Social Media Use to Transfer Knowledge into Practice and Aid Interaction in Higher Education

Autor/in	Bagarukayo, Emily
Titel	Social Media Use to Transfer Knowledge into Practice and Aid Interaction in Higher Education
Quelle	In: International Journal of Education and Development using Information and Communication Technology, 14 (2018) 2, S.211-232 (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1814-0556
Schlagwörter	Social Media; Teaching Methods; Learning Processes; Video Technology; Computer Simulation; Cooperative Learning; Electronic Learning; Student Attitudes; College Students; Foreign Countries; Transfer of Training; Problem Based Learning; Multimedia Materials; Taxonomy; Guidelines; Computer Mediated Communication; Computer Software; Uganda + Suchen Sie Ihr Suchwort? Soziale Medien; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Computergrafik; Computersimulation; Kooperatives Lernen; Schülerverhalten; Collegestudent; Ausland; Training; Transfer; Ausbildung; Problem-based learning; Problemorientiertes Lernen; Taxonomie; Richtlinien; Computerkonferenz
Abstract	Employers have criticised graduates for having inadequate skills to apply knowledge into practice. One of the causes of this challenge is the traditional teaching and learning methods which concentrate more on theory than practice. Technology affords several teaching and learning tools like social media which students are already motivated to use. Social media aids in sharing learning experiences, research, academic events and getting the latest information. However, there is a paucity of research on its use for learner-centric teaching, learning and academic purposes in Africa. The research uses Facebook (FB) technology to facilitate a task of students' applying operating systems knowledge to record and upload a video installing a virtual machine and operating system onto a group; to promote content access, and interactive and cooperative learning. Bowers Affordance analysis eLearning design methodology framework was used to match requirements of this task with affordances of the Facebook tool (Bower, 2008). A questionnaire already validated by previous research was used to determine the attitudes and perceptions of students on the use of FB to accomplish the video upload assignment task. The results show positive effects of FB on students learning process and experience, include students' putting knowledge into practice, sharing, collaboration, interaction, flexibility and learner--centered activities, among others. In this light we recommend that FB should be integrated as a tool for learning at the university since students appreciate it, find it easy to use and familiar. (As Provided).
Anmerkungen	International Journal of Education and Development using Information and Communication Technology. University of the West Indies Open Campus, Dave Hill, St. Michael BB11000, Barbados. Tel: 868-663-9021; Fax: 868-645-9741; Web site: http://ijedict.dec.uwi.edu/.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01