Technological Review of Higher Education Student Engagement Enhancement Using the Facebook Social Networking Site (SNS)

2017 ◽  
Vol 3 (1) ◽  
pp. 270
Author(s):  
Steven John Northam
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
Social Networking ◽  
Social Networking Sites ◽  
Learning Experience ◽  
Daily Basis ◽  
Careful Consideration ◽  
Social Networking Site ◽  
Education Student ◽  
Generation Z

Can the use of social networking sites, such as Facebook, help engage with the ‘hard to reach’ students within the Higher Education learning environment? The vast majority of Generation Z students are actively engaged with social networking on a daily basis. This suggests the idea, from a pedagogical stance, that social networking may be an effective tool for engaging with students, given its evident widespread use. Considering the use of Facebook presents a range of advantages and challenges in its integration into the classroom and wider student learning experience. The adoption of Facebook is largely positive, if conducted with careful consideration of a range of underlying concepts. This piece presents the author’s views, following a variety of research he has undertaken since 2012 into the use of social networking within the learning environment.   

scholarly journals Depicting Students’ Social Presence on Social Networking Site in Course-Related Interaction

SAGE Open ◽  
2020 ◽  
Vol 10 (1) ◽  
pp. 215824401989909
Author(s):  
Yahya M. Al-Dheleai ◽  
Zaidatun Tasir ◽  
Nurul Farhana Jumaat
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
Blended Learning ◽  
Social Networking ◽  
Social Presence ◽  
Social Networking Sites ◽  
Multimedia Learning ◽  
Online Discussion ◽  
Social Networking Site ◽  
Improved Performance

Social networking sites (SNS) are widely used among students, where its integration in higher education is increasing across years. Therefore, this study aimed to analyze students’ use of social presence (SP) expressions in blended learning environment using Facebook group as a medium of online discussion. A total of 11 students and one instructor were involved in 7-week multimedia learning course in one of the Malaysian universities. The content of students’ online discussion on Facebook group was the source of the data in this study. The discussion content was transcribed, coded, and analyzed, and the frequencies of categories were calculated to determine students’ use of SP expressions. The findings of the study revealed that students focus on delivering more interactive response (IR) posts across all learning topics. Interestingly, although SNS are social in nature, this study revealed that students’ use of SP expressions on SNS was intended to improve course discussion interactivity rather than for pure socializing purpose. However, more theoretical topics triggered higher number of SP posts compared with technical focused topics. More importantly, the way students used SP expressions during course-related interaction through Facebook may contribute to improved performance in test.

scholarly journals An Empirical Study of the Relationship Between Social Networking Sites and Students’ Engagement in Higher Education

2018 ◽  
Vol 57 (5) ◽  
pp. 1131-1159 ◽  
Author(s):  
Felix N. Koranteng ◽  
Isaac Wiafe ◽  
Eric Kuada
Keyword(s):  
Higher Education ◽  
Social Networking ◽  
Knowledge Sharing ◽  
Social Networking Sites ◽  
Structural Equation ◽  
Social Capital Theory ◽  
Social Networking Site ◽  
Partial Least Square ◽  
Least Square ◽  
Equation Modeling

This article investigates how students’ online social networking relationships affect knowledge sharing and how the intensity of knowledge sharing enhances students’ engagement. It adopts the social capital theory as the basis for investigation, and the partial least square structural equation modeling was used to examine the hypothesized model. Responses from 586 students in higher education were analyzed. The findings provided empirical evidence which contradicts the argument that students perceive social networking sites as an effective tool for learning. Also, contrary to previous studies which posit that knowledge sharing impacts engagement, it was observed that there is no relationship between the two. However, as social networking sites differ in terms of member behavior norms, it is envisaged that if a similar study is conducted and limited to a specific academically inclined social networking site such as Academia.edu, ResearchGate, Mendeley, and so on, different findings may be observed.

scholarly journals Social Networking in Education

2013 ◽  
Vol 4 (1) ◽  
pp. 1-15 ◽  
Author(s):  
Niall McCarroll ◽  
Kevin Curran
Keyword(s):  
Learning Environment ◽  
Social Networking ◽  
Social Networking Sites ◽  
Daily Basis ◽  
Communication Tool ◽  
New Information ◽  
Academic Practices ◽  
On Line ◽  
Learning Ecology ◽  
The Impact

Social networking has become one of the most popular communication tools to have evolved over the past decade, making it a powerful new information sharing resource in society. To date realising the potential of Social Networking Sites (SNSs) beyond their leisure uses has been severely restricted in a number of areas. This paper focuses on the application of SNSs in a learning environment and the impact this could have on academic practices. While undoubtedly, due to the very casual nature of social networking, there are serious concerns over how it could be integrated in a learning environment; the potential positive outcomes are many and varied. As a communication tool, its effectiveness is already manifesting in the millions who use these networks to communicate on a daily basis. So it is conceivable that educators should be able to create a learnscape - an environment for formal and informal learning - that adheres to educational guidelines, but also harnesses the social support system of these on-line communities. This paper examines the risks involved in the creation of this new learning ecology, and explores the challenges faced by both technology experts and teachers in delivering a truly innovative and effective new approach to education.

