The Feasibility and Acceptance of Social Media Interventions in Higher Education Classrooms of Developing Nations with Special Reference to India

Yıl 2018, , 284 - 296, 16.07.2018

Mangale Vadivu Vivakaran Neelamalar Maraimalai

https://doi.org/10.30935/cet.444114

Öz

Computers, during its entry into the academic domain, were forecasted to revolutionize the
entire educational system across the globe. At present, similar expectations
have been encircling the social media technologies. Many researchers claim that
social media, when introduced in higher education environments, tend to enhance
the students’ learning experience by facilitating heightened levels of
instructor-student interactions, peer learner support and learners’ collaboration. Though social media is claimed to take
the higher education learning to the next level, it is crucial to identify the
readiness and proficiency of the instructors who play the main role in
efficiently implementing these technologies in their classrooms. Especially, instructors
belonging to the institutions present in developing nations are less likely to
have proper access to some of the basic facilities (such as power supply or
internet connectivity) required for social media integration. Hence, the
present study aims at identifying the feasibility of introducing social media
aids to the higher education classrooms present in Tamil Nadu – one among the
eight Indian states having the highest number of colleges in the Nation

Anahtar Kelimeler

Social media, Higher education, Technology acceptance, Educational interventions, Atttudes toward social media

Kaynakça

• Barczyk, C. C. & Duncan, D. G. (2013). Facebook in higher education courses: An analysis of students’ attitudes, community of practice, and classroom community. International Business and Management, 6(1), 1-11.
• Barry, D. S., Marzouk, F., Chulak‐Oglu, K., Bennett, D., Tierney, P., & O'Keeffe, G. W. (2016). Anatomy education for the YouTube generation. Anatomical Sciences Education, 9(1), 90-96.
• Brown, S. A. (2012). Seeing Web 2.0 in context: A study of academic perceptions. The Internet and Higher Education, 15(1), 50-57.
• Carpenter, J. P. & Krutka, D. G. (2014). How and why educators use Twitter: A survey of the field. Journal of Research on Technology in Education, 46(4), 414-434.
• Charleson, D. & Lyall, M. (2014). The new communication: Using new and social media as a basis for instruction and assessment in higher education. Screen Education, 75, 72-76.
• Coleman, B. C., Pettit, S. K., & Buning, M. M. (2018). Social Media Use in Higher Education: Do Members of the Academy Recognize Any Advantages? The Journal of Social Media in Society, 7(1), 420-442.
• Clement, A. & Murugavel, T. (2015). English for Employability: A Case Study of the English Language Training Need Analysis for Engineering Students in India. English Language Teaching, 8(2), 116-125.
• Dermentzi, E., Papagiannidis, S., Toro, C. O., & Yannopoulou, N. (2016). Academic engagement: Differences between intention to adopt Social Networking Sites and other online technologies. Computers in Human Behavior, 61, 321-332.
• De Wever, B., Hämäläinen, R., Voet, M., & Gielen, M. (2015). A wiki task for first-year university students: The effect of scripting students' collaboration. The Internet and Higher Education, 25, 37-44.
• Ganem-Gutierrez, G. A. (2014). A sociocultural theory approach to the design and evaluation of 3D virtual world tasks. In M. Gonz alez-Lloret, & L. Ortega (Eds.), Technology and tasks: Exploring technology-mediated TBLT (pp. 213-238). Washington, DC: Georgetown University Press.
• Gao, F., Luo, T., & Zhang, K. (2012). Tweeting for learning: A critical analysis of research on microblogging in education published in 2008–2011. British Journal of Educational Technology, 43(5), 783-801.
