Constructivism Theory: The Factors Affecting Students’ Academic Performance in Higher Education

2020 ◽  
Author(s):  
ALI Mugahed Al-Rahmi
Keyword(s):  
Higher Education ◽  
Social Media ◽  
Media Use ◽  
Educational Quality ◽  
Equation Modeling ◽  
Performance Impact ◽  
Social Media Use ◽  
Positive Effects ◽  
And Performance ◽  
Use Of Social Media

This paper aimed to use social media impact on student studies in higher education. Apart from enjoyment and academic purposes, many educational practices and processes have been influenced by social networks. This paper highlighted the use of media tools in higher education as well as indicates out some of the factors. Moreover, through a literature review of related articles, we aim to provide insights into the impacts of a social network on educational quality, actual use of social media, and performance impact in higher education. A questionnaire survey on constructivism was circulated among a total of 206 university students as the key method for collecting data. This research hypothesizes educational quality and actual social media use indicates a positive effect in education, all of which also hypothesizes constructivism for educational quality and actual social media that in turn improve students’ satisfaction, and performance impact. Moreover, all research findings were attained through a quantitative method using the Structural Equation Modeling (SEM-AMOS). Findings of this research to indicate a positive effects students on their academic through behavioral intention to utilize social media to actual social media use for teaching and learning on higher education. Moreover, the results mention the use of social media for learning purpose, as well as social media to enables the sharing of knowledge, discussions, and information to enhance students' learning activities, Further studies are recommended which universities educators should take this into consideration when planning their curricula; it comes to the inclusion of technology in the teaching process.

scholarly journals Using Communication Boundaries to Minimize Athlete Social Media Distractions During Events

2021 ◽  
Vol 25 (6) ◽  
pp. 683-704
Author(s):  
Michelle Hayes ◽  
Kevin Filo ◽  
Caroline Riot ◽  
Andrea N. Geurin
Keyword(s):  
Social Media ◽  
Best Practice ◽  
Media Use ◽  
Negative Consequences ◽  
Social Media Use ◽  
Communication Privacy Management ◽  
Performance Criticism ◽  
And Performance ◽  
Use Of Social Media ◽  
Sport Events

Sport organizations regulate athletes' use of social media for many reasons including the protection of the organization's reputation. Several strategies have been introduced to minimize issues related to the negative consequences athlete social media use may present, yet whether these strategies also work to address social media distractions experienced by athletes during major sport events is not well known. Utilizing communication privacy management (CPM) theory, the purpose of the current research was to examine the aspects of social media that sport administrators perceive to be distracting to athletes and what support and management mechanisms are utilized to address such concerns during major sport events. Semistructured interviews ( N = 7) with Australian national sport organization (NSO) administrators were conducted. Sport administrators reported several aspects of social media that are perceived to distract athletes including personal and performance criticism and a fixation with social media profiles. Social media could also be used to manage athlete temperament. As a result, organizations highlighted both proactive and reactive communication boundaries and mechanisms that could be used to address concerns including content restrictions, best practice case studies, engaging in conversations, and monitoring. Opportunities for sport practitioners are described including conducting consultation sessions with athletes to better understand their needs regarding their social media use.

Social Media in Tertiary Education

2018 ◽  
pp. 1-19
Author(s):  
Ann M. Simpson
Keyword(s):  
Higher Education ◽  
Social Media ◽  
Media Use ◽  
Tertiary Education ◽  
Social Media Use ◽  
Privacy Concerns ◽  
Educational Environments ◽  
Constant State ◽  
Use Of Social Media ◽  
Media Applications

Social media use is prevalent throughout the world and is now commonplace in higher education. The devices, support technologies, and social media applications used in higher education are in a constant state of change. Using social media in education creates new and sometimes challenging issues for institutions, instructors, and students. This chapter attempts to address some of the considerations and potential issues that impact our use of social media in the higher education classroom. It examines social media as an educational tool in higher education, possible pedagogies for social media use, potential educational contexts, and privacy concerns raised by social media use in educational environments. This chapter also provides a possible definition for social media and introduces some themes that will be explored in further detail in the following chapters.

