Relevant bibliographies by topics / Social Networking, Higher Education

Academic literature on the topic 'Social Networking, Higher Education'

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Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Social Networking, Higher Education"

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Paliktzoglou, Vasileios, and Jarkko Suhonen. "Microblogging in Higher Education." Journal of Cases on Information Technology 16, no. 2 (April 2014): 39–57. http://dx.doi.org/10.4018/jcit.2014040104.

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Microblogging, with applications in many domains, including education, is one of the social media technologies with the greatest potential. The features of a microblogging platform vary from sending and receiving messages via the web, SMS, instant messaging clients, and by third party applications. Even though social media networking sites are commonly used in Higher Education, very little empirical evidence is available concerning the impact of social media use on student learning and engagement, albeit some studies on the use of Twitter as a microblogging tool in educational settings Fei Gao, Tian Luo and Ke Zhang (2012). In this study, the authors analyse the level of familiarity, engagement and frequency of use of social media technologies among university-level computer science students in Finland. Additionally, the authors analyse the experience of using a specific microblogging social media, Edmodo, as a learning aid to support group work. The specific focus of the study is to examine the reception of the students towards the Edmodo platform. The data was collected through a social media familiarity questionnaire, Edmodo experience questionnaire and interviews. The main findings are that the cohort was not very familiar with social media at the beginning of the course. However, the use of the Edmodo as a microblogging social media networking sites, as a learning tool had a positive impact on the students. This study provides experimental evidence that microblogging social networking sites and more specifically Edmodo can be used as an educational tool to help engage students more in the use of more social media networking sites.
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Gewerc-Barujel, Adriana, Lourdes Montero-Mesa, and Manuel Lama-Penín. "Collaboration and social networking in Higher education." Comunicar 21, no. 42 (January 1, 2014): 55–63. http://dx.doi.org/10.3916/c42-2014-05.

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This paper presents an exploratory analysis of the experience of educational innovation in the configuration of a social learning network in a subject for the Education degree course at the University of Santiago de Compostela (Spain). This innovation is based on the premise of student-centered teaching (independent learning, self-regulated, authentic and breaking boundaries between formal and informal areas) enriched with collaborative activities. The study aims to analyze the intensity and relevance of the student´s contributions in this collaborative framework. We used learning analytics tools with two types of techniques: social network analysis (SNA) and information extraction, to measure the intensity, centrality and relevance of collaboration among students. The results obtained allow us to confirm: 1) The consistency and coherence between the pedagogical approach and the option of using a social network in university education; 2) A dense network with a high level of interaction, a moderate degree of centrality and a low centralization index (structure moves away from star), with a group with the capacity to influence the rest (degree of betweenness); 3) High level of relevance to the content analyzed; 4) The usefulness of learning analytics techniques to guide teacher decision-making. El presente trabajo analiza, de forma exploratoria, la experiencia de innovación docente en la configuración de una red social de aprendizaje en una asignatura del Grado de Pedagogía de la Universidad de Santiago de Compostela. La innovación se justifica en las premisas de la enseñanza centrada en el alumno (aprendizaje autónomo, autorregulado y auténtico, ruptura de fronteras entre ámbitos formales e informales), enriquecida con actividades colaborativas. El estudio pretende analizar la intensidad y pertinencia de las aportaciones del alumnado en este marco colaborativo. Para ello se han utilizado herramientas informáticas de la analítica del aprendizaje (learning analytics) con dos tipos de técnicas: análisis de redes sociales y extracción de información, que dan cuenta de la intensidad, centralidad y relevancia de la colaboración entre los estudiantes. Los resultados obtenidos posibilitan concluir: 1) la consistencia y coherencia entre la propuesta pedagógica y la opción de utilizar una red social en la enseñanza universitaria; 2) la existencia de una red densa con alto nivel de interacción, grado de centralidad medio e índice de centralización bajo (estructura que se aleja de la forma estrella), con un grupo con capacidad de influencia en el resto (grado de intermediación); 3) alto nivel de pertinencia de los contenidos analizados; 4) la utilidad de las técnicas de analítica de aprendizaje para orientar la toma de decisiones del docente.
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Benson, Vladlena, Stephanie Morgan, and Hemamali Tennakoon. "A Framework for Knowledge Management in Higher Education Using Social Networking." International Journal of Knowledge Society Research 3, no. 2 (April 2012): 44–54. http://dx.doi.org/10.4018/jksr.2012040104.

