Social media and e-learning use among European exercise science students

2019 ◽  
Vol 35 (3) ◽  
pp. 470-477 ◽  
Author(s):  
L Rigamonti ◽  
A Dolci ◽  
F Galetta ◽  
C Stefanelli ◽  
M Hughes ◽  
...  
Keyword(s):  
Social Media ◽  
Health Knowledge ◽  
Free Access ◽  
Digital Learning ◽  
Learning Tools ◽  
Exercise Science ◽  
Communication Tools ◽  
Online Data ◽  
National Differences ◽  
E Learning

Abstract With the rise of digital technologies, electronic learning and communication tools are becoming a firm part of academia to promote knowledge of health sciences. This study sought to analyse the attitude of students regarding social media and digital learning for study purposes in sport and exercise science. A survey was carried out with a questionnaire (20 main items) in six sport science faculties, equally spread across Germany (G), Italy (I) and the United Kingdom (UK) between February and October 2017. The focus areas were students’ usage of social media (Facebook, Google+, Instagram, LinkedIn, Skype, Twitter, WhatsApp, YouTube) for academic purposes and their use of e-learning. Data were analysed by quantitative and qualitative methods. 229 students participated in the study (G: 68, I: 121, UK: 40). While YouTube was mostly used for receiving knowledge, WhatsApp and Facebook showed additional preferences for peer contacts for learning purposes and knowledge discussions. Preferred online data sources were PubMed (77%), free access journals (67%), YouTube (66%) and Wikipedia (63%). Often used digital learning materials were own universities’ PowerPoints (77%), scripts (59%) and scientific articles (53%). However, some preferences showed national differences. The evaluated participants showed an overall high use of social media and e-learning tools for their studies. Students would like more digital learning sources made available to them by their institutions. However, some differences in preferences of digital learning or communication tools may exist and this should be considered for international approaches to promote health knowledge among students.

scholarly journals Ebola Outbreak Response: The Role of Information Resources and the National Library of Medicine

2014 ◽  
Vol 9 (1) ◽  
pp. 82-85 ◽  
Author(s):  
Cynthia B. Love ◽  
Stacey J. Arnesen ◽  
Steven J. Phillips
Keyword(s):  
Social Media ◽  
Information Resources ◽  
Free Access ◽  
Outbreak Response ◽  
National Library ◽  
Online Data ◽  
Journal Literature ◽  
The Us ◽  
Variation Database ◽  
Disaster Event

AbstractThe US National Library of Medicine (NLM) offers Internet-based, no-cost resources useful for responding to the 2014 West Africa Ebola outbreak. Resources for health professionals, planners, responders, and researchers include PubMed, Disaster Lit, the Web page “Ebola Outbreak 2014: Information Resources,” and the Virus Variation database of sequences for Ebolavirus. In cooperation with participating publishers, NLM offers free access to full-text articles from over 650 biomedical journals and 4000 online reference books through the Emergency Access Initiative. At the start of a prolonged disaster event or disease outbreak, the documents and information of most immediate use may not be in the peer-reviewed biomedical journal literature. To maintain current awareness may require using any of the following: news outlets; social media; preliminary online data, maps, and situation reports; and documents published by nongovernmental organizations, international associations, and government agencies. Similar to the pattern of interest shown in the news and social media, use of NLM Ebola-related resources is also increasing since the start of the outbreak was first reported in March 2014 (Disaster Med Public Health Preparedness. 2014;0:1-4)

M-Learning

2014 ◽  
pp. 261-296
Author(s):  
Jean-Eric Pelet ◽  
Jashim Khan ◽  
Panagiota Papadopoulou ◽  
Emmanuelle Bernardin
Keyword(s):  
Social Media ◽  
Mobile Devices ◽  
Exploratory Study ◽  
Smart Phones ◽  
User Generated Content ◽  
Free Access ◽  
User Friendliness ◽  
Mena Region ◽  
The World ◽  
E Learning

From the perspective of improving e-learning, the free access and user friendliness of User Generated Content (UGC) tools, such as social media, embedded onto mobile devices, such as smartphones and tablets, make them attractive to be adopted by students and professors in many institutions around the world. This chapter presents the results of an exploratory study on the use of smart phones and social media, identifying differences among countries, focusing on the MENA region (Middle East and North Africa). The objective is to facilitate the understanding of the rapidly evolving and expanding technology of smart phones and social media and explore its potential for m-learning purposes. Results show that social media and mobile devices can be effectively combined in a promising way to enable m-learning.