Antecedents and consequences of social media marketing use: an empirical study of the UK exporting B2B SMEs

2019 ◽  
Vol 35 (2) ◽  
pp. 284-305 ◽  
Author(s):  
Riyad Eid ◽  
Ziad Abdelmoety ◽  
Gomaa Agag
Keyword(s):  
Social Media ◽  
Media Use ◽  
Export Performance ◽  
Empirical Evaluation ◽  
Equation Modeling ◽  
Social Media Use ◽  
Content Type ◽  
The Social ◽  
Antecedents And Consequences ◽  
Use Of Social Media

Purpose The social media have enabled companies to reach out to global markets and provided them with the opportunity to customize their strategies and offerings in an unprecedented way. Given the scant empirical evaluation of social media use in the small- and medium-sized enterprises (SMEs) business-to-business (B-to-B) context, this paper aims to offer a comprehensive description of the antecedents and consequences of social media use in international B-to-B SMEs and the way in which this use affects their export performance. Design/methodology/approach This study uses a sample of 277 British B-to-B SMEs and uses positivist research with a quantitative approach, adopting a survey strategy through questionnaires and structural equation modeling. Findings The results reveal that the use of social media influences export performance through the quality of international business contacts – understanding customers’ views and preferences, brand awareness and knowledge of the competition in various international markets. This study contributes to the emerging literature on B-to-B SMEs digital marketing by determining the mechanism through which B-to-B SMEs may benefit from using the social media in their efforts to export. Originality/value Despite the promising potential of the social media, especially for export-oriented companies, very limited attention has hitherto been paid to the relationship between the use of social media and export performance. This study attempts to fill the gap by investigating the extent to which actual use of social media impacts on the performance of exporting firms.

scholarly journals Uses and Gratifications factors for social media use in teaching: Instructors’ perspectives

2016 ◽  
Vol 20 (2) ◽  
pp. 475-494 ◽  
Author(s):  
Anatoliy Gruzd ◽  
Caroline Haythornthwaite ◽  
Drew Paulin ◽  
Sarah Gilbert ◽  
Marc Esteve del Valle
Keyword(s):  
Higher Education ◽  
Social Media ◽  
Uses And Gratifications ◽  
Media Use ◽  
Resource Discovery ◽  
Learning Theories ◽  
Online Questionnaire ◽  
Social Media Use ◽  
Education Data ◽  
Use Of Social Media

This research was motivated by an interest in understanding how social media are applied in teaching in higher education. Data were collected using an online questionnaire, completed by 333 instructors in higher education, that asked about general social media use and specific use in teaching. Education and learning theories suggest three potential reasons for instructors to use social media in their teaching: (1) exposing students to practices, (2) extending the range of the learning environment, and (3) promoting learning through social interaction and collaboration. Answers to open-ended questions about how social media were used in teaching, and results of a factor analysis of coded results, revealed six distinct factors that align with these reasons for use: (1) facilitating student engagement, (2) instructor’s organization for teaching, (3) engagement with outside resources, (4) enhancing student attention to content, (5) building communities of practice, and (6) resource discovery. These factors accord with a Uses and Gratifications perspective that depicts adopters as active media users choosing and shaping media use to meet their own needs. Results provide a more comprehensive picture of social media use than found in previous work, encompassing not only the array of media used but also the range of purposes associated with use of social media in contemporary teaching initiatives.

scholarly journals Social Media Use and Job Performance in the Workplace: The Effects of Facebook and KakaoTalk Use on Job Performance in South Korea

2020 ◽  
Vol 12 (10) ◽  
pp. 4052 ◽  
Author(s):  
Seung Yeop Lee ◽  
Sang Woo Lee
Keyword(s):  
Social Media ◽  
Job Performance ◽  
Social Networking ◽  
Social Networking Sites ◽  
Instant Messaging ◽  
Media Use ◽  
Social Media Use ◽  
Positive Effects ◽  
Use Of Social Media ◽  
The Given