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Recent years show an increase in the popularity of online social networking among the younger generation that opens up possibilities for educators to use it as a higher education platform. The focus of this paper is to highlight some open research questions in the context of knowledge management in higher education with the use of online social networking. Analysis of current research reveals that social networking sites are a useful tool in teaching and learning as well as in employability and career management of students. However, research is limited in terms of the applicability of social networking sites in other parts of the student life cycle including lifelong learning. The possibility of using online social networking in knowledge management, particularly in the area of knowledge accumulation and knowledge sharing is yet to be properly addressed by researchers. Therefore, the purpose of this paper is to draw attention to some implications of exploiting knowledge resources with online social networking for HE institutions.
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Marzulina, Lenny, Akhmad Habibi, Amirul Mukminin, Deta Desvitasari, Mohd Faiz Mohd Yaakob, and Doni Ropawandi. "The Integration of Social Networking Services in Higher Education." International Journal of Virtual and Personal Learning Environments 8, no. 2 (July 2018): 46–62. http://dx.doi.org/10.4018/ijvple.2018070104.

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Social networking services (SNSs) have been popular and essential media to increase lecturer-student interaction, collaboration, and communication as well as lecturers' supervision in Indonesian universities including in teaching English as a foreign language (EFL). This mixed method study utilized a survey and interview as the techniques of data collection which specifically explored the lecturers' perspectives on the use SNSs for personal and educational purposes as well as demographic information related to the experience and frequency using SNSs, ownership (possession) of SNSs, and SNSs popularity. The findings revealed that the participants had much knowledge and experiences with SNSs. Even though most participants found some benefits of SNSs in EFL classes including easing communication, supervision and evaluation, time flexibility, and creativity. There were two barriers that have emerged, including lack of skill and cost to use. Implications and future research are offered to improve technology integration in higher education.
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Hung, Hsiu-Ting, and Steve Chi-Yin Yuen. "Educational use of social networking technology in higher education." Teaching in Higher Education 15, no. 6 (December 2010): 703–14. http://dx.doi.org/10.1080/13562517.2010.507307.

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Falahah and Dewi Rosmala. "Study of Social Networking usage in Higher Education Environment." Procedia - Social and Behavioral Sciences 67 (December 2012): 156–66. http://dx.doi.org/10.1016/j.sbspro.2012.11.316.

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Gaftandzhieva, Silvia, and Rositsa Doneva. "A Worldwide Survey on the Use of Social Networking in Higher Education." International Journal of Web-Based Learning and Teaching Technologies 16, no. 5 (September 2021): 58–79. http://dx.doi.org/10.4018/ijwltt.20210901.oa4.

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Social networking is becoming a more powerful tool for students for communication, information sharing, and discussions. This paper presents a study, based on a survey questionnaire, which aims to investigate to what extent and for what purposes teachers from different countries from all over the world use social networking in their teaching practice. The attitude towards the use of social networking in higher education in general is examined. The study is intended to seek dependences between the answers related to the above issues and different teachers' characteristics, on the point of view if the teachers are well informed about social networking sites, or whether they participate in interest groups or research related to social networking and higher education. Finally, summarized results of the survey are presented, depending on the continent where the countries of the participants are located.
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Gaftandzhieva, Silvia, and Rositsa Doneva. "The Attitude Towards and the Use of Social Networking in European Higher Education." International Journal of Virtual and Personal Learning Environments 10, no. 1 (January 2020): 51–69. http://dx.doi.org/10.4018/ijvple.2020010104.

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Nowadays, social networking is becoming a more and more powerful tool for students for communication, sharing of information and discussions on various topics. The study presented in this article investigates the extent to which teachers from different European countries use social networking sites in their teaching practice for different purposes and what their attitude is towards the use of social networking in higher education in general. The study is intended to seek clarity on the issues, whether the use of social networks is related to teacher information about social networking sites; their participation in interest groups and research for the use of social networks in education; and whether the results obtained from the survey vary according to the country. For this purpose, the statistical software IBM SPSS Statistics is used. On the other hand, the study explores specific areas of the use of social networking in higher education, with an emphasis on their efficacy.
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Taskiran, Ayse. "Social Networking in Higher Education: Perceptions of Teachers and Learners." American Journal of Social Sciences and Humanities 4, no. 2 (2019): 339–48. http://dx.doi.org/10.20448/801.42.339.348.

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Northam, Steven John. "Technological Review of Higher Education Student Engagement Enhancement Using the Facebook Social Networking Site (SNS)." Journal of Educational Innovation, Partnership and Change 3, no. 1 (September 18, 2017): 270. http://dx.doi.org/10.21100/jeipc.v3i1.597.

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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.
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Dissertations / Theses on the topic "Social Networking, Higher Education"

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Pervaiz, Sumaiya. "A Social Networking Model for Higher Education in Pakistan." Thesis, Curtin University, 2019. http://hdl.handle.net/20.500.11937/81405.

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The objective of this research is to develop a social networking model for the higher education sector of Pakistan. The data was collected by an online survey and interview. The five factors of the model are; social factors, organizational support, technological context, psychological aspects and design aspects of the model exhibited excellent model fit and a strong factor loading. New sub-factors were discovered for the final model and green IT emerged as a new sub-factor in the model.
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Alsolamy, Fahd. "Social networking in higher education : academics' attitudes, uses, motivations and concerns." Thesis, Sheffield Hallam University, 2017. http://shura.shu.ac.uk/15852/.

