information systems (MIS) course in a small university in Canada. Relevant hypotheses on the subject matter were formulated and tested. The partial least squares (PLS) technique was used for data analysis. The results strongly support the proposed hypotheses, indicating that perceived fit, perceived individual learning support, perceived usefulness, confirmation, and satisfaction have positive effects on students' continued usage intentions of Weblogs. The findings of this study have practical and theoretical implications, which are succinctly discussed, and suggestions for future research outlined.

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Section: Introductionmentioning

confidence: 99%

Roles of perceived fit and perceived individual learning support in students’ weblogs continuance usage intention

Ifinedo

2018

Int J Educ Technol High Educ

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“…Social learning through technological platform collaboration (for example, group debate forums) involves socially shared regulation and social regulation in coordinating and regulating work on a joint task [16]. Social constructivism postulates that in communities of collaborative learning individuals are autonomous in their self-expression, in the authoring of their own content and in sharing that content with others in eicient and meaningful ways [17]. However, individuals difer in terms of their preferred way of interaction with others in a collaborative social learning set-up.…”

Section: Social Collaboration Style Preferencesmentioning

confidence: 99%

Social Collaboration Style Preferences and Cognitive Receptivity to Technological Change and Innovation in Open and Distance e-Learning

Coetzee¹

2016

Virtual Learning

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The proliferation of online courses in open and distance e-learning higher education contexts brought atention to the role of social collaboration activities in enhancing student learning. Constructive social collaboration in an e-learning environment is inluenced by the interaction dynamics of the relevant virtual learning community. Social learning involves the acquisition of knowledge and skills relevant to the individual's unique work or learning context through collaborative endeavours and interactions that often include the use of technological tools such as web-based platforms and social media technological applications. This chapter focuses on how the social collaboration style preferences of members of the virtual learning community relate to their cognitive receptivity to technological change and innovation. The practical implications for virtual learning in open and distance e-learning contexts are outlined.

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“…Second, they can facilitate learning and development using technology-based coaching tools. Third, educators are increasingly urged to prepare students for the digital environments in which they will live and work (21st Century Learning Reference Group, 2014;Arquero & Romero-Frías, 2013;Greenhow, Robelia, & Hughes, 2009;McLoughlin & Lee, 2010; U.S. Department of Education Office of Educational Technology, 2010). The field of coaching is not immune from these changes in our society, and they directly impact how coaches interact with their clients.…”

Section: Why Use Digital Portfoliosmentioning

confidence: 99%

An Evaluation of Digital Portfolios in Coach Education: Developing Reflective Coach Practitioners

Albaugh¹

2017

PoC

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Although portfolios have not yet gained widespread use in the field of coach education, they hold considerable promise for the development of reflective coach practitioners. However, it is unclear under which conditions their use is most successful. The purpose of this article is to examine the use of digital portfolios in graduate coach education and to offer recommendations for the adoption of portfolios in developing reflective practice among students. Data from 28 qualitative interviews eliciting student reactions to digital portfolio assignments were content analyzed in a summative assessment of reflection and learning. Illustrative examples are presented. Key advantages identified include student reflection and synthesis of material across multiple courses, development of professional identity, unique learning and value derived from writing for an anticipated audience, and unanticipated personal and professional benefits that extended beyond the bounds of the classroom. The article concludes with implications for including digital portfolios in coaching curricula and developing reflective coach practitioners.

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Using social network sites in Higher Education: an experience in business studies

Cited by 69 publications

References 17 publications

Roles of perceived fit and perceived individual learning support in students’ weblogs continuance usage intention

Roles of perceived fit and perceived individual learning support in students’ weblogs continuance usage intention

Social Collaboration Style Preferences and Cognitive Receptivity to Technological Change and Innovation in Open and Distance e-Learning

An Evaluation of Digital Portfolios in Coach Education: Developing Reflective Coach Practitioners

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