東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

An exploratory multiple-case study o...

Childs, Ansonia.

FindBook

Google Book

Amazon

博客來

An exploratory multiple-case study of social media in training and development.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	An exploratory multiple-case study of social media in training and development./
作者:	Childs, Ansonia.
面頁冊數:	188 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-12(E), Section: A.
Contained By:	Dissertation Abstracts International76-12A(E).
標題:	Educational technology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3716663
ISBN:	9781321957808

An exploratory multiple-case study of social media in training and development.
Childs, Ansonia.

An exploratory multiple-case study of social media in training and development. - 188 p.

Source: Dissertation Abstracts International, Volume: 76-12(E), Section: A.

Thesis (D.M.)--University of Phoenix, 2015.

Although studies indicate social media applications are frequently used in educational settings, how training professionals use social media tools specifically for learning was unknown prior to the current study. The purpose of this qualitative exploratory multiple-case study was to identify training professionals' assumptions, beliefs, and perceptions of the value of social media in organizational learning environments. Twenty members of the LinkedIn groups for members of the Los Angeles, San Diego, and Orange County, California, chapters of the American Society for Training and Development participated in the study. The main themes that emerged from the data analysis indicate that no standard guidelines exist for using social media for organizational learning, but training professionals use social media tools to prepare learning content, communicate with learners, and collaborate with learners. Training professionals use a variety of social media applications, but the applications that add the most value are YouTube and Twitter because they facilitate active, formal, informal, and social learning through social networking, collaborative projects, and content communities. These applications can facilitate learning at the highest cognitive and knowledge dimensions of Bloom's taxonomy. The study results also indicate that organizational leaders are likely to allow social media use in the future but that they have concerns about security and privacy, employee productivity, benefits of social media use, and the cost of implementing social media. The study's findings indicate that the potential benefits of using social media in organizational learning may outweigh potential risks of social media, helping organizations achieve competitive advantage.

ISBN: 9781321957808Subjects--Topical Terms:

517670
Educational technology.

An exploratory multiple-case study of social media in training and development.
LDR:02665nmm a2200289 4500 001 2067420
005 20160325105928.5
008 170521s2015 ||||||||||||||||| ||eng d
020 $a 9781321957808
035 $a (MiAaPQ)AAI3716663
035 $a AAI3716663
040 $a MiAaPQ $c MiAaPQ
100 1 $a Childs, Ansonia. $3 3182267
245 1 3 $a An exploratory multiple-case study of social media in training and development.
300 $a 188 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-12(E), Section: A.
500 $a Adviser: Andrew Potter.
502 $a Thesis (D.M.)--University of Phoenix, 2015.
520 $a Although studies indicate social media applications are frequently used in educational settings, how training professionals use social media tools specifically for learning was unknown prior to the current study. The purpose of this qualitative exploratory multiple-case study was to identify training professionals' assumptions, beliefs, and perceptions of the value of social media in organizational learning environments. Twenty members of the LinkedIn groups for members of the Los Angeles, San Diego, and Orange County, California, chapters of the American Society for Training and Development participated in the study. The main themes that emerged from the data analysis indicate that no standard guidelines exist for using social media for organizational learning, but training professionals use social media tools to prepare learning content, communicate with learners, and collaborate with learners. Training professionals use a variety of social media applications, but the applications that add the most value are YouTube and Twitter because they facilitate active, formal, informal, and social learning through social networking, collaborative projects, and content communities. These applications can facilitate learning at the highest cognitive and knowledge dimensions of Bloom's taxonomy. The study results also indicate that organizational leaders are likely to allow social media use in the future but that they have concerns about security and privacy, employee productivity, benefits of social media use, and the cost of implementing social media. The study's findings indicate that the potential benefits of using social media in organizational learning may outweigh potential risks of social media, helping organizations achieve competitive advantage.
590 $a School code: 0850.
650 4 $a Educational technology. $3 517670
650 4 $a Adult education. $3 543202
650 4 $a Information technology. $3 532993
690 $a 0710
690 $a 0516
690 $a 0489
710 2 $a University of Phoenix. $3 1018420
773 0 $t Dissertation Abstracts International $g 76-12A(E).
790 $a 0850
791 $a D.M.
792 $a 2015
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3716663