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The main objective of this thesis is to investigate and understand faculty members’attitudes towards, motivations for and concerns about using social networking sites (SNSs), as well as uses thereof, for educational purposes, particularly in the gender segregated educational setting of Saudi Arabian universities. This study identifies faculty members’ perspectives on SNSs and the ways in which academics in Saudi Arabia employ these social networks as educational tools to improve teaching methods and learning styles. Interviews were conducted with 32 faculty members at King Abdul-Aziz University and King Saud University in Saudi Arabia. These particular universities were selected because of their location, size, diversity and academic standing. Those participants were chosen to form the research sample and to represent equally the two universities, the two genders and different degree subjects. Growing use of SNSs has motivated academics and researchers to study social networks and their connection to other fields of study. Several studies have examined integration of SNSs in education. However, a review of previous research in this domain has revealed that further research is required. This thesis, therefore, aims to develop the existing literature through its close focus on qualitative accounts of academics’ usage in Saudi Arabia, particularly since the Saudi government has led several initiatives which have been considered essential interventions and developments in politics, society, education, and various other aspects. Most of the academics involved in this study (91%) use SNSs — particularly WhatsApp (88%), Twitter (84%), Facebook (78%), and YouTube (63%) — for educational purposes. These academics see SNSs as supportive and useful tools and, importantly, methods for facilitating learning, teaching and communication. Motivations for using SNSs include: overcoming social restrictions (e.g. gender segregation), enhancing collaboration and exchanging experiences, generating and improving content, and developing a more critical and reflective thinking. On the other hand, many faculty members (62%) have different concerns about employing these platforms in the academic setting. Cultural and social concerns, protecting academics’ image online, and privacy worries have been identified as the three greatest challenges facing the implementation of SNSs in the higher educational institutions. Many existing studies of privacy and other concerns are written from a Western perspective and its view of privacy — this research expands that discussion by analysing these issues from a non-Western, conservative nation. This thesis explores how cultural and social traditions are both challenged and enhanced by SNSs; for example, it shows that online interactions in gender-segregated societies can provide more information and expand understanding about the opposite gender more than do offline settings. Although these online interactions break the norm of gender segregation, the majority of Saudi users do not completely challenge their cultural and social traditions, and the impact of their social values and principles is clearly apparent in their perspectives and behaviours when using these platforms. Therefore, these findings can advance the understanding of integrating SNSs educationally in the context of a conservative society, and contribute to expanding the current literature on this topic.
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Al, Ibrahim Amal Abdullah. "The pedagogical affordances of a social networking site in higher education." Thesis, University of Exeter, 2014. http://hdl.handle.net/10871/17474.

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In recent times, higher educational institutions have faced a challenge from the radical demands of their students. With the spread of students’ use of Web 2.0 applications, educational institutions also need to move with this trend and adopt Web 2.0 applications in education. As a contribution to the field of innovation in higher education, this study explores the pedagogical affordances of a social networking site (SNS) in higher education in Saudi Arabia. A case study methodology informed by Design-Based Research DBR approach was used. This approach was characterized by iterations of design and evaluation. The study was applied in two phases: Phase One was applied in the University of Exeter to evaluate a previously designed course, “The ICT Future”, with the innovation of a social networking site. The result of this phase was a framework which was applied in Phase Two, in King Saud University, which contributed to the design of an innovative course using social networking site, on "Web design". The data were collected by mixed methods: using stimulated recall interviews, reflexive report, and observation of the interaction on the social networking site. The findings of the study were used to help revise the framework for the design of a course which utilised the social networking site. The framework developed in this study was based on the findings of the pedagogical affordances of the SNS. The study concludes that the pedagogical affordances of the social networking sites are: reflection, stimulation, content-creation, collaboration, and online discussion. These affordances support students in higher education. Some important challenges in implementing the social networking site in higher education were highlighted. The study presents the need to change pedagogical practices in universities, and discusses various ways in which these changes could be implemented.
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Lu, Jie, and 卢洁. "Using social networking environments to support learning engagement inhigher education." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hub.hku.hk/bib/B48329435.

