Journal articles: '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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Miranda, F. Javier, Antonio Chamorro, and Sergio Rubio. "The Use of Social Networking by Higher Education Institutions in Spain." Journal of Cases on Information Technology 18, no. 2 (April 2016): 16–34. http://dx.doi.org/10.4018/jcit.2016040102.

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The objective of this study was to analyse the use Spanish universities are making of the main social network today: Facebook. The research adapts to the Higher Education Institutions context an evaluation index denominated FAI that has been used in other areas. It applies the index to all of Spain's universities, making comparisons between them and the best universities in the world. The results show that Spanish universities' indices are far from the values obtained by the best international universities, and that the country's private universities have better results than the public ones. It is an intention of the work to contribute to the tools the marketing managers of higher education institutions might use in how they relate to social networks and to the opportunities and threats these pose.

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Veerasamy, D. "The Influence of Social Networking on Lifestyle: A Higher Education Perspective." Journal of Education and Vocational Research 4, no. 4 (April 30, 2013): 94–100. http://dx.doi.org/10.22610/jevr.v4i4.106.

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Social networks have become a way of life for many people who use them to connect and communicate with the world at large. Social media is defined as any tool or service that uses the Internet to facilitate conversations. Facebook is one of the most popular social networking sites (SNSs) and has a total of 55 million active users worldwide with an average of 250000 new registrations per day. After Yahoo, MySpace and Google, Facebook is also the fourth most popular SNS in South Africa. The purpose of the paper was to determine whether social networks have an influence on higher education studentsâ€™ lifestyles and behaviour. This research was descriptive and quantitative in nature. The sample comprised 386 students studying at the Durban University of Technology (DUT). The results indicated that the majority of the respondents preferred Facebook as their social network of choice. More than half of the respondents indicated that they access their preferred social network five times or more per day. The majority of the respondents agreed that social networks allow for global interaction and that maintaining relationships has become easier with social networking,

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Koranteng, Felix N., Isaac Wiafe, and Eric Kuada. "An Empirical Study of the Relationship Between Social Networking Sites and Students’ Engagement in Higher Education." Journal of Educational Computing Research 57, no. 5 (July 13, 2018): 1131–59. http://dx.doi.org/10.1177/0735633118787528.

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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.

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Al-Mukhaini, Elham M., Wafa S. Al-Qayoudhi, and Ali H. Al-Badi. "Adoption Of Social Networking In Education: A Study Of The Use Of Social Networks By Higher Education Students In Oman." Journal of International Education Research (JIER) 10, no. 2 (March 28, 2014): 143–54. http://dx.doi.org/10.19030/jier.v10i2.8516.

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The use of social networks is a growing phenomenon, being increasingly important in both private and academic life. Social networks are used as tools to enable users to have social interaction. The use of social networks (SNs) complements and enhances the teaching in traditional classrooms. For example, YouTube, Facebook, wikis, and blogs provide a huge amount of material on a wide range of subjects. This research aims to explore the need to change the traditional style of teaching and learning after the innovation of Web 2.0. The main objectives of this research are to discover the motives for the use of social networks by higher education students in Oman, to recognize the impact of social networking tools in learning and education generally, to analyse the problems that students might face when using social networks, and to determine whether the traditional learning methods need to be changed in the era of Web 2.0 technologies? In order to achieve the objectives of this research, the research methodology is to conduct a survey amongst Omani students at different universities, colleges, and other higher education institutions and to explore the social networking tools that might have an influence on teaching and learning styles. The type of data collected will be both quantitative and qualitative. This study is based mainly on the student's perspective - the impact on students of using social networking tools and what effect it has on the traditional style of learning and teaching. This study highlights the benefits of using social networks as tools for developing a new style of learning, and the negative impacts that can affect the process of learning, in order to provide a justification for using social networks in higher education.

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Alexiou, Aikaterini, and Fotini Paraskeva. "Examining self-regulated learning through a social networking ePortfolio in higher education." International Journal of Learning Technology 14, no. 2 (2019): 162. http://dx.doi.org/10.1504/ijlt.2019.101849.

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Tambunan, Anna Riana Suryanti, Winda Setia Sari, and Rasmitadila Rasmitadila. "Students’ Perceptions of Social Networking Sites for English Language Learning: A Study in an Indonesian Higher Education Context." World Journal of English Language 12, no. 8 (September 30, 2022): 86. http://dx.doi.org/10.5430/wjel.v12n8p86.

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This study explores the use of Social Networking Sites (SNS) as a performance-enhancing method of teaching and learning of English in the classroom via cell phones and mobile devices, as well as its effect on students' motivation to learn. A survey was disseminated to 176 students. The analysis showcases that Instagram is the most useful learning tool that students enjoy, and its use on mobile devices has the potential to become a significant teaching tool in the classroom. Because the most popular social networking sites, such as Instagram, are predominantly accessible via mobile devices, this is the case. Given that students currently utilize social networking sites to boost their learning informally, their acknowledgment of social networking sites as learning tools demonstrates their understanding of the learning potential given by technology.