The use of social media, such as social networking sites and instant messaging, in everyday life continues to spread, along with social media use in the workplace. This study examined how using social media like Facebook (social networking sites) and KakaoTalk (instant messaging) at work affects individual job performance. It also analyzed whether social media use has different effects on individual job performance depending on the characteristics of the given task. The results demonstrated that both Facebook and KakaoTalk had linearly positive effects on individual job performance. Moreover, task equivocality had a positive moderating effect on the relationship between KakaoTalk use and job performance. The results may have significant implications for firms reviewing their policies on employees’ social media use. Since using social media such as Facebook and KakaoTalk in the workplace improves job performance, firms may consider encouraging employees toward this practice. In particular, they may consider supporting those employees who perform tasks with high task equivocality in making use of instant messaging platforms.

scholarly journals Predictors of Social Media Use in Two Family Generations

2022 ◽  
Vol 6 ◽  
Author(s):  
Kristiina Tammisalo ◽  
Mirkka Danielsbacka ◽  
Emilia Andersson ◽  
Antti O. Tanskanen
Keyword(s):  
Higher Education ◽  
Older Adults ◽  
Social Media ◽  
Adult Children ◽  
Media Use ◽  
Social Media Use ◽  
Number Of Children ◽  
Frequent Contact ◽  
The Social ◽  
Use Of Social Media

Older adults have recently begun to adopt social media in increasing numbers. Even so, little is known about the factors influencing older adults’ social media adoption. Here, we identify factors that predict the use of social media among older adults (aged 68–73) and compare them to those of their adult children (aged 19–56) using population-based data from Finland. As predictors for social media use, we utilized demographic factors as well as characteristics of the respondents’ social lives. In addition, we test whether social media use in older adults is predicted by the social media use of their adult children. The data used in this study uniquely enable the study of this question because actual parent-child dyads are identifiable. In both generations, women and those with higher education were more likely to use social media. Predictors specific to men of the older generation were being divorced and younger, and predictors specific to women of the older generation were having better health and more frequent contact with friends. A higher number of children predicted use in both men and women in the older generation. As for the younger generation, specific predictors for social media use in women were younger age, divorce, higher number of children, and more frequent contact with friends. For men in the younger generation, there were no significant predictors for social media use besides higher education, which predicted social media use in all groups. Finally, social media use in a parent representing the older generation was predicted by the social media use of their adult children. This study provides novel information on the predictors of the use of social media in two family generations.

The gratifications in the experience of the use of social media and its impact on the purchase and repurchase of products and services

2020 ◽  
Vol 32 (2) ◽  
pp. 297-315
Author(s):  
Maria Santos Corrada ◽  
Jose A. Flecha ◽  
Evelyn Lopez
Keyword(s):  
Social Media ◽  
Information Search ◽  
User Satisfaction ◽  
Media Use ◽  
Equation Modeling ◽  
Social Media Use ◽  
Content Type ◽  
Starting Point ◽  
Use Of Social Media ◽  
The Impact

Purpose The purpose of this paper is to examine the use of social media and its impact on information search, communication with a company, and purchase and re-purchases of products and services. Using use and gratification theory as a starting point, it also examines the impact of satisfaction of use of social media in the process of purchasing and re-purchasing products and services. Design/methodology/approach An online survey was conducted with 444 participants, and the data were analyzed using the partial least squares structural equation modeling technique to observe the effects between the variables of social media use, search information, communication with the company, purchase, re-purchase and satisfaction of use of social media. Findings The results reflect how the use of social media generates significant rewards that significantly impact the search for information and the communication with the company. The data also show how communication with the company has an impact on the purchase and re-purchase of products and services. Finally, it was empirically confirmed that the gratification received by users through social media use impacts satisfaction with social media use. Originality/value The results contribute to how social media impacts alternative evaluations through the gratification of user needs, resulting in motives and behaviors leading to the purchase of goods and services, as established by Use and Gratification Theory. In its contributions to the Academy, Use and Gratification Theory (U&G) explains why individuals use and share information using social media. First, it justifies the purchase and re-purchase of products and services due to user satisfaction according to users’ experience using social media. Second, it presents a vision of how the use of social media is a significantly important result in the gratification of consumer needs.

