THE USE OF SOCIAL MEDIA PLATFORMS AS TEACHING TOOLS

Catherine R. Alimboyong, Mardie E. Bucjan

Abstract


Education is at its best when students feel connected to the learning environment and are engaged in learning that is meaningful and relevant to their lives. This standard of excellence can be met in both traditional and non-traditional academic environments using social media. The study assessed the level of acceptability and general satisfaction on the common forms of social media used in the classroom, features of social media to improve student learning outcomes, the three types of interaction: learner-content, learner-instructor, and learner-learner which are important components in online instruction. Descriptive method of research was used to 187 students and 6 instructors as respondents of the study. Result showed that both instructors and students fully accepted and were fully satisfied on the use of social media platforms particularly facebook as teaching tools. The features of social media were found to facilitate learner-content, learner-instructor and learner-learner interactions which in return motivated students to understand lessons and learning activities meaningfully and enjoyably.

Keywords


social media platforms, teaching tool, classroom instruction

Full Text:

PDF

References


Ahn, B. (2012). General satisfaction of students in 100% online courses in the department of learning technologies at the University of North Texas. Denton, Texas. University of North Texas Digital Library. Accessed in http://digital library.unt.edu/ark:/67531/metadc 115042/ on October 15, 2012.

Al-Rhami, W.M. & Othman, M. S. (2013). Evaluating students’ satisfaction of using social media through collaborative learning in higher education. International Journal of Advances in Engineering & Technology, 6 (4), 1541-1551.

Barksdale, D. J., Woodley, L., Page, J. B., Bernhardt, J., Kowlowitz, V. & Oermann, M. H. (2011). Instructors development: doing more with less. The Journal of Continuing Education Nursing, 42(12), 537- 544.

Casey, G. & Evans, T. (2011). Designing for learning: Online social networks as a distance learning. The International Review of Research in Open and Distance Learning, 12(7), 1-26.

Jones, V. & Jo, J.H. (1999). The Evaluation of student performance and perception in web-based instruction in regard to age and gender. Paper presented at the 16th Annual Conference of the Australian Society for Computers in Learning in Tertiary Education (ASCILITE), Brisbane.

Kaya, T. (2010, September 29). CUNY Social network mixes scholarship with facebook-style friendship. The Chronicle of Higher Education, Washington. D.C. Accessed in http://chronicle.com/blogs/wiredcampus/cuny-social-network-mixes-scholarship-with-facebook-style-friendship/27266 on October 15, 2013.

Mason, R. (2008). E-learning and social networking handbook: Resources for higher education. New York: Routledge.

Mazer, J., Murphy, R. & Simmonds, C. (2009). The effects of teacher self-disclosure via facebook on teacher credibility. Learning, Media and Technology, 34(2), 175-183.doi: 10.1080/17439880902923655

Shackelford, Jo L., Maxwell, M. (2012). Sense of community in graduate online education. The International Review of Research in Open and Distance Learning. 13(4), 228-248.

Snowman, J., McCown, R. & Biehler, R. (2009). Psychology applied to teaching. 12th ed. Boston, MA: Houghton Mifflin Company.

Social Media as a Teaching Tool. (2014). Accessed from http://sites.psu.edu/snailonline/2014/03/30/social-media-as-a-teaching-tool/on September, 2014.


Refbacks

  • There are currently no refbacks.