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Chakuzira, Wellington, and Armstrong Kadyamatimba. "The perceived benefits and barriers to the application of mobile and social networking technologies in Higher Learning Institutions." Problems and Perspectives in Management 15, no. 3 (December 4, 2017): 343–51. http://dx.doi.org/10.21511/ppm.15(3-2).2017.04.

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This research investigated on the perceived benefits and barriers to the application of mobile and social networking technologies in South African Higher Learning Institutions (HLIs). A quantitative orientation was used in carrying out the study through self-administered questionnaires and a descriptive quantitative method of analysis was applied. The research population consisted of some students and lecturers from University of Venda (Univen) and University of Limpopo (UL). The research results showed that indeed HLIs in South Africa enjoy some benefits using mobile and social networking technologies which makes students and lecturers participate in virtual learning. The results also confirmed that HLIs in South Africa are faced with various barriers affecting mobile and social networking technology adaptations. Five noteworthy barriers identified were connectivity, security problems, small screens, lack of equipment and technology and lack of training among users. Benefits which were identified included, improved participation, improved communication between students and lecturers and enhancement of teaching and learning processes in HLIs. The research recommended HLIs to be aware of the major Learning Management Systems (LMS) which they should use together with social networking platforms to successfully gain full benefits of using mobile and social networking technologies in the education sector.

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Dennison, David. "e-Learning and social networking handbook: resources for higher education, 2nd edition." Studies in Continuing Education 36, no. 3 (September 2, 2014): 382–83. http://dx.doi.org/10.1080/0158037x.2014.952948.

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Batistic, Saša, and Alex Tymon. "Networking behaviour, graduate employability: a social capital perspective." Education + Training 59, no. 4 (April 10, 2017): 374–88. http://dx.doi.org/10.1108/et-06-2016-0100.

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Purpose Drawing on the overarching framework of social capital theory, the purpose of this paper is to develop and empirically examine networking behaviour and employability within the higher education context. Design/methodology/approach In a sample of 376 full-time business students the authors measured perceived employability, networking behaviour, access to information and resources and job-search learning goal orientation (JSLGO). Findings The authors found networking is related to increased internal and external perceived employability by boosting access to information and resources. The results also demonstrate that networking is positively related to access to information and resources for low and high JSLGO, the relationship being stronger for those with higher levels. Research limitations/implications The results provide an enriched view of individual networking behaviour by offering an indirect model of networking outcomes and to the graduate employability and social capital literatures. Practical implications The findings may provide focus for individuals concerned with enhancing their employability and those involved in supporting career guidance. Originality/value Obvious beneficiaries are students, for whom employment is a key concern, and universities who face increasing pressure to enhance graduate employability whilst resources to do so are diminishing. To this end the authors highlight activities that may develop networking behaviours and JSLGO.

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Çankaya, Serkan, Gürhan Durak, and Eyüp Yünkül. "Using Educational Social Networking Sites in Higher Education: Edmodo through the Lenses of Undergraduate Students." European Journal of Educational Technology 1, no. 1 (November 1, 2013): 3–23. http://dx.doi.org/10.46303/ejetech.2013.1.

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Social Networking Sites (SNSs) such as Facebook, Google+, MySpace, have been used intensively and effortlessly by students currently. Thus, the use of such SNS paves the way for questioning how these sites can be effectively used in educational environments. Since the SNSs in educational environments are potentially used, Educational Social Networking Sites (ESNSs) in the market such as Edmodo, Ning, Elgg, which are innovative educational environments with social networking capabilities, have also been employed in education. The aim of this study is to determine why the undergraduate students use the Internet, SNSs and Edmodo which is an ESNS and to investigate their views about these tools. In this context, Edmodo was used within the scope of an undergraduate course. And in order to collect data about this experience, interviews with 15 students and a focus group interview with 7 students were performed. In analysis and interpretation of the data used, both uses and gratifications theory and diffusions of innovations theory were taken into consideration. As a result, it was found that the students expressed their likes about Edmodo’s features of assignment, quiz, poll and announcement / sharing. The study also reveals that the students also expressed their thoughts about the contributions of Edmodo to educational environments.

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Issa, Tomayess, Sulaiman Ghazi B. Alqahtani, Ibrahim Al-Oqily, Sehnaz Baltaci Goktalay, Utku Köse, Theodora Issa, Bilal Abu Salih, and Waleed Khalid Almufaraj. "Use of social networking in the Middle East: student perspectives in higher education." Heliyon 7, no. 4 (April 2021): e06676. http://dx.doi.org/10.1016/j.heliyon.2021.e06676.