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Learning engagement is essential for fruitful and meaningful learning outcomes. Although many researchers have collectively claimed that social networking technologies in the Web2.0 era possess great potential to foster learning engagement, the existing literature demonstrates the pedagogical significance of more empirical and systematical inquiries into their applications for effective teaching and learning in various educational contexts. A social networking environment (SNE) is an online environment established with these technologies in which various tools, people and resources are dynamically connected. This study aimed to investigate the roles of such an environment in supporting learning engagement in higher education, and to identify factors that affected how students engaged in learning activities in the SNE. Informed by the literature on knowledge construction, collaborative learning and intrinsic motivation, learning engagement was conceptualized as a multidimensional construct that incorporated cognitive, social and emotional components of the learning process. This study was a single case study. It spanned a period of six months with a class of 55 undergraduate students enrolling in an elective university course in mainland China. A SNE, which integrated blogs, wikis, social bookmarks and tagging, file repositories, group spaces, and social networking facilities, was implemented to support designed learning activities that emphasized reflections and social interactions for achieving course objectives. Data collection and analysis combined qualitative and quantitative methods. Multiple-source data was obtained from interviews, observation, questionnaires and student learning artifacts, and was analyzed through content analysis, social network analysis and descriptive statistical analysis. The analysis revealed a number of roles that the SNE could play in supporting learning engagement. In terms of social engagement, it could serve as a social medium for (a) facilitating self-presentation and self-expression, (b) supporting articulation and development of personal social networks, (c) encouraging various levels of participation in social interactions, and (d) enabling personalized feedback. In terms of cognitive engagement, it could afford a hybrid of individual and social learning by (a) supporting development of personal learning portfolios, (b) facilitating peer and teacher feedback, and (c) creating the transparency in a distributed learning environment which enabled students to access multiple perspectives, learn by observation, and utilize metacognitive skills for self-regulated learning. In terms of emotional engagement, it could be used as a vehicle for developing a socio-affective structure of the learning community by (a) inducing expression of emotions and feelings, (b) fostering socio-emotional interactions, and (c) contributing a sense of being connected to others. Factors in cultural, socio-contextual, technical, and individual dimensions were identified that affected learning engagement in the SNE and needed to be addressed in pedagogical interventions. This study has both theoretical and practical implications. By proposing a construct incorporating cognitive, social and emotional elements of engaged learning, it deepens our understanding of the relationship between learning engagement and educational use of social networking technologies in higher education. For practicing teachers, a set of pedagogical principles is suggested based on the findings of the study for facilitating learning engagement in the SNE. Implications for software designers and educational administrators are also discussed.
published_or_final_version
Education
Doctoral
Doctor of Philosophy
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Noreuil, Margaret B. "Education and Training on Social Networking Websites for Mental Health Providers." Thesis, The George Washington University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13811142.

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Social networking websites can have a positive and negative, psychological impact on individuals who use them, especially if these individuals have previously experienced depressive symptoms. The Council for Accreditation of Counseling and Related Educational Programs (CACREP) informs the curriculum in master's and doctoral level counseling graduate programs, yet the extent to which social networking websites and their psychological impacts is explored in these programs is unknown.

This is an exploratory, mixed methods study that explores the extent to which CACREP graduate programs address this topic and prepare mental health professionals to address this topic in their practice as well as exploring the extent to which, and how, mental health professionals are seeing social networking sites impact their clients. Thirty-two participants completed an online survey that consisted of open-ended and closed-ended questions. The data collected was analyzed through frequency distributions and by developing themes using in vivo coding. These themes were then used with the frequency distribution results to inform the findings in this study.

Conclusions were drawn from this study that CACREP programs are not formally addressing social networking websites psychological impacts on clients in their curriculum and mental health professionals shared that clients are being psychologically impacted by social networking websites. Mental health professionals are experiencing a need for education and/or training in this area in order to address this area with clients. Lastly, from this study there are several recommendations for additions to the CACREP curriculum in relation to social networking websites psychological impacts as well as suggestions for interventions to address these issues.

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Alshuaib, Anwar. "Promoting social presence in a social networking environment in a Kuwaiti higher education context." Thesis, University of Exeter, 2014. http://hdl.handle.net/10871/15389.