• Ghasemi, A. & Zahediasl, S. (2012). Normality tests for statistical analysis: a guide for non-statisticians. International journal of Endocrinology and Metabolism, 10(2), 486.
• Government of India (2016). All India survey on higher education (2015-16). Ministry of Human Resource Development, Department of Higher Education, New Delhi, India.
• Gros, B. & López, M. (2016). Students as co-creators of technology-rich learning activities in higher education. International Journal of Educational Technology in Higher Education, 13(1), 28.
• Gupta, A. K. (2016). Scope and implications of social media in the context of higher education: review of researches. MIER Journal of Educational Studies, Trends and Practices, 4(2), 231-253.
• Hew, K. F. & Cheung, W. S. (2013). Use of Web 2.0 technologies in K-12 and higher education: The search for evidence-based practice. Educational Research Review, 9, 47-64.
• Hrastinski, S. & Aghaee, N. M. (2012). How are campus students using social media to support their studies? An explorative interview study. Education and Information Technologies, 17(4), 451-464.
• Jacquemin, S. J., Smelser, L. K., & Bernot, M. J. (2014). Twitter in the higher education classroom: A student and faculty assessment of use and perception. Journal of College Science Teaching, 43(6), 22-27.
• Jain, A., Bansal, R., Singh, K. D., & Kumar, A. (2014). Attitude of medical and dental first year students towards teaching methods in a medical college of northern India. Journal of Clinical and Diagnostic Research, 8(12), XC05-XC08
• Kaplan, A. M. & Haenlein, M. (2010). Users of the world, unite! The challenges and opportunities of Social Media. Business Horizons, 53(1), 59-68.
• Karvounidis, T., Chimos, K., Bersimis, S., & Douligeris, C. (2014). Evaluating Web 2.0 technologies in higher education using students' perceptions and performance. Journal of Computer Assisted Learning, 30(6), 577-596.
• Kassens-Noor, E. (2012). Twitter as a teaching practice to enhance active and informal learning in higher education: The case of sustainable tweets. Active Learning in Higher Education, 13(1), 9-21.
• Kitsantas, A., Dabbagh, N., Chirinos, D. S., & Fake, H. (2016). College students’ perceptions of positive and negative effects of social networking. In T. Issa, P. Isaias, and P. Kommers (Eds.), Social networking and education: Global perspectives (pp. 225-238). Heidelberg: Springer.
• Lan, L., Gou, X., & Xi, J. (2011). SNS communication model applying in network education system. In Y. Yu, Z. Yu, and J. Zhao (Eds.), Computer science for environmental engineering and ecoinformatics (pp. 195-200). Heidelberg: Springer.
• Lee, L. (2017). Learners' perceptions of the effectiveness of blogging for L2 writing in fully online language courses. International Journal of Computer-Assisted Language Learning and Teaching, 7(1), 19-33.
• Manca, S. & Ranieri, M. (2013). Is it a tool suitable for learning? A critical review of the literature on Facebook as a technology‐enhanced learning environment. Journal of Computer Assisted Learning, 29(6), 487-504.
• Mäntymäki, M., Merikivi, J., Verhagen, T., Feldberg, F., & Rajala, R. (2014). Does a contextualized theory of planned behavior explain why teenagers stay in virtual worlds? International Journal of Information Management, 34(5), 567-576.
• Means, B. (2010). Technology and education change: Focus on student learning. Journal of Research on Technology in Education, 42(3), 285-307.
• Miyazoe, T. & Anderson, T. (2010). Learning outcomes and students' perceptions of online writing: Simultaneous implementation of a forum, blog, and wiki in an EFL blended learning setting. System, 38(2), 185-199.
• Muniyandy, S., Khuenyen, N., Yap, C. G., Shogo, M., My, N. A., Chowdhury, M. E. H., & Musa, A. F. (2015). Influence of YouTube videos on the learning of tablet-and capsule-formulation by Malaysian pharmacy students: A pilot study. Pharmacy Education, 15, 248-251.
