Understanding students' perceptions of the benefits of online social networking use for teaching and 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 h...
Ausführliche Beschreibung
Gespeichert in:
| Autor*in: |
Hamid, Suraya [verfasserIn] |
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| Format: |
E-Artikel |
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| Sprache: |
Englisch |
| Erschienen: |
2015transfer abstract |
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| Umfang: |
9 |
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| Übergeordnetes Werk: |
Enthalten in: Improvement of transparent conductive properties of GZO/Cu/GZO tri-layer films by introducing H - Zhu, B.L. ELSEVIER, 2020, a quarterly review of innovations in post-secondary education, Amsterdam [u.a.] |
|---|---|
| Übergeordnetes Werk: |
volume:26 ; year:2015 ; pages:1-9 ; extent:9 |
| Links: |
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| DOI / URN: |
10.1016/j.iheduc.2015.02.004 |
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| 520 | |a 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. | ||
| 520 | |a 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. | ||
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10.1016/j.iheduc.2015.02.004 doi GBVA2015018000005.pica (DE-627)ELV018747418 (ELSEVIER)S1096-7516(15)00008-1 DE-627 ger DE-627 rakwb eng 004 004 DE-600 530 VZ 33.72 bkl 50.94 bkl 53.56 bkl Hamid, Suraya verfasserin aut Understanding students' perceptions of the benefits of online social networking use for teaching and learning 2015transfer abstract 9 nicht spezifiziert zzz rdacontent nicht spezifiziert z rdamedia nicht spezifiziert zu rdacarrier 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. 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. Waycott, Jenny oth Kurnia, Sherah oth Chang, Shanton oth Enthalten in Elsevier Science Zhu, B.L. ELSEVIER Improvement of transparent conductive properties of GZO/Cu/GZO tri-layer films by introducing H 2020 a quarterly review of innovations in post-secondary education Amsterdam [u.a.] (DE-627)ELV003847624 volume:26 year:2015 pages:1-9 extent:9 https://doi.org/10.1016/j.iheduc.2015.02.004 Volltext GBV_USEFLAG_U GBV_ELV SYSFLAG_U 33.72 Halbleiterphysik VZ 50.94 Mikrosystemtechnik Nanotechnologie VZ 53.56 Halbleitertechnologie VZ AR 26 2015 1-9 9 045F 004 |
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10.1016/j.iheduc.2015.02.004 doi GBVA2015018000005.pica (DE-627)ELV018747418 (ELSEVIER)S1096-7516(15)00008-1 DE-627 ger DE-627 rakwb eng 004 004 DE-600 530 VZ 33.72 bkl 50.94 bkl 53.56 bkl Hamid, Suraya verfasserin aut Understanding students' perceptions of the benefits of online social networking use for teaching and learning 2015transfer abstract 9 nicht spezifiziert zzz rdacontent nicht spezifiziert z rdamedia nicht spezifiziert zu rdacarrier 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. 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. Waycott, Jenny oth Kurnia, Sherah oth Chang, Shanton oth Enthalten in Elsevier Science Zhu, B.L. ELSEVIER Improvement of transparent conductive properties of GZO/Cu/GZO tri-layer films by introducing H 2020 a quarterly review of innovations in post-secondary education Amsterdam [u.a.] (DE-627)ELV003847624 volume:26 year:2015 pages:1-9 extent:9 https://doi.org/10.1016/j.iheduc.2015.02.004 Volltext GBV_USEFLAG_U GBV_ELV SYSFLAG_U 33.72 Halbleiterphysik VZ 50.94 Mikrosystemtechnik Nanotechnologie VZ 53.56 Halbleitertechnologie VZ AR 26 2015 1-9 9 045F 004 |
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Improvement of transparent conductive properties of GZO/Cu/GZO tri-layer films by introducing H |
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Understanding students' perceptions of the benefits of online social networking use for teaching and learning |
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Understanding students' perceptions of the benefits of online social networking use for teaching and learning |
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Hamid, Suraya |
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understanding students' perceptions of the benefits of online social networking use for teaching and learning |
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Understanding students' perceptions of the benefits of online social networking use for teaching and learning |
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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. |
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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. |
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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. |
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Understanding students' perceptions of the benefits of online social networking use for teaching and learning |
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