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Recently, the numbers of Higher Education institutions that are using Web 2.0 technologies and social networking sites are increasing dramatically. These sites offer unique and diverse learning opportunities. There is evidence that a sense of community can be created online and that this community is connected with perceived learning. Garrison, Anderson and Archer (2000) introduced and developed the Community of Inquiry framework as a dynamic process model and a comprehensive framework to guide the research and practice of online learning communities, and to describe and measure elements supporting the development of these communities. This framework consists of three elements - social, teaching and cognitive presence - as well as categories and indicators to define each presence and guide the coding of transcripts. The categories of social presence are affective responses, open communication and group cohesion. The categories of teaching presence are instructional design and organisation, facilitating discourse and direct instruction. Previous studies suggest that a positive social climate on an online learning community is important as it can improve learning experience and cognitive presence. This study aims to explore and understand the nature of Community of Inquiry presences, in particular teaching presence and social presence. The aim of the study is to understand the influence of a different teaching presence on students’ development of social presence. This study provides a more comprehensive picture of developing students’ social presence over changing teaching presence in a social network environment in a Kuwaiti higher education context. In order to achieve the purpose of this study, the following research questions are explored: 1- How does a students’ sense of social presence change with a different teaching presence in the social network environment within a Kuwaiti higher education context? a. Does a students’ sense of social presence (affective responses, open communication and group cohesion) change as a result of a different teaching presence (facilitating discourse - direct instruction) in the social network environment in a Kuwaiti higher education context? b. Why do participants maintain or change their social presence level during the course? 2- How does the use of teaching presence promote the development of students’ social presence in a Kuwaiti higher education context within the social network environment? The study was conducted in the second semester of 2010/2011 at The Education Technology Department - The College of Basic Education - The Public Authority for Applied Education and Training (PAAET), within the State of Kuwait. The study was carried out on the Educational Communication module and involved 46 male participants. This study uses the equivalent of mixed methods design to answer research questions. The sequential explanatory strategy is embedded within an applied quasi-experimental approach. Quantitative data is collected and analysed, which is then followed by the collection and analysis of qualitative data. The researcher used a messages analysis and a content analysis approach to reveal the level of social presence in an online community and then develop stimulated recall interview questions. A combination of individual interviews and focus group interviews were used. Garrison et al.’s (2000) social presence coding schemes were developed to make them more suitable in the study context. Quantitative and qualitative data show that there is no significant difference between the effects of facilitating discourse and direct instruction in terms of students’ social presence level. Stimulated recall interviews reveal that most participants cannot distinguish between facilitating discourse and direct instruction. The participants believe that facilitating discourse and direct instruction are similar. The participants’ responses lead the researcher to search for other motives that could promote the development of students’ social presence in the higher education context in the social network environment. The study concludes that there are two factors that could promote the development of students’ social presence. First, instructional design and organisation, such as web design satisfaction, network effect, instructor responsiveness, the nature of the task and awarding degrees. Second, learner-specific matters, such as previous experience, peer influence, friendship, attitude, self-esteem and self-confidence and something I refer to as the Wave Effect.
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Albayrak, Duygu. "Social Networking Sites Utilization For Teaching And Learning." Phd thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614122/index.pdf.

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The purpose of this study was to investigate students&rsquo
social networking sites (SNSs) involvement, students&rsquo
involvement of Facebook as course management system (CMS) in face-to-face course, students&rsquo
acceptance of Facebook, students&rsquo
motivations, students&rsquo
achievements, and their relationships. The study, used Facebook as CMS, was conducted in a private university with 42 participants in two different freshman courses. Maximum variation sampling was employed in selecting 12 students for interview. Mixed method was employed as part of an action-research approach. Both quantitative and qualitative data collection methods were utilized to thoroughly analyze Facebook use as CMS. Quantitative data were collected through three questionnaires about Facebook acceptance, motivation to the course and involvement of Facebook and course Facebook page. The qualitative data were collected through both individual interviews and discussion posts of course Facebook page. The quantitative data analysis consisted of descriptive statistics, and correlation analyses. Coding schemes were used to both find the depth-of-discussion posts and convert qualitative data into quantitative data. The results stated that students&rsquo
SNSs involvement, students&rsquo
acceptance of Facebook, students&rsquo
motivations, students&rsquo
achievements and their relationships were different according to the taken course. Possible reasons of the differences of utilization and engagement in the course activities were clarified in the study. Results support that students and instructors could benefit from Facebook usage in learning and teaching. Most of the participants believed the value of having CMSs in all courses. Moreover, they preferred Facebook as CMS to communicate easily, to increase their active participation and interactions in their courses.
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Jacobs, Carolyne. "Social networking as a bridge between higher education students' pre-entry expectations and post-entry experiences." Thesis, University of Brighton, 2010. https://research.brighton.ac.uk/en/studentTheses/ffd41f10-b1d2-4b3e-bc3a-3e11cab1bca3.

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Students’ expectations and experiences have been the focus of attention in the literature and in research for a number of years. But despite the body of research in this area and efforts made by universities to ease students’ transition, many students are still unprepared for higher education level study, unsure what learning at university will involve and have difficulty integrating into university life.
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Keith, Kim Jacqueline. "Investigating the use of a social networking site in the facilitation of internationalisation in higher education." Master's thesis, University of Cape Town, 2014. http://hdl.handle.net/11427/13178.