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Alqahtani, Sulaiman, and Tomayess Issa. "Barriers to the adoption of social networking sites in Saudi Arabia's higher education." Behaviour & Information Technology 37, no. 10-11 (April 21, 2018): 1072–82. http://dx.doi.org/10.1080/0144929x.2018.1464600.

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Brick, Billy. "The Role of Social Networking Sites for Language Learning in UK Higher Education." International Journal of Computer-Assisted Language Learning and Teaching 2, no. 3 (July 2012): 35–53. http://dx.doi.org/10.4018/ijcallt.2012070103.

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This paper seeks to assess the potential for Social Networking Sites (SNSs) to play a role in language learning in the UK Higher Education (HE) sector. These sites are characterised by certain features including learning materials, synchronous and asynchronous video and text chat facilities, a peer review feature, and some sites also incorporate an award system, in the form of points (http://www.livemocha.com) or ‘berries’ (http://www.busuu.com). This serves to motivate participants by rewarding them for their progress and for their peer review activities. In order to consider if, or how, to integrate SNSs into the UK HE curriculum it is important to consider the views of practitioners and learners towards such sites and whether they consider them to have a potential role in HE language education. The paper will report on the outcomes of two small research projects which have sought to establish the view of both practitioners and students towards SNSs in the HE context. When considered overall the practitioners were more positive about the site than the learners.

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Kuznetsova, Tatyana. "Networking as the basic factor of library education innovative development." Scientific and Technical Libraries, no. 4 (April 1, 2018): 84–97. http://dx.doi.org/10.33186/1027-3689-2018-4-84-97.

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The libraries’ functional objectives in the epoch of digital technologies and knowledge society are examined, along with the role of librarians of the new generation in increasing social status and relevance of the libraries. The author introduces the professional model of modern library professional and substantiates the necessity for innovative transformation of library education. She argues that networking makes an efficient organizational and technological instrument in the higher quality education process. The networking resource units are defined, namely - personnel, learning and teaching, information, logistical, and social resources, - as well as the basic networking principles: voluntariness, coordination, reciprocity, shared responsibility for the final result. The experience of networking in implementing large-scale education projects in advanced training and professional retraining is discussed. The author argues that the advanced professional library information education makes the most efficient application for the networking principles. The author concludes that networking cooperation as the innovative technology in advanced professional training facilitates building professional competences of the new generation of librarians who are to contribute to increasing libraries’ social status in the digital epoch.

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Reychav, Iris, Daphne Ruth Raban, and Roger McHaney. "Centrality Measures and Academic Achievement in Computerized Classroom Social Networks." Journal of Educational Computing Research 56, no. 4 (June 22, 2017): 589–618. http://dx.doi.org/10.1177/0735633117715749.

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The current empirical study examines relationships between network measures and learning performance from a social network analysis perspective. We collected computerized, networking data to analyze how 401 junior high students connected to classroom peers using text- and video-based material on iPads. Following a period of computerized interaction, learning assessments were taken at individual or group consensus levels. Social network analysis suggested highly connected students became information sources with higher individual assessment achievements. Students receiving information from central sources exhibited higher achievements in group consensus treatments. Students acting as bridges between others on the network regulated themselves better and achieved higher academic outcomes. However, a subset of students were motivated by social interaction rather than learning task. This finding, consistent with general social networking research, cautions educators to ensure socializing does not override learning objectives when using classroom social networking.

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Brzaković, Aleksandar, Tomislav Brzaković, Darjan Karabašević, Gabrijela Popović, and Renata Činčikaitė. "The Interface between the Brand of Higher Education and the Influencing Factors." Sustainability 14, no. 10 (May 18, 2022): 6151. http://dx.doi.org/10.3390/su14106151.

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The world is changing faster than ever before. Continuous changes are also affecting the higher education sector. The number of programs on offer is growing, attraction strategies are changing, and the branding and positioning of higher education institutions are gaining significance. The growing influence of social networks on personal choice cannot be ignored. Of the world’s population, 57% uses social networks and spends an average of 2.5 h a day on them. The most popular social network, Facebook, has up to 2.9 billion active users every month. Therefore, the questions arise as to which factors influence one or another consumer choice, how social networks contribute to brand awareness, and what impact brand has on the higher education sector. After systematic and comparative analysis of concepts published in the scientific literature, the analysis of brand, brand promotion concepts, and factors that increase brand awareness is performed. This study seeks to determine whether and to what extent individual factors influencing student motivation and social networking influence the distinctiveness of a higher education institution brand and how factors influencing student motivation and social networking affect the distinctiveness of higher education institutions’ brands in general. The results of this study can help higher education institutions to develop their own plans, strategies, and good practices. Research methods: systematic and comparative analysis of concepts and methods published in the scientific literature, mathematical and statistical methods, statistical processing, and expert survey.