THE PERCEPTIONS OF FEMALES STUDENTS AT A NEW UNIVERSITY IN SAUDI ARABIA TO USE SOCIAL MEDIA AS E-LEARNING TOOLS TO SUPPORT LEARNING

2020 ◽  
Vol 8 (10) ◽  
pp. 77-83
Author(s):  
Omar Abdullah Alshehri
Keyword(s):  
Social Media ◽  
Saudi Arabia ◽  
Educational Process ◽  
Future Research ◽  
Learning Tools ◽  
Learning And Teaching ◽  
E Learning ◽  
Social Media Tools ◽  
The University ◽  
Study Participants

This paper examines the perspectives of female's students at a new university in Saudi Arabia to use social media as e-learning tools to support their learning. It also aims to investigate their current usage of these tools and the benefits behind using these tools for learning. Another aim of this study is to examine the difficulties that females' students face when they use social media tools in their learning process. The study participants comprised 23 Saudi females' students at a new university and surveyed was used to collect data for this study. The results indicate that female students are using social media tools and their opinions largely coincide regarding the benefits of and barriers to social media usage. The study recommends that future research on the usage of social media tools for learning and teaching be extended to include a wider demographic base at the same or a different university to further explore the extent to which these tools used for learning. The study provides insights that may help decision-makers at the university to recognise the extent to which females use and integrate social media tools to facilitate the educational process.

M-Learning

2015 ◽  
pp. 256-290
Author(s):  
Jean-Eric Pelet ◽  
Jashim Khan ◽  
Panagiota Papadopoulou ◽  
Emmanuelle Bernardin
Keyword(s):  
Social Media ◽  
Mobile Devices ◽  
Exploratory Study ◽  
Smart Phones ◽  
User Generated Content ◽  
Free Access ◽  
User Friendliness ◽  
Mena Region ◽  
The World ◽  
E Learning

From the perspective of improving e-learning, the free access and user friendliness of User Generated Content (UGC) tools, such as social media, embedded onto mobile devices, such as smartphones and tablets, make them attractive to be adopted by students and professors in many institutions around the world. This chapter presents the results of an exploratory study on the use of smart phones and social media, identifying differences among countries, focusing on the MENA region (Middle East and North Africa). The objective is to facilitate the understanding of the rapidly evolving and expanding technology of smart phones and social media and explore its potential for m-learning purposes. Results show that social media and mobile devices can be effectively combined in a promising way to enable m-learning.

E-learning, M-learning and D-learning: Conceptual definition and comparative analysis

2018 ◽  
Vol 15 (4) ◽  
pp. 191-216 ◽  
Author(s):  
Sujit Kumar Basak ◽  
Marguerite Wotto ◽  
Paul Bélanger
Keyword(s):  
Information And Communication Technology ◽  
Communication Technology ◽  
Formal Education ◽  
Digital Learning ◽  
Learning Tools ◽  
Electronic Learning ◽  
Digital Devices ◽  
Information And Communication ◽  
E Learning ◽  
Definition Of

In the 21st century, the information and communication technology explosion increases the uses of digital devices for many purposes in the world of work and in formal and non-formal education. This study analyzes existing literature on the basis of the definition of the concepts, terminology used, differences, fundamental perspectives, benefits, disadvantages, and finally the similarities and differences of the e-learning (electronic learning), m-learning (mobile learning), and d-learning (digital learning). It reveals that e-learning and m-learning are subsets of d-learning. On the other hand, some learning tools could be considered as m-learning as well as e-learning.

