کد مقاله کد نشریه سال انتشار مقاله انگلیسی نسخه تمام متن
357689 619940 2015 9 صفحه PDF دانلود رایگان
عنوان انگلیسی مقاله ISI
Understanding students' perceptions of the benefits of online social networking use for teaching and learning
ترجمه فارسی عنوان
درک نگرش دانش آموزان به مزایای استفاده از شبکه های اجتماعی آنلاین برای آموزش و یادگیری
کلمات کلیدی
فن آوری های اجتماعی؛ شبکه های اجتماعی آنلاین. فعل و انفعالات؛ مزایای؛ دانش آموزان؛ آموزش عالی
موضوعات مرتبط
علوم انسانی و اجتماعی علوم اجتماعی آموزش
چکیده انگلیسی


• Focuses on students' experiences of using Online Social Networking for student–student and student–lecturer interactions.
• Focus group discussions with 46 students were held in Malaysian and Australian universities.
• Students identified positive outcomes: OSN used to interact with each other and with their lecturers.
• Findings contribute to understanding about how students use social technologies to enhance interactions for learning.

The recent popularity of social technologies has motivated some university lecturers to use them for Online Social Networking (OSN) educational activities. These technologies have enormous potential to enhance the teaching and learning experience. However, there have been limited studies assessing how to effectively use social technologies and what the impacts are on students' learning experience, particularly with regard to their value in enhancing interactions. This paper focuses on students' experiences with using OSN for student–student and student–lecturer interactions. A total of nine focus group discussions with 46 students were held in Malaysian and Australian universities. A thematic analysis revealed that students identified a number of positive outcomes from using OSN to interact with each other and with their lecturers. The findings contribute to current understanding about how students leverage social technologies to enhance interaction among themselves, with their lecturers, and with the content of the course.

ناشر
Database: Elsevier - ScienceDirect (ساینس دایرکت)
Journal: The Internet and Higher Education - Volume 26, July 2015, Pages 1–9
نویسندگان
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