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Internationalisation is the movement of people, their belief systems, culture, technologies, education, concerns and economy across geographical borders but where the national higher education system boundaries remain intact. Internationalisation is a growing area in world-wide higher education. To respond to the challenges of internationalisation, universities need to ensure that the service to international students is improved. In order for local and international students to develop into responsible global citizens, they need to understand diverse cultures and be able to relate appropriately to individuals from different backgrounds. Both local and international students, therefore, need to interact while they are on the university campus together. However, international students tend to interact only within their own cohorts, and local students do not see the value in building relationships with international students who may not remain in the country once they graduate. International students leave the university wishing that they had made more local friends and had learned more about the cultures of the country in which they had studied. To respond to the problem of getting local and international student to interact more, a virtual environment on the SNS Facebook was proposed as a safe space for the students, and other key stakeholders, to network. A Facebook Page called IAPO @ UCT was set up by the International Academic Programmes Office (IAPO) - an administrative department at the University of Cape Town (UCT) - in order to provide IAPO stakeholders with an online community in which to interact. The page was set up and monitored over a two and a half year period to see what types of interactions would occur. Actor Network Theory (ANT) was used as the main, high level lens for analysing the interactions on IAPO @ UCT. Certain concepts from the theories of Networking, Social Capital, Social Presence and Social Identity were further used to scrutinise and explain the actions of the Page Poster on IAPO @ UCT. IAPO @ UCT was able to facilitate internationalisation at UCT as there was evidence in the page posts that key stakeholders were interacting with each other online. Supernodes were identified who could increase the dissemination of information on the page, and the value of offline events was highlighted as a means for increasing student participation both off- and online. IAPO branding and inclusion of student assistance in events was suggested in order to increase a sense of belonging to IAPO @ UCT. In addition, the effect of deleting posts and hiding comments was discussed with regard to the building of trustworthiness within the online community.
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Adabzadeh, Ali. "Correlates of excessive use of social networking sites among under-served community college students| A study of students' academic achievement." Thesis, Capella University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3606849.

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Social networking sites (SNS) have become the major media through which millions of college students develop and maintain their personal online networks. Several recent studies have explored why college students use social networking sites and the factors that affect users joining these sites. However, little is known about the relationship between the amount of SNS use and an under-represented community college student's academic success. The main objective of this study was to examine relationships between SNS activities, academic performance, the type and frequency of SNS use, student engagement, and other socio-psychological characteristics that may affect school achievement. This study surveyed 567 low-income students enrolled in six community colleges in Southern California. This cross-sectional structured survey used a sample of 567 low-income students enrolled in six community colleges in Southern California that are predominantly attended by low-income students. Both bivariate (ANOVA and Chi-Squared test) and multivariate (logistic regression) techniques were employed. The present research study clearly detected a strong association between SNS and college performance among community college students, even after demographic and socio-economic characteristics were held statistically constant. This study documented an excessive use of SNS is associated with poor performance in college. While it was expected that the excessive use of SNS associated with college performance; however, it is interesting that many college students realized this potential negative association between inappropriate use of SNS and college performance. Yet, it seems that motivation and skills to modify their behaviors associated with excessive use of SNS are not in place. SNS usage has great potential to prepare students for college by bridging their online social life with the world of academic discourse. It is important to design, develop, and implement educational curriculum that encourage use of SNS as an alternative and substitute for excessive use of SNS for non-educational purposes. Educational interventional projects are needed to promote knowledge and awareness of students of potential negative impact of SNS on their college performance, particularly among students that are using SNS extensively for non-educational purpose. Leadership at higher educational institutions also needs to be encouraged to promote use of SNS for educational use.

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Books on the topic "Social Networking, Higher Education"

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M, Morrison Tara, and Mason Robin, eds. E-learning and social networking handbook: Resources for higher education. 2nd ed. New York: Routledge, 2012.

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Robin, Mason. The e-learning and social networking handbook: Resources for higher education. New York: Routledge, 2008.

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Hoz, Esperanza Villar. La construcción de capital social en las universidades: Un análisis motivacional de las estrategias de "networking" de los estudiantes. [Girona]: Documenta Universitaria, 2006.

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Issa, Tomayess, Pedro Isaias, and Piet Kommers, eds. Social Networking and Education. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-17716-8.

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R, Arms Caroline, ed. Campus networking strategies. [Bedford, Mass.]: Digital Press, 1988.

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Lamy, Marie-Noëlle, and Katerina Zourou, eds. Social Networking for Language Education. London: Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9781137023384.

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Social networking for language education. Houndmills, Basingstoke, Hampshire: Palgrave Macmillan, 2013.

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Advisory Group on Computer Graphics. Multimedia in higher education: Portability and networking : workshop report. [s.l.]: Advisory Group on Computer Graphics, 1993.

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Campus Networking Plans (1985 College Park, Md.). Proceedings for Campus Networking Plans, [December 4, 1985]. [College Park, Md.]: Office of Publication Services, Univ. of Maryland Computer Science Center, 1985.

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Fred, Cartmel, ed. Higher Education and Social Justice. Maidenhead: McGraw-Hill International (UK) Ltd., 2009.

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Book chapters on the topic "Social Networking, Higher Education"

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Issa, Tomayess. "Social Networking in Higher Education." In Encyclopedia of Education and Information Technologies, 1536–53. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-10576-1_115.

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Issa, Tomayess. "Social Networking in Higher Education." In Encyclopedia of Education and Information Technologies, 1–17. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-60013-0_115-1.

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Brar, Shamdeep, Tomayess Issa, and Sulaiman Ghazi B. Alqahtani. "Social Networking Awareness in Indian Higher Education." In Natural Computing for Unsupervised Learning, 237–64. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-98566-4_11.

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Malleshappa, Anil Kumar, and Tomayess Issa. "Social Networking in Higher Education in India." In Mobile Big Data, 323–47. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-67925-9_13.