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Singh, Gurvinder, Munish Bansal, and Dyal Bhatnagar. "Social Media and Higher Education Institute Recruitment." International Journal of Emerging Research in Management and Technology 6, no. 10 (October 20, 2017): 86. http://dx.doi.org/10.23956/ijermt.v6i10.71.

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Communication medium has changed dramatically in the past decade after the emergence of social media. . Not only it became top priority for business houses now a day but other organizations including education institutes are using social media to connect with students. With approximately 462 million internet users and over 241 million active Facebook users; Internet penetration, Smartphone’s, youth exposure are major factors which are responsible for high growth rate of internet and social website users. Decision makers are consistently trying to identify ways through which firms can make use of social media applications such as Wikipedia, YouTube, Facebook, Twitter etc. It is a place where people discuss politics, products, cricket, music & movies, fashion, science & Technology and many other issues. This new media has led to a paradigm shift in marketing practices of many companies from a traditional brand or product-driven approach to a contemporary customer-driven approach. Social Media and its technology are consumer-driven as it can directly communicate with consumers for their product and services. Moreover, this new form of media is often perceived more trustworthy source rather than sponsored content transmitted thru the traditional media of the promotion mix. Though organizations cannot control the direction of information disseminated through social media yet social media is being widely used by almost all the companies, in spite of their size or structure. Consumers get instant response and feel more attached with the organization.Considering all these benefits educational institutes and universities are now using social media to reach its perspective clients i.e. students, in order to improve recruitments. Social media sites are generally accessed by youth of specific demographic profile. There is big difference in how and why people use social networking sites. In addition, how much is the involvement and continuation of traditional marketing practices required in social media marketing.Unfortunately, universities/institutes using these technologies often fail to understand the unique opportunities and challenges that accompany the adoption of social media. In this paper, an effort has been made on conceptual approach in identifying issues and challenges in identifying role of social media in higher education and to identify factors that affect the selection of higher educational institutes and role of social media in reaching to the perspective students. The data will be analyzed using statistical techniques like factor or confirmatory factor analysis with reliability and validation checks.

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Aldahdouh, Tahani Z., Petri Nokelainen, and Vesa Korhonen. "Technology and Social Media Usage in Higher Education: The Influence of Individual Innovativeness." SAGE Open 10, no. 1 (January 2020): 215824401989944. http://dx.doi.org/10.1177/2158244019899441.

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This article presents a two-phase study exploring the usage of technology in higher education as well as the role of the general innovativeness in predicting the actual use of technology. During the first phase of the study, which involved 502 staff members, a descriptive analysis of their usage of social media, technological devices, and Microsoft Office 365 cloud services was performed, with various demographic variables being considered. During the second phase, which involved a subsample of 106 staff members, structural equation modeling (SEM) was used to examine a model in which the general innovativeness and the demographic variables acted as predictors of the actualized innovativeness. The results showed that the staff used social media, devices, and cloud services quite satisfactorily. The examination of their user profiles revealed that there were significant differences among the staff members on the basis of their demographic variables, especially their gender, job type, and discipline. The results of the SEM showed that the general innovativeness contributed positively, as was expected, to predicting the adoption of devices, non-academic social networking sites and Office 365 cloud services. The results further suggested that males were early adopters of devices, while academics were early adopters of commercial services and academic social networking sites. However, the academics appeared to lag behind the administrators in terms of adopting Office 365 cloud services. The implications of the study and directions for future research are also presented.

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Brick, Billy. "Social Networking Sites and Language Learning." International Journal of Virtual and Personal Learning Environments 2, no. 3 (July 2011): 18–31. http://dx.doi.org/10.4018/jvple.2011070102.

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This article examines a study of seven learners who logged their experiences on the language leaning social networking site Livemocha over a period of three months. The features of the site are described and the likelihood of their future success is considered. The learners were introduced to the Social Networking Site (SNS) and asked to learn a language on the site. They were positive about two aspects of the site: the immediate peer-feedback available and the ability to converse synchronously and asynchronously with native speakers of their target language. However, there was universal criticism of the “word-list” based language learning materials and several participants complained about the regular cyber-flirting they encountered. Other aspects of the site including accessibility, ease of use, syllabus, activities, and relationships with other members are also considered. The potential for integrating some of the features of SNSs for language learning into the Higher Education (HE) curriculum and the implications of this for educators are also discussed.

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Saeed, Sidra, Iqra Saeed, and Dr Warda Gul. "Narratives of Students about the Role of Social Networking Sites in Higher Education Institutes." Organization Theory Review 2, no. 2 (2018): 84–100. http://dx.doi.org/10.32350/otr.0202.05.

