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Social Media Use in Higher Education...

Zgheib, Ghania.

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Social Media Use in Higher Education: An Exploratory Multiple-Case Study.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Social Media Use in Higher Education: An Exploratory Multiple-Case Study./
作者:	Zgheib, Ghania.
面頁冊數:	218 p.
附註:	Source: Dissertation Abstracts International, Volume: 75-10(E), Section: A.
Contained By:	Dissertation Abstracts International75-10A(E).
標題:	Education, Instructional Design. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3625174
ISBN:	9781303996511

Social Media Use in Higher Education: An Exploratory Multiple-Case Study.
Zgheib, Ghania.

Social Media Use in Higher Education: An Exploratory Multiple-Case Study. - 218 p.

Source: Dissertation Abstracts International, Volume: 75-10(E), Section: A.

Thesis (Ph.D.)--George Mason University, 2014.

Social media technologies have become integral in today's societies and they have been highly adopted by college age students. The emergence of social media technologies has impacted the way people learn and interact with each other resulting in communities of learning supported by collective intelligence. Social media technologies have also caused a paradigm shift in education resulting in emphasis on collaboration, personalization, and user-generated content. Research suggests that social media promotes student engagement and content learning, and 41% of faculty members in higher education are using social media for teaching purposes. However, more research is needed in this area to understand how experienced faculty are using social media in higher education in order to develop best practices for implementing social media in teaching and learning contexts.

ISBN: 9781303996511Subjects--Topical Terms:

1669073
Education, Instructional Design.

Social Media Use in Higher Education: An Exploratory Multiple-Case Study.
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500 $a Adviser: Nada Dabbagh.
502 $a Thesis (Ph.D.)--George Mason University, 2014.
520 $a Social media technologies have become integral in today's societies and they have been highly adopted by college age students. The emergence of social media technologies has impacted the way people learn and interact with each other resulting in communities of learning supported by collective intelligence. Social media technologies have also caused a paradigm shift in education resulting in emphasis on collaboration, personalization, and user-generated content. Research suggests that social media promotes student engagement and content learning, and 41% of faculty members in higher education are using social media for teaching purposes. However, more research is needed in this area to understand how experienced faculty are using social media in higher education in order to develop best practices for implementing social media in teaching and learning contexts.
520 $a This dissertation explored how experienced faculty are using social media to support student learning. More specifically it analyzed the types of social media learning activities (SMLAs), their design, the cognitive processes that they support, and the types of knowledge that students engage in when completing SMLAs. The focus was on the analysis of the interaction between cognition and social media affordances, experienced faculty strategies for designing SMLAs, and faculty perceptions of social media as educational tools.
520 $a A multiple case-study design was implemented in Fall 2013, and data was gathered from five different cases of six faculty using social media in their courses. Data sources included syllabi and course documents stating the descriptions of the SMLAs, students' posts in SMLAs, and faculty initial and follow-up interviews. Content analysis was conducted on SMLAs and students' posts while deductive coding was applied on faculty interviews. Data collected from faculty initial and follow-up interviews, analysis of the SMLAs and analysis of students' posts in SMLAs revealed that social media has the potential to support student learning and promote different levels of cognitive processes and types of knowledge. Results also revealed that experienced faculty select social media tools based on their technology features or their popularity in the field of study, and they recommend integrating several media sources in the design of a single SMLA. Furthermore, this study suggested that experienced faculty who use social media, specifically wikis and blogs, use them as Learning Management Systems. Finally, the social factor of social media was not evident in the design of the learning activities, and faculty reported promoting more dialogue in their revised SMLA. The findings of this dissertation yielded significant considerations for faculty when designing SMLAs.
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