Utilizing Social Networking Sites for Communication in Higher Education

2020 ◽  
pp. 186-206
Author(s):  
Jodi Whitehurst ◽  
Jim Vander Putten
Keyword(s):  
Higher Education ◽  
Social Networking ◽  
Social Networking Sites ◽  
Phenomenological Study ◽  
Social Networking Site ◽  
Coping Mechanism ◽  
Education Data ◽  
Representational Space ◽  
Collaboration Tools

This chapter first analyzes the need for communication and collaboration tools to connect units of higher education. It then examines a popular social networking site, Facebook, as a possible platform of communication. This chapter also discusses findings from a phenomenological study that explored rhetorical roles employed by participants on Facebook and then connects findings to current research concerning communication and collaboration in higher education. Data indicated that messages on Facebook were used for cooperation and coordination, but not necessarily collaboration. It also indicated that while participants were audience-minded, they were not necessarily audience-aware, and participants used audience shaping as a coping mechanism. Finally, composers' inclinations to exercise authority over their personal, representational space (Facebook wall) led the researchers to conclude that use of Facebook in higher education may best be achieved by creating a Facebook page or group for specific communicative purposes.

scholarly journals Social Networking in Education

2014 ◽  
pp. 731-745 ◽  
Author(s):  
Niall McCarroll ◽  
Kevin Curran
Keyword(s):  
Learning Environment ◽  
Social Networking ◽  
Social Networking Sites ◽  
Daily Basis ◽  
Communication Tool ◽  
New Information ◽  
The Social ◽  
Academic Practices ◽  
On Line ◽  
Learning Ecology

Social networking has become one of the most popular communication tools to have evolved over the past decade, making it a powerful new information sharing resource in society. To date realising the potential of Social Networking Sites (SNSs) beyond their leisure uses has been severely restricted in a number of areas. This paper focuses on the application of SNSs in a learning environment and the impact this could have on academic practices. While undoubtedly, due to the very casual nature of social networking, there are serious concerns over how it could be integrated in a learning environment; the potential positive outcomes are many and varied. As a communication tool, its effectiveness is already manifesting in the millions who use these networks to communicate on a daily basis. So it is conceivable that educators should be able to create a learnscape - an environment for formal and informal learning - that adheres to educational guidelines, but also harnesses the social support system of these on-line communities. This paper examines the risks involved in the creation of this new learning ecology, and explores the challenges faced by both technology experts and teachers in delivering a truly innovative and effective new approach to education.

scholarly journals Facebook as a Platform of Social Interactions for Meaningful Learning

2019 ◽  
Vol 14 (04) ◽  
pp. 151
Author(s):  
Nurul Farhana Jumaat ◽  
Noriesah Ahmad ◽  
Norazrena Abu Samah ◽  
Zakiah Mohamad Ashari ◽  
Dayana Farzeeha Ali ◽  
...  
Keyword(s):  
Social Interaction ◽  
Learning Environment ◽  
Social Networking ◽  
Social Interactions ◽  
Social Networking Sites ◽  
Teaching And Learning ◽  
Meaningful Learning ◽  
Social Networking Site ◽  
Online Learning Environment ◽  
The Social

Undeniably, Facebook has become a significant part of students’ life in the 21st century. Therefore, interactions between instructors and students play a major role in learning through an online social learning environment like Facebook. Such an interaction is known as the key elements that can measure students’ learning process, particularly in an online learning environment. Past researchers have agreed that a social networking site does not only promote social interaction but also have high potential to be used for teaching and learning purposes. However, interactions that occur in social networking sites are meaningless due to lack of proper guidance. Lack of proper guidance will lead to no or little intellectual growth among students because the students might be very likely to discuss unrelated topics. Therefore, the goal of this study is to discuss the social interactions that exist in Facebook and its potential as a platform to enhance meaningful learning among students.

scholarly journals #SocialMedia: Exploring the Relationship of Social Networking Sites on Body Image, Self-Esteem, and Eating Disorders

2017 ◽  
Vol 3 (2) ◽  
pp. 205630511770440 ◽  
Author(s):  
Sara Santarossa ◽  
Sarah J. Woodruff
Keyword(s):  
Body Image ◽  
Eating Disorder ◽  
Social Networking ◽  
Social Networking Sites ◽  
Online Survey ◽  
Self Esteem ◽  
Social Networking Site ◽  
Dependent Relationship ◽  
Relationship Of ◽  
The Relationship

The aim of this study was to investigate whether problematic social networking site (SNS) use (i.e., degree of dependent relationship with SNSs), total SNS time/day, total SNS friends, and specific SNS activities were related to body image (BI), self-esteem (SE), and eating disorder (ED) symptoms/concerns. A sample of young adults ( N = 147) completed an online survey which measured SNS usage, problematic SNS use, BI, SE, and ED symptom/concerns. The findings revealed that females and males spent 4.1 ± 3.9 and 2.9 ± 2.8 hr on SNS, respectively, with the majority of time spent lurking (i.e., looking at another users’ profile but not actually communicating with them). Furthermore, problematic SNS use was found to be related to BI, SE, and ED symptoms/concerns. Moreover, SNS activities, such as lurking and posting comments on others’ profiles, were found to be related to BI, whereas SNS total time was found to be related to ED symptoms/concerns. Overall, this study demonstrates the possible correlational influence of SNSs on BI, SE, and ED symptoms/concerns.