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Social Networking Sites (SNS) such as Facebook, YouTube, WhatsApp, blogs, Twitter and other educational sites have become an essential part of daily routine at the tertiary level of education. The purpose of this study is to investigate how SNS enable social interaction as well as sharing of knowledge among students. Hence, this study explored students’ perception of educational activities conducted via SNS and their experience of using SNS in higher institutes. The study adopted a qualitative approach and focused on interpreting students’ narratives regarding the use of SNS in higher education. For this purpose, in depth interviews and focus group discussions were conducted from university students. Thematic analysis was used to analyze the data generated from the narratives of the participants. The findings showed that SNS plays an important role in distance education as they help students to attend online lectures delivered from the online forums of various universities. Students use SNS for various learning purposes, such as to access online libraries, e-learning, to download e-books and to find research articles from various authentic sites.

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Churchill, Daniel, Wing Wong, Nancy Law, Diane Salter, and Benny Tai. "Social Bookmarking–Repository–Networking: Possibilities for Support of Teaching and Learning in Higher Education." Serials Review 35, no. 3 (September 2009): 142–48. http://dx.doi.org/10.1080/00987913.2009.10765232.

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Van, Thi Hien Quyen, James Underwood, and Li Tai. "Social Networking Platforms and Classroom Culture." Polish Journal of Educational Studies 73, no. 1 (December 1, 2021): 138–50. http://dx.doi.org/10.2478/poljes-2021-0010.

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Abstract This article investigates how social networks affect classroom culture in secondary schools. It combines personal reflections from us as professionals, who have worked in schools and in universities in a range of different countries and contexts, with the use of research written over the last decade into this area. Stylistically this article is a conceptual article – it has a strong reflective element and its purpose within the wider academic and professional community is to generate discussion among professionals rather than to find definitive conclusions. Classroom culture is commonly divided into four dimensions: group attitudes and behaviours toward learning, group attitudes and behaviours towards interaction with peers, teacher attitudes and behaviours towards students and instruction, and parental behaviours towards children and the teacher. This framework underpins this article. Even though social networks play an important part in young students’ lives globally, most studies into the usage of social networks for education have been conducted at the level of higher education and only a few studies focus on school level. This paper therefore focuses on school level usage and possibilities. The paper concludes that whatever our views on social media, the reality is that Facebook and its many counterparts are part of current culture and are already being used by many teachers globally as learning tools. Given that they can have both negative and positive impacts on classroom culture and are becoming an inevitable part of many young students’ lives, schools have limited options. The first one is to ban social networks to make sure that there are no consequences, and this is the case in a wide range of systems and jurisdictions. However, other approaches, which can be a frequently found globally, include a managed approach to Facebook – with course, class or even teacher pages – often entirely separate to the individual teacher’s personal page.

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Ribchester, Chris, Kim Ross, and Emma L. E. Rees. "Examining the impact of pre-induction social networking on the student transition into higher education." Innovations in Education and Teaching International 51, no. 4 (March 25, 2013): 355–65. http://dx.doi.org/10.1080/14703297.2013.778068.

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Norhailawati, M., Lina Handayani, HU Kalsum, Zainuri Saringat, A. Aidahani, SH Bakri, and Rully Charitas Indra Prahmana. "The power of social networking sites: Student involvement toward education." International Journal of Evaluation and Research in Education (IJERE) 8, no. 3 (September 1, 2019): 549. http://dx.doi.org/10.11591/ijere.v8i3.20352.

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<span>Social networking web sites is not a new medium for users. The growth of this media helps students communicate and socialize with their friends or followers and used for education. The retention number of students is an issue or real problem in higher educational institutions since it is related to institution overall performance. This research focused on how students’ involvement in social network web site for educational purposes can have a positive effect to their studies and can help institution to retain number of students in the institution. During the research study, students did give full cooperation and involvement in the group that created and dedicated to their collaborative learning. Facebook is the social networking website that used to support learning. The research method applied was survey and the questionnaires distributed to 40 students who got probations result (the Cumulative Grade Point Average (CGPA) was below 2.00) from various academic programs. The result showed that social network website plays an important role in education. The finding also showed that the probation students improve their CGPA and status, while the institution able to maintain their student retention number.</span>

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Asim, Mian Muhammad, and Azmat Rasul. "Networked Identities: Exploring the Role of Social Networking to Optimize Event Marketing by Higher Education Institutions in the Middle East." Asia Pacific Media Educator 30, no. 2 (December 2020): 180–99. http://dx.doi.org/10.1177/1326365x20970422.

