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(1 - 3 of 3)
- Title
- THE ROLE OF WEB 2.0 AND SOCIAL MEDIA COMMUNITY IN EDUCATION AS A FORM OF TEACHER PERSONAL PROFESSIONAL DEVELOPMENT.
- Creator
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Smith, Brandi, Gunter, Glenda, University of Central Florida
- Abstract / Description
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Teachers are facing greater technological demands. They are expected to use and teach their students to use various forms of collaborative technology (Partnership for 21st Century Learning, 2010). Personal professional development is professional development that teachers seek on their own, strictly on a voluntary basis, so that they can meet the needs of their students or address issues that are unique to their classroom. This study used a survey to examine the relationship between how...
Show moreTeachers are facing greater technological demands. They are expected to use and teach their students to use various forms of collaborative technology (Partnership for 21st Century Learning, 2010). Personal professional development is professional development that teachers seek on their own, strictly on a voluntary basis, so that they can meet the needs of their students or address issues that are unique to their classroom. This study used a survey to examine the relationship between how teachers' reported using social media community in education for personal professional development and the criteria for effective professional development, teachers' integration practices, teachers' frequency of collaboration, and teachers' ability to communicate with colleagues. The results revealed a relationship between the criteria that a professional development be content specific and coherent and integrated with teachers' daily lives and whether or not teachers report using social media community in education as a form of professional development. There was also a statistically significant relationship between the frequency of technology integration, the reported level of technology integration, and the feeling of growth based on whether or not teachers used social media community in education to enhance professional practices. A statistically significant relationship was found between the frequency at which teachers report collaborating on technology integration projects with colleagues in social media communities in education and whether or not respondents use Social media community in education connect with other educational professionals. Finally, a statistically significant relationship was found between how comfortable participants are giving technology integration advice to colleagues in social media communities in education based on whether or not respondents use social media community in education to share materials and ideas. Based on the findings of the study, several implications can be made regarding the use of social networks for personal professional development. First, the use of social networks for personal professional development is best when there is content specificity and cohesion with teachers' personal and professional goals. Secondly the users of a social network for personal professional development must purposeful in their reasons for using the social network, users must perceive themselves as capable of learning and they must have the willingness to commit to learning. Another implication is that increased levels of ownership for the material in social media communities in education would result in greater frequency of collaboration. Finally, teachers' perceptions of their integration abilities will determine if teachers will use social networks to communicate professionally with colleagues.
Show less - Date Issued
- 2011
- Identifier
- CFE0004027, ucf:49179
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004027
- Title
- Faculty Perceptions and Use of Web 2.0 Tools in Saudi Arabian Higher Education.
- Creator
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Alashwal, May, Campbell, Laurie, Hartshorne, Richard, Bai, Haiyan, Cox, Thomas, University of Central Florida
- Abstract / Description
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This study investigated factors that predict Saudi Arabian faculty members' intentions to adopt and use Web 2.0 tools and to assess faculty's awareness of the educational benefits of Web 2.0 tools to supplement classroom instructions in higher education. One hundred and three faculty members (34 male and 69 female) from a large university in the Western region of Saudi Arabia participated in the web survey. The framework and model for explaining and predicting the contributing factors towards...
Show moreThis study investigated factors that predict Saudi Arabian faculty members' intentions to adopt and use Web 2.0 tools and to assess faculty's awareness of the educational benefits of Web 2.0 tools to supplement classroom instructions in higher education. One hundred and three faculty members (34 male and 69 female) from a large university in the Western region of Saudi Arabia participated in the web survey. The framework and model for explaining and predicting the contributing factors towards the decision to adopt and use of Web 2.0 tools was the Decomposed Theory of Planned Behavior (DTPB). The partial least squares structural equation modeling (PLS-SEM) approach was utilized to analyze data collected from the web survey. Results indicate that positive attitudes and perceived usefulness are significant predictors of Saudi Arabian faculty members' intentions to use Web 2.0 tools. Moreover, findings indicate that Saudi Arabian faculty members intend to use Web 2.0 tools such as blogs, wikis, and social networking in their future classrooms to improve students' learning, student-student interaction, student-faculty interaction, and students' writing ability. Research implications for administrators and higher educational institutions indicate that professional development programs could be designed based on the significant predictors in the DTPB to support a successful integration of Web 2.0 tools in higher education.
Show less - Date Issued
- 2019
- Identifier
- CFE0007424, ucf:52695
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007424
- Title
- An Investigation of Online Tools and Teaching, Social, and Cognitive Presence in a Large Hybrid Online Class.
- Creator
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Rath, Victoria, Gunter, Glenda, Boote, David, Holt, Larry, Hornik, Steven, University of Central Florida
- Abstract / Description
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The purpose of this research study was to explore the impact of specific Web 2.0 tools on students' experience of teaching, social, and cognitive presence and motivation when enrolled in a very large hybrid course. With online course enrollments continuing to grow at a higher rate than traditional enrollments in higher education (Allen (&) Seaman, 2011) and universities increasing class sizes as a way to meet this demand with fewer fiscal resources, it is imperative to find ways to keep...
Show moreThe purpose of this research study was to explore the impact of specific Web 2.0 tools on students' experience of teaching, social, and cognitive presence and motivation when enrolled in a very large hybrid course. With online course enrollments continuing to grow at a higher rate than traditional enrollments in higher education (Allen (&) Seaman, 2011) and universities increasing class sizes as a way to meet this demand with fewer fiscal resources, it is imperative to find ways to keep students engaged and motivated when enrolled in very large classes. This study used the Community of Inquiry framework (Garrison, Anderson (&) Archer, 2000) to examine the effect of specific Web 2.0 tools (asynchronous discussion, streaming lectures, multimedia lecture demonstrations, Twitter, and the Second Life virtual world) on teaching, social, and cognitive presence and motivation. The sample population for this study (n = 567) consisted of undergraduate students enrolled in a very large hybrid accounting course in the fall of 2010 at the University of Central Florida. The total enrollment for the course was 943 students. Students could attend face-to-face (f2f) class sessions in a large lecture room that seated 285 students or they could view a streaming video capture of the lectures online. Students were not required to attend the f2f class sessions and could complete the course entirely online.Data were analyzed using one-way analysis of variances (ANOVA), and results of the statistical analyses indicated that students who frequently used the Web 2.0 tools had statistically significant higher mean motivation scores than students who did not use the tools as frequently. Additionally, students who frequently attended the f2f sessions had statistically significant higher mean social presence scores compared to students who attended sometimes or not at all. Attending the f2f sessions, however, did not result in higher mean scores of teaching or cognitive presence.When examined for the impact of the specific Web 2.0 tools, analysis of the ANOVA results indicated that students who used the discussion, streaming lectures, multimedia lecture demonstrations, and Twitter all of the time had significantly higher mean scores of teaching, social, and cognitive presence compared to those students who used the tools less frequently. Further research should be conducted on large hybrid and online courses in different content areas and on those that use different types of learning approaches.
Show less - Date Issued
- 2012
- Identifier
- CFE0004638, ucf:49890
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004638