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Connolly, Christopher M., and Gabriele Meiselwitz. "Third Agers and Social Networking in Higher Education." In Online Communities and Social Computing, 30–39. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-21796-8_4.

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Almufaraj, Waleed Khalid, and Tomayess Issa. "Social Networking in Higher Education Saudi Arabia Perspective." In Big Data Analytics, 270–96. Boca Raton, FL : Taylor & Francis Group, [2018] | “A science publishers book.”: CRC Press, 2018. http://dx.doi.org/10.1201/9781315112626-13.

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Saurabh, Samant, and Ashok Singh Sairam. "Effect of Social Networking on Higher Education in India." In Lecture Notes in Social Networks, 51–68. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-17716-8_4.

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Kommers, Piet. "Social Networking in Higher Education: Students in The Netherlands." In Lecture Notes in Social Networks, 101–9. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-17716-8_7.

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Antón-Sancho, Álvaro, Diego Vergara-Rodríguez, David G. Calatayud, and Pablo Fernández-Arias. "Virtual Reality as a Teaching Resource in Higher Education: Professors’ Assessment." In Pervasive Computing and Social Networking, 139–49. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-2840-6_11.

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Benson, Vladlena, Stephanie Morgan, and Hemamali Tennakoon. "Social Networking in Higher Education: A Knowledge Convergence Platform." In Information Systems, E-learning, and Knowledge Management Research, 416–25. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-35879-1_50.

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Conference papers on the topic "Social Networking, Higher Education"

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McLoughlin, Catherine. "Social Media for Networking and Participatory Professional Learning." In HEAd'16 - International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/head16.2016.2867.

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There is widespread acceptance of the need for professional learning opportunities and support for teachers and for academics transitioning into the higher education workforce. In Australia and globally, social networking sites (SNS) provide teachers with formal and informal networking opportunities. While higher education institutions are responding to an ever-changing digital environment, scholarly work aimed at understanding optimal use of, and interaction with new Web 2.0 capabilities is a pressing area of concern among academics. Limited studies are available on how and why teachers in higher education employ social networking tools to create learning networks, share professional ideas and build creative collegiality. This scoping review article investigates motivations for the adoption of SNS in higher education and the benefits and opportunities presented by social networking tools such as blogs and Twitter in teacher professional learning and practice. Results show that academics are interested in connecting with peers, sharing knowledge and networking in open participatory forums as means of building community and accessing resources. The findings indicate that the affordances of microblogging and SNS are valued by academics and that they appreciate the immediacy, relational aspects and interactions that expand their professional networks.
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Hartley, Alison, and A. A. Kassam. "Social Networking for Learning in Higher Education: Capitalising on Social Capital." In Social Media for Learning in Higher Education 2015. Sheffield Hallam University, 2016. http://dx.doi.org/10.7190/socmedhe/2015/8.

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Uturytė Vrubliauskienė, Laura, and Eglė Kvieskaitė. "Effective Performance Management: Social Networking in Lithuanian Higher Education Institution." In Scientific Conference “Contemporary Issues in Business, Management and Education ‘2011”. Vilnius, Lithuania: Vilnius Gediminas Technical University Press Technika, 2011. http://dx.doi.org/10.3846/cibme.2011.22.

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Mata, Liliana, Ioana Boghian, Alexandra Poenaru, and Cosmin Tomozei. "Implications of the unethical use of social networking in higher education." In 2020 Zooming Innovation in Consumer Technologies Conference (ZINC). IEEE, 2020. http://dx.doi.org/10.1109/zinc50678.2020.9161810.

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Huang, Chung-Kai, Chun-Yu Lin, and Daniel Steve Villarreal. "Contextual language learning: Educational potential and use of social networking technology in higher education." In EUROCALL 2014. Research-publishing.net, 2014. http://dx.doi.org/10.14705/rpnet.2014.000211.

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Ibrahim, Hazem, and Walid Ibrahim. "Gamification in Online Educational Systems." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11238.

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The usage of gamification in online educational systems has grown considerably over the last several decades. This has been in response to reports of low completion and retention rates in online educational systems such as MOOCs. The usage of gamification and the application of social and educational networking to online education systems has been found to increase student satisfaction with the system. However, it has been shown that as students become more familiar with the gamified educational system, the initial boost in motivation diminishes. Efforts made in order to increase the personalization of gamified educational system, however, indicated an increase in student motivation over the duration of the course. Suggestions for further work include the usage of smarter leaderboard systems, as well as the potential for personalization in peer to peer online tutoring platforms.
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Nataraju, N., and K. R. Mulla. "Impact and Magnitude of Social Networking Sites in Higher Education Institute Libraries." In Third International Conference on Current Trends in Engineering Science and Technology ICCTEST-2017. Grenze Scientific Society, 2017. http://dx.doi.org/10.21647/icctest/2017/49124.