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This article examines the growing use and influence of two popular social networking sites—Facebook and LinkedIn—in the Middle East. Under the premise of Social Identity theory, we focus on the impact of posting information about academic-related events on social networking sites. We recruited 180 participants in a laboratory-based experiment using a 2 (medium type) × 2 (message valance) × 2 (group affiliation) factorial design to assess the moderating role of medium credibility, electronic word-of-mouth valence (eWOM) and perceived in-group affiliation of the respondents. The results indicate that, under the same moderating conditions, popular and widely used social sites are more capable of generating a positive response from students than sites that are not popular or widely used. In addition, the theoretical and practical implications of the findings are addressed.

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Trajković, Jovana. "JOURNALISM AND COMMUNICATION STUDENTS’ PERCEPTION OF THE USE OF SOCIAL MEDIA NETWORK PLATFORMS IN HIGHER EDUCATION – INSTAGRAM-BASED CASE STUDY." MEDIA STUDIES AND APPLIED ETHICS 3, no. 1 (March 11, 2021): 45–58. http://dx.doi.org/10.46630/msae.1.2021.04.

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The rapid development of technologies and their rapid transformation influenced changes in the world and people’s lives and the educational process evolved. Traditional methods of education are enriched with modern technologies, and digital devices become significant elements in modern education. Social network platforms are an important part of life in modern society, they are visited daily by a huge number of people using computers, tablets and smartphones. Their popularity has made them convenient for use in various fields. These platforms have been accepted as student learning support tools, which is why they are increasingly important in the field of higher education. The paper explores the use of social network platforms in higher education, with a focus on social networking services provided by Instagram. In this research, we tried to determine whether the students of journalism and communication used Instagram for educational purposes. Students (N=100) were surveyed through a printed questionnaire at the Faculty of Philosophy. The results show that most students use social networking services for educational purposes. The platform they use for this purpose is Facebook. When it comes to Instagram, most respondents have an Instagram account but do not use it in education.

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Kazemian, Shakiba, and Susan B. Grant. "The challenges of internal social networking for higher education: a brief review of the literature." Journal of Data, Information and Management 2, no. 4 (April 28, 2020): 225–41. http://dx.doi.org/10.1007/s42488-020-00028-w.

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Garcia, Elaine, Fenio Annansingh, and Ibrahim Elbeltagi. "Management perception of introducing social networking sites as a knowledge management tool in higher education." Multicultural Education & Technology Journal 5, no. 4 (November 15, 2011): 258–73. http://dx.doi.org/10.1108/17504971111185090.

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Li, Jian, and Eryong Xue. "A Social Networking Analysis of Education Policies of Creating World-Class Universities for Higher Education Sustainability in China." Sustainability 14, no. 16 (August 17, 2022): 10243. http://dx.doi.org/10.3390/su141610243.

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Higher education modernization is a core driver in developing a nation’s education. Creating world-class universities is one pathway toward educational modernization in the world’s major developed countries and can help meet the challenge of education internationalization and globalization. Thus, the purpose of this study was to investigate world-class universities for higher education sustainability in China through a social networking approach. We aimed to explore the communication path and spatial distribution of social network information about education policies for creation of world-class universities. The core topics discussed by the public were enrollment and employment, followed by the level of institutions and their development. The public in East China discussed the most content, followed by people in North and Southwest China. Positive emotions were mainly found in East, Southwest and North China, while sensitive emotions primarily occurred in East and North China. In addition, the conclusion and implication are offered at the end.

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Scott, Olan Kees Martin, and Alicia R. Stanway. "Tweeting the Lecture: How Social Media Can Increase Student Engagement in Higher Education." Sport Management Education Journal 9, no. 2 (October 2015): 91–101. http://dx.doi.org/10.1123/smej.2014-0038.

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The higher education sector increasingly uses social media as an educational tool to develop a sense of community and foster student engagement, particularly as social networking sites have become an integral part of the lives of digital natives. The current study sought to explore whether the use of Twitter could foster student engagement in a sport marketing course, specifically by embedding Twitter through two assessments, online lectures and weekly tasks. Mean score comparisons indicated that over a 13-week semester, students (N = 68) felt more engaged and included in the course because it had Twitter, found Twitter to be relatively easy to use, and the use of social media aligned with course objectives. The results of the current study have salience in sport management education, because the effective use of Twitter within a higher education context demonstrates how the use of social media can foster engagement with course materials.

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Rockinson-Szapkiw, Amanda J., Lorene Heuvelman-Hutchinson, and Lucinda Spaulding. "Connecting Online: Can Social Networking and other Technology Support Doctoral Connectedness?" Journal of University Teaching and Learning Practice 11, no. 3 (July 1, 2014): 29–42. http://dx.doi.org/10.53761/1.11.3.4.