Using the Hybrid Interactive Rhetorical Engagement (H.I.R.E.) Metrics to Analyze the Effectiveness of E-Learning Websites

2016 ◽  
pp. 242-260
Author(s):  
Yowei Kang
Keyword(s):  
Rapid Development ◽  
Developed Countries ◽  
Theoretical Concept ◽  
Learning Technologies ◽  
College Instructors ◽  
Digital Learning ◽  
Learning Tools ◽  
Web Based ◽  
Quantitative Metrics ◽  
E Learning

The rapid development of Web-based learning technologies has become a global phenomenon that affects higher education institutions. Both developing and developed countries are eager to take advantage of the multi-modal and asynchronous technical capacities that Web 2.0 can provide to college students. The “E-learning Phenomenon” has also prompted the development of different types of learning tools, ranging from commercially-developed Blackboard, open-source learning platform Moodle, or less popular platform developed by individual universities around the world. This study applied a theoretical concept, Hybrid Interactive Rhetorical Engagement (H.I.R.E.), and a series of quantitative metrics derived from H.I.R.E., to assess the Digital Learning Website developed at Kainan University, Taiwan. Exploratory empirical findings help college instructors to understand whether H.I.R.E. serves a good system design concept explain and predict users' learning behaviors and can be used to assess a variety of web-learning technologies in the market.

scholarly journals E-Communication and E-Learning Management Platforms: A Survey

2020 ◽  
pp. 180-183
Keyword(s):  
Learning Strategies ◽  
Computer Games ◽  
Digital Learning ◽  
Learning Tools ◽  
Educational Tools ◽  
Tutoring Systems ◽  
Online Learning Communities ◽  
Recent Developments ◽  
E Learning ◽  
Learning Management

E-Communication and learning requires the use of digital learning tools. Learning management systems and distance learning are among the most prevalent instruments during these days. But hybrid environments and partnerships are changing the landscape of learning strategies in online. Recent developments include the introduction of social networking and online learning communities, the omnipresent reach of smart phones and increased awareness of the potential for transforming learning for computer games. Other important developments include advances in Intelligent Tutoring Systems, the free movement of Open Educational Tools and the creation of immersive environments that allow users to interact with virtual environments and digitally increase their real-world experience.

scholarly journals Literature Review of The influence of Integrating Social Media as E-Learning Tools into Teaching and Learning the English Language

2020 ◽  
Vol 7 (7) ◽  
pp. 172-177
Author(s):  
Nada Alsheehri ◽  
Hayfa Ali Alenezi ◽  
Awatif AlMutairi ◽  
Riam K. Almaqrn
Keyword(s):  
Social Media ◽  
Literature Review ◽  
Teaching And Learning ◽  
English Language ◽  
Learning Tools ◽  
New Strategy ◽  
Language Classrooms ◽  
E Learning ◽  
Future Work ◽  
The Impact

This study as a literature review aimed to explore the impact of the integration of social media (SM) tools into universities’ English language classrooms. Currently, the English language plays an essential and fundamental role in education. Therefore, it is crucial for learners to obtain a good understanding of the English language in the academic environment. Teaching students by traditional methods might not help to improve their English language skills. One technique that can be applied to improve learning skills quickly is utilising E-learning tools and SM in teaching strategies. Hence, this paper examines the influence of the integration of E-learning tools and strategies such as SM in teaching and learning English language in Saudi university classes. This new strategy has been chosen as it allows learners to access information anywhere without restrictions of time, and it can support them to obtain an in-depth understanding of English language content. Finally, this study will provide some recommendations and suggestions for future work.

scholarly journals E-Learning Theories, Components, and Cloud Computing-Based Learning Platforms

2021 ◽  
Vol 16 (3) ◽  
pp. 1-16
Author(s):  
Vikas Kumar ◽  
Deepika Sharma
Keyword(s):  
Cloud Computing ◽  
Learning Environment ◽  
Learning Theories ◽  
Traditional Learning ◽  
Digital Learning ◽  
Learning Tools ◽  
Digital Platforms ◽  
Learning Platform ◽  
E Learning ◽  
Learning Platforms

The student habit of using the digital platforms can be used to compliment the traditional learning methods. Specifically, designed digital learning platform can support the learning with convenience of time, place, and pace. They can increase the engagement of students and produce higher learning outcomes with increased satisfaction and competence. With a number of embedded features, cloud computing technology-based platforms can deliver the convenience and flexibility in learning environment to compliment the traditional learning pedagogies. The present work identifies the essential learning components that comprise the e-learning environment and categorizes them according to the established learning theories. Further, the prominent cloud-based learning platforms have been mapped to these platforms to see their effectiveness through the existing theories. The work is targeted to form a basis for the development and implementation of successful e-learning tools using the cloud-based platforms.

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