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Tulaboev, Azamjon, and Alan Oxley. "A case study on using Web 2.0 social networking tools in higher education." In 2012 International Conference on Computer & Information Science (ICCIS). IEEE, 2012. http://dx.doi.org/10.1109/iccisci.2012.6297217.

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Shukla, Monica. "Inclusion of Social Networking Sites into Higher Education: An empirical study from Chhattisgarh." In 2018 IEEE 6th International Conference on MOOCs, Innovation and Technology in Education (MITE). IEEE, 2018. http://dx.doi.org/10.1109/mite.2018.8747129.

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Nizhegorodtsev, Robert M., and Nina P. Goridko. "Lean Management Shifts in Higher Education Towards Networking Units: A View From Russia." In Proceedings of the 2nd International Conference on Education Science and Social Development (ESSD 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/essd-19.2019.25.

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Reports on the topic "Social Networking, Higher Education"

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Smith, Patrick. Learning to Adapt: Online Social Science Instruction in Higher Education. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1089.

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Cruz, Paula R., Victor Rebourseau, and Alyssa Luisi. Social Innovation and Higher Education in the BRICS (1): a background overview. E-papers Servicos Editoriais Ltda, April 2018. http://dx.doi.org/10.48207/23577681/bpcp0502.

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Daugherty, Terrence. Involvement, social class and attrition in higher education : the case of the stop out. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.3181.

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Moretti, Enrico. Estimating the Social Return to Higher Education: Evidence From Longitudinal and Repeated Cross-Sectional Data. Cambridge, MA: National Bureau of Economic Research, August 2002. http://dx.doi.org/10.3386/w9108.

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Erdoğmuş, Nihat. HIGHER EDUCATION IN THE TURKEY OF THE FUTURE. İLKE İlim Kültür Eğitim Vakfı, December 2020. http://dx.doi.org/10.26414/gt009.

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This report handles important issues ranging from how to strategically manage the continuously increasing change in higher education to the possibility of a higher education structured on the basis of meeting contemporary demands, from organizing consultancy services suitable to the new career understanding to searches for sustainable sources of finance. This report consists of two primary sections: the need for change in higher education and the vision plan for higher education. The first section addresses preparing for the future in higher education and the need for change, and the second section presents a vision for higher education. The second section contains 12 thematic points regarding the vision for higher education. This section primarily addresses the themes of change and reorganization in higher education while paying attention to its importance, priority, and chain reactions. Afterward, a vision including themes such as access, educational settings, career, and employment skills in a higher education system that centers itself on students is provided. Following these are themes devoted to academicians. The final sub-sections address the themes of social and economic contributions, internationalization, and finance.
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Ota, Akiko. Factors Influencing Social, Cultural, and Academic Transitions of Chinese International ESL Students in U.S. Higher Education. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1051.

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Guthrie, Kevin, Catharine Hill, and Martin Kurzweil. Free Speech, Student Activism, and Social Media: Reflections from the Bowen Colloquium on Higher Education Leadership. Ithaka S+R, February 2018. http://dx.doi.org/10.18665/sr.306628.

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Cruz, Paula R., Alyssa Luisi, and Victor Rebourseau. Social Innovation and Higher Education in the BRICS (2): a multiscalar governance approach with evidence from DESIS Labs. E-papers Servicos Editoriais Ltda, April 2018. http://dx.doi.org/10.48207/23577681/bpcp0503.

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Sowa, Patience, Rachel Jordan, Wendi Ralaingita, and Benjamin Piper. Higher Grounds: Practical Guidelines for Forging Learning Pathways in Upper Primary Education. RTI Press, May 2021. http://dx.doi.org/10.3768/rtipress.2021.op.0069.2105.

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To address chronically low primary school completion rates and the disconnect between learners’ skills at the end of primary school and the skills learners need to thrive in secondary school identified in many low- and middle-income countries, more investment is needed to improve the quality of teaching and learning in upper primary grades. Accordingly, we provide guidelines for improving five components of upper primary education: (1) In-service teacher professional development and pre-service preparation to improve and enhance teacher quality; (2) a focus on mathematics, literacy, and core content-area subjects; (3) assessment for learning; (4) high-quality teaching and learning materials; and (5) positive school climates. We provide foundational guiding principles and recommendations for intervention design and implementation for each component. Additionally, we discuss and propose how to structure and design pre-service teacher preparation and in-service teacher training and ongoing support, fortified by materials design and assessment, to help teachers determine where learners are in developmental progressions, move learners towards mastery, and differentiate and support learners who have fallen behind. We provide additional suggestions for integrating a whole-school climate curriculum, social-emotional learning, and school-related gender-based violence prevention strategies to address the internal and societal changes learners often face as they enter upper primary.
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Plinski, Christie. Does AVID Higher Education (AVID HE) Increase Student Term-to-Term Progression, Persistence Toward Credited Classes and Social Capital for First-Generation College Students Placing Into Developmental Education: A Mixed Methods Study. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6311.

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