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The purpose of this study was to examine the influence of online doctoral students’ interactions via peer initiated and university initiated technology on their sense of connectedness. The participants of this study were 132 doctoral candidates enrolled in an online Doctor of Education program located in the United States. Findings from this study suggest a non-significant relationship between student interaction via the university sponsored Facebook page and sense of connectedness between peers and faculty; however, candidates who used social networking technologies to interact with peers outside of the classroom reported a higher sense of connectedness than those who did not. Candidates who used webbased communication technologies such as Skype, Facebook, and Twitter demonstrated a stronger sense of connectedness with their peers than those who chose to interact with peers via the phone or email; however, the frequency of these interactions did not influence the candidates’ feeling of connectedness.

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Bhushan, Dr Uma. "Review of Literature on the Media Uses and Gratifications Derived By Students of Higher Education in India." Indian Journal of Mass Communication and Journalism 2, no. 1 (September 30, 2022): 1–5. http://dx.doi.org/10.54105/ijmcj.a1020.092122.

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This study is a brief review of the literature on the media uses and gratification among students of higher education in India. With the proliferation of social media and the pandemic-induced lockdown of the past two years, it is important to understand – how students use social media, seek and gain gratification from it, because with the proliferation of large number of social media networking sites and the magnitude of traffic that it generates, brands today put a significant weightage on promotions via these channels as the engagement metrics of these particular sites are new currencies of today’s connected world. The demography, ‘College going students’ was specifically chosen as they are consumers of tomorrow and their buying behaviour pattern will direct and shape the dimensions of future markets. The area of focus for this study was to review the published literature on the uses and gratifications of Media (specifically social media) uses among college going students through the lens of the ‘Uses and gratification’ theory. What are the gratifications sought and gratifications obtained through Social Networking Sites (hereinafter SNS)? Why people choose specific site/ service for a particular desire to be fulfilled? Why the internet – a great platform for searching and sharing information, is being utilized by college students primarily for communication and social networking activities rather than for the academic purposes? How the gratifications sought differ between males and females? What are the major motivations and needs for the consumers, belonging to demography stated above, to join SNS? The difference in treatment and the gratification sought from professional SNS like ‘LinkedIn’ and if there are any improvements or increase in efficiency in learning process due to incorporation of SNS in academics? The review found that Students prefer to spend more time online communicating and socialising using internet resources than devoting it for academic pursuits. Why people are so enamoured with social media is explained by its "user-friendly" and "let users manage" features as well as its user-generated material. Higher education students want to be involved in their communities; therefore, they seek out to their peer network in an effort to do so. Social fulfilment leads to adoption. College students use and built social capital on different social media platforms for gratification of their various desires. The gratifications sought and obtained varies from platform to platform.

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Al-Dheleai, Yahya M., Zaidatun Tasir, and Nurul Farhana Jumaat. "Depicting Students’ Social Presence on Social Networking Site in Course-Related Interaction." SAGE Open 10, no. 1 (January 2020): 215824401989909. http://dx.doi.org/10.1177/2158244019899094.

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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.

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Alkhatnai, Mubarak. "Utilization of Social Networks among Saudi EFL Learners: Trends and Uses." European Scientific Journal, ESJ 12, no. 35 (December 31, 2016): 464. http://dx.doi.org/10.19044/esj.2016.v12n35p464.

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The aim of this paper is to investigate the use of social networking sites among learners of English as a foreign language (EFL) in Saudi institutions of higher education. The actual study was conducted at the King Saud University (KSU). Reports on the extent to which the students are familiar with social media and the manner in which they utilize the technology were obtained. The research also examines the perception of students regarding the use social networking sites in their learning. The percentage of students using the social media and their frequency of visiting the sites also form part of the discussion of this paper. This is in an attempt to draw a clear picture of how the utilization of this new technology is emerging in Saudi higher education. The findings are discussed in light of students’ actual use and their perceived beliefs about the use of such technologies in their learning and social life.

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Selvakumar, Dr R., Mr S. Balakrishnan, Dr J. Thiagarajan, Dr S. Tamilarasi, and Dr S. Shankarii. "FACTORS INFLUENCING THE USAGE OF ONLINE CLASS PLATFORMS AMONG THE COLLEGE STUDENTS IN COIMBATORE CITY." YMER Digital 21, no. 02 (February 3, 2022): 120–27. http://dx.doi.org/10.37896/ymer21.02/12.

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The world has witnessed a shift in the focus of Web applications towards social interaction, collaboration, and networking. The online class platform has become a new way of life in the field of education. Scholars and technocrats had identified the ways and means for the inclusion of various online class platform applications in the various utilities as well as in education. The tools range from general-purpose tools for the generic community of interest to highly specialized tools for the support of learning and others. The present study evaluated the factors influencing the usage of social networking sites among students who are pursuing higher education in Coimbatore city.