Embracing Social Media to Advance Knowledge Creation and Transfer in the Modernized University

2018 ◽  
pp. 667-687
Author(s):  
Catherine Lang ◽  
Narelle Lemon
Keyword(s):  
Higher Education ◽  
Social Media ◽  
Knowledge Production ◽  
Knowledge Creation ◽  
Virtual Communities ◽  
Media Use ◽  
Social Media Use ◽  
Global Connections ◽  
Use Of Social Media ◽  
Advance Knowledge

New ways of utilizing technology in the online space are challenging how academics and students communicate, participate, and publish in modern universities, and thereby influence knowledge production, exchange, and transfer. Social media provides a suite of tools that are powerful additions to the pedagogy of academics and demonstrate that “the medium is the message” (McLuhan, 1960). These tools provide opportunity for public global dialogue, continuous discussions in the online space beyond the four walls of a physical classroom, and greater interactions between individuals and collective groups. In this chapter, the authors present several cases of social media use from the perspective of being researchers and teachers in higher education. Through strategic and precise use of social media, academics can create strong, connected, virtual communities to enhance knowledge production, exchange, and transfer within higher education. The cases demonstrate the ability to create and curate content while engaging with global connections to enhance and disrupt traditional ways of working in academia.

scholarly journals Does the rise of the Internet bring erosion of strong ties? Analyses of social media use and changes in core discussion networks

2017 ◽  
Vol 20 (7) ◽  
pp. 2432-2449 ◽  
Author(s):  
Eva Vriens ◽  
Erik van Ingen
Keyword(s):  
Social Media ◽  
Social Interactions ◽  
Media Use ◽  
Social Media Use ◽  
Cross Sectional ◽  
Strong Ties ◽  
Positive Effects ◽  
The Core ◽  
Use Of Social Media ◽  
Data Representative

We derive hypotheses from popular accounts of how use of social media affects our strong ties. Several authors have suggested that social media use erodes our strong ties by increasing the volume of social interactions and decreasing their depth. Using two-wave panel data representative of the Dutch population between 15 and 45 years, we examine changes in the core discussion networks (CDNs) of 5312 respondents (with 10,896 relations). Contradicting an erosion of strong ties, we found positive effects of social media use on CDN size, both cross-sectionally and longitudinally. Social media use was positively related to talking to CDN members in our cross-sectional model. Finally, we found that the CDNs of frequent social media users were more dynamic than those of less frequent users: they are more likely to both lose old and gain new ties. This suggests that Internet use is associated with more, and more dynamic, social interaction.

Blurring the Boundaries

2017 ◽  
Vol 7 (1) ◽  
pp. 1-14
Author(s):  
Julie A Delello ◽  
Kouider Mokhtari
Keyword(s):  
Higher Education ◽  
Social Media ◽  
Mixed Methods ◽  
Student Perceptions ◽  
Online Survey ◽  
Media Use ◽  
Mixed Methods Study ◽  
Social Media Use ◽  
Use Of Social Media

This article reports the results of a mixed methods study aimed at exploring faculty and student perceptions regarding the use of social media in the higher education classroom. Two groups of faculty (n = 50) and students (n = 396) voluntarily responded to an online survey consisting of a mix of close and open-ended questions pertaining to their perceptions of social media use inside and outside the classroom. Key findings revealed that among faculty (52%) and students (23%) see social media as a distraction. In addition, contrary to prior research indicating that interpersonal boundaries between faculty and students are shifting as people become more connected via social media, only 17% of students and 29% of faculty reported forming social media friendships outside of the classroom. These findings are discussed in light of extant research on the use of social media along with implications for the role of social media in the higher education classroom.

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