Addiction to Social Networking Sites and User Responses

2021 ◽  
Vol 52 (4) ◽  
pp. 65-91
Author(s):  
Hamed Qahri-Saremi ◽  
Isaac Vaghefi ◽  
Ofir Turel
Keyword(s):  
Social Networking ◽  
Personality Traits ◽  
Survey Data ◽  
Big Five ◽  
Social Networking Sites ◽  
Big Five Personality Traits ◽  
Social Networking Site ◽  
Big Five Personality ◽  
User Behaviors ◽  
Person Centered Approach

Prior studies have primarily used "variable-centered" perspectives to identify factors underlying user responses to social networking site (SNS) addiction, their predictors and outcomes. This paper extends this perspective by taking a person-centered approach to examine (1) the prototypical subpopulations (profiles) of users' extent of SNS addiction and responses to it, (2) how affiliations with these profiles can explain user behaviors toward SNS use, and (3) how personality traits can predict affiliations with these profiles. To this end, we propose a typological theory of SNS addiction and user responses to it via two empirical, personcentered studies. Study 1 draws on survey data from 188 SNS users to develop a typology of users based on the extent of their SNS addiction and their responses to it. It further examines the relations between affiliation with these profiles and users' SNS discontinuance intention, as a typical behavioral response to SNS addiction. Study 2 uses survey data from 284 SNS users to validate the user typology developed in Study 1 and investigate its relations to users' Big Five personality traits. Our findings shed light on a typology of five prototypical profiles of SNS users-cautious, regular, consonant, dissonant, and hooked-who differ in their extent of SNS addiction and their cognitive, emotional, and behavioral responses to it. Our findings also demonstrate how Big Five personality traits can predict user affiliations with these prototypical profiles.

scholarly journals Information disclosure, privacy behaviours, and attitudes regarding employer surveillance of social networking sites

IFLA Journal ◽  
2018 ◽  
Vol 44 (3) ◽  
pp. 203-222
Author(s):  
Deirdre McGuinness ◽  
Anoush Simon
Keyword(s):  
Social Networking ◽  
Social Networking Sites ◽  
Information Disclosure ◽  
Mixed Methods Research ◽  
Research Question ◽  
Social Networking Site ◽  
Protective Measures ◽  
Qualitative Approaches ◽  
Privacy Settings ◽  
System Errors

This paper explores the use of social networking sites amongst the student population of a Welsh university, with particular respect to information-sharing and privacy behaviours, and the potential impact of social networking site checks by employers on future use of these sites. A mixed-methods research design incorporating both quantitative and qualitative approaches was employed to investigate the research question. Results demonstrated that participants were concerned with maintaining privacy online, and were careful with regards to posting and protecting information on social networking sites; however, protective measures were imperfect due to human and system errors. Most respondents were aware of social networking site surveillance, with many noting that this would have an impact on their future use; however, users are active in protecting their privacy through a combination of use of privacy settings and varied levels of information disclosure dependent on context.

Interactivity between Candidates and Citizens on a Social Networking Site: Effects on Perceptions and Vote Intentions

2015 ◽  
Vol 3 (1) ◽  
pp. 84-96 ◽  
Author(s):  
Paul R. Brewer ◽  
Michael Habegger ◽  
Ruby Harrington ◽  
Lindsay H. Hoffman ◽  
Philip Edward Jones ◽  
...  
Keyword(s):  
Social Networking ◽  
Social Networking Sites ◽  
Site Effects ◽  
Social Networking Site ◽  
Political Candidates ◽  
User Comments

AbstractVoters and political candidates increasingly use social networking sites (SNSs) such as Facebook. This study uses data from an online posttest-only experiment (N = 183) in analyzing how exposure to supportive or challenging user comments on a fictional candidate's Facebook page influenced participants’ perceptions of and willingness to vote for the candidate, as well as whether candidate replies to each type of user comments affected these outcomes. Participants who viewed a page with supportive comments and “likes” reported more favorable perceptions of and greater support for the candidate, relative to participants who viewed a page with challenging comments. Thus, the appearance of interactivity between a candidate and other users on the candidate's Facebook page can shape the responses of those viewing the page. However, exposure to candidate replies to either supportive or challenging comments did not lead to significantly more favorable perceptions or a greater likelihood of voting for the candidate.

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