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Bhardwaj, Raj Kumar. "Use of Social Networking Sites by LIS Professionals in Higher Education Institutions in India: A Study." Reference Librarian 55, no. 1 (December 13, 2013): 74–88. http://dx.doi.org/10.1080/02763877.2014.855604.

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Dogoriti, Evriklea, Jenny Pange, and Gregory S. Anderson. "The use of social networking and learning management systems in English language teaching in higher education." Campus-Wide Information Systems 31, no. 4 (July 29, 2014): 254–63. http://dx.doi.org/10.1108/cwis-11-2013-0062.

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Purpose – The use of web-enhanced teaching of the English as a foreign language in higher education in Greece is addressed in this case study which examines the student's perceptions of online instruction using Moodle as a learning management system (LMS), with and without the use of Facebook (FB) as an adjunctive learning platform. The merging of this collaborative and interactive social platform with a LMS is explored, examining the attitudes of higher education foreign language learners toward Moodle as a LMS, and FB as an adjunctive informal learning environment. The paper aims to discuss these issues. Design/methodology/approach – Results are drawn from a pre-FB questionnaire after a term using Moodle only, and a post-FB questionnaire following a term using Moodle and FB. Findings – Results suggest that the use of web-based tools and social media changed the way students viewed the role of internet technology in the development of their English language learning. Most students (76 percent) agreed that the addition of FB to the course helped build a sense of community within a learning environment, while 69 percent suggested it enhanced the learning process. Originality/value – Results suggest FB may reinforce communication skills and engagement in the learning process and may support participation and collaborative learning in the formal learning environment provided by Moodle.

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do Amaral, Carla C. Borges, Marcello Romani-Dias, and Seimor Walchhutter. "International Brazilian Students: Motivators, Barriers, and Facilitators in Higher Education." SAGE Open 12, no. 1 (January 2022): 215824402210880. http://dx.doi.org/10.1177/21582440221088022.

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International students have an increasing economic and cultural impact: In 2011 there were 4.3 million international students around the globe, and this number is expected to exceed 8 million by 2025. From this scenario, this article aims to discern the main barriers, facilitators, and motivators for the internationalization of students. In-depth interviews were conducted with 17 international students at different academic levels. The results indicate that the barriers to internationalization are intrinsic and extrinsic to individuals. The main facilitators of internationalization were networking training and access to student resources; and the main motivators were personal development and career opportunities. Therefore, this article brings three main contributions: (a) academically vis-à-vis the theme, (b) managerially, for institutions, and (c) for students, especially those at the master’s and PhD level. Findings from Brazilian students may also apply to different academic contexts, especially those from emerging countries.

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Lamanauskas, Vincentas, Dragos Daniel Iordache, and Costin Pribeanu. "SOCIAL INFLUENCE AND DEPENDENCE IN THE FACEBOOK USE BY ROMANIAN AND LITHUANIAN UNIVERSITY STUDENTS." Problems of Education in the 21st Century 75, no. 4 (August 20, 2017): 354–65. http://dx.doi.org/10.33225/pec/17.75.354.

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The time spent on Facebook by university students is continuously increasing. This fact is raising many questions as regards the relation between the social networking websites and the university. The educators are challenged to understand the factors that are driving the adoption of social networking websites, the characteristics of the daily use as well as the positive and negative effects on the university work. The social influence has been recognized as one of the factors that are driving the adoption of information systems. On another hand, the excessive use may lead to addiction. The first objective of this research is to explore the correlation between the social influence and the Facebook dependence. A model with these latent variables has been specified and tested on two samples of university students, the first from Romania and the second from Lithuania. The second objective of the research is to comparatively discuss the measures in each country. A multi-group confirmatory factor analysis has been carried on to test the configural and metric invariance. The comparison of means shows that university students reporting higher social influence have a higher risk of Facebook dependence. The comparative analysis revealed that for both variables, the mean values are higher for the Romanian sample. Keywords: e-learning process, Facebook dependence, invariance analysis, social influence.

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Alsaif, Suleiman Ali, Alice S. Li, Ben Soh, Mohammed A. AlZain, and Mehedi Masud. "From Learning Management Systems to a Social Learning Environment." International Journal of Smart Education and Urban Society 10, no. 1 (January 2019): 1–18. http://dx.doi.org/10.4018/ijseus.2019010101.

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Since the advances in information and communication technologies, educational technology has been a priority research topic for academics, technology specialists and educational system developers. The objective of the study in this article is to evaluate the current learning systems and to shed the light on applications of social networking sites in higher education environment. To this end, the authors review the available alternative learning models with a view to achieving the most appropriate comprehensive and integral learning model. This article explores and compares the current advanced web-based educational services. It then demonstrates and discourses on the available Web 2.0 tools and social networking applications that can be used to foster learning activities and informal learning environments.

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

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