• Nunnally, J. C. (1978). Psychometric theory (2nd ed.). New York: McGraw-Hill.
• Orús, C., Barlés, M. J., Belanche, D., Casaló, L., Fraj, E., & Gurrea, R. (2016). The effects of learner-generated videos for YouTube on learning outcomes and satisfaction. Computers & Education, 95, 254-269.
• Parise, S. (2015). Using voice thread to socialize online presentations. In V. L. Crittenden, K. Esper, N. Karst, and R. Slegers (Eds.), Evolving entrepreneurial education: Innovation in the Babson classroom (pp. 349-363). Bingley, UK: Emerald..
• Pavo, M. Á. H. & Rodrigo, J. C. (2015). Interaction analysis of a blog/journal of teaching practice. The Internet and Higher Education, 27, 32-43.
• Rana, N. P., Dwivedi, Y. K., Lal, B., & Williams, M. D. (2015, July). Assessing citizens' adoption of a transactional e-government system: Validation of the extended decomposed theory of planned behavior (DTPB). PACIS Proceedings. Retrieved on 05 April 2018 from https://aisel.aisnet.org/cgi/viewcontent.cgi?article=1039&context=pacis2015
• Ryan, A. & Tilbury, D. (2013). Flexible Pedagogies: new pedagogical ideas. London: Higher Education Academy.
• Sánchez, R. A., Cortijo, V., & Javed, U. (2014). Students' perceptions of Facebook for academic purposes. Computers & Education, 70, 138-149.
• Sun, Y. C. (2009). Voice blog: An exploratory study of language learning. Language Learning & Technology, 13(2), 88-103.
• Tackett, S., Slinn, K., Marshall, T., Gaglani, S., Waldman, V., & Desai, R. (2018). Medical education videos for the world: An analysis of viewing patterns for a Youtube channel. Academic Medicine: Journal of the Association of American Medical Colleges. DOI: 10.1097/ACM.0000000000002118
• Tang, E. & Lam, C. (2014). Building an effective online learning community (OLC) in blog-based teaching portfolios. The Internet and Higher Education, 20, 79-85.
• Tess, P. A. (2013). The role of social media in higher education classes (real and virtual) - A literature review. Computers in Human Behavior, 29(5), A60-A68.
• Tao, C. C. & Fan, C. C. (2017). A modified decomposed theory of planned behaviour model to analyze user intention towards distance-based electronic toll collection services. Promet - Traffic & Transportation, 29(1), 85-97.
• Van Noorden, R. (2014). Online collaboration: Scientists and the social network. Nature news, 512(7513), 126.
• Veletsianos, G. & Navarrete, C. (2012). Online social networks as formal learning environments: Learner experiences and activities. The International Review of Research in Open and Distributed Learning, 13(1), 144-166.
• Wang, W. H., Hao, Y. M., Cao, Y. H., & Li, L. (2014). A cloud-based real-time mobile collaboration wiki system. Applied Mechanics and Materials, 441, 928-931.
• Ward, T., Falconer, L., Frutos‐Perez, M., Williams, B., Johns, J., & Harold, S. (2015). Using virtual online simulations in Second Life® to engage undergraduate psychology students with employability issues. British Journal of Educational Technology, 47(5), 918-931.
• West, D. M. (2015). Digital divide: Improving Internet access in the developing world through affordable services and diverse content. New York: Center for Technology Innovation at Brookings. Retrieved on 5 April 2018 from https://www.brookings.edu/wp-content/ uploads/2016/06/West_Internet-Access.pdf
• Yang, H. H., Zhu, S., & MacLeod, J. (2018). Promoting education equity in rural and underdeveloped areas: Cases on computer-supported collaborative teaching in China. EURASIA Journal of Mathematics, Science and Technology Education, 14(6), 2393-2405.
• Zheng, B., Yim, S., & Warschauer, M. (2018). Social media in the writing classroom and beyond. In J. I. Liontas (Ed.), The TESOL Encyclopedia of English Language Teaching, (pp. 1-5). DOI: 10.1002/9781118784235.eelt0555