Social Media Use in Higher Education

As online networking becomes more and more popular among students as well as
professors and faculty members, an expanding number of publications started to explore
the selection of social networking applications and its motivators both inside and outside
of the classrooms. Nonetheless, little research has given careful consideration to the
instructive results of online networking use in the schools education system. Thus, this
study concentrated on the instructive conclusions and inspected an examination model of
predecessors and results of social networking utilization. It broke down the quantitative
reactions of 168 faculty members utilizing online networking within their instructing.
What is described by the authors of this academic journal as a very partial analysis
demonstrates that usefulness and compatibly of task technology have positive
consequences for online networking utilization; the higher the risk of utilizing social
media, the more improbable professor will make use of technology and/or social media to
back up class material frequently; and social media utilization has a constructive impact
on understudy's learning conclusions and their satisfaction. The proposed model gives
teachers a delineation of how social media instructive utilization conveys higher
performances in the in the classroom. (Cao, Ajjan, Hong, 2013)
This study inspects and strategically tests social media use by faculty members.
Its discoveries fortify the pedagogical and innovative hypothesis base for cool headed
choice making in social media utilization. both authors believe that this study helps
establish the framework for future investigations of online networking use results, an as
of now creating zone in examination. Likewise, future studies should focus on the
importance of social media usage by college students and professors. This study has

served to further the examination of the conclusions of social media usage in the learning
environment, and more research is required to construct a comprehensive model that can
be utilized to create new ways of approaching social media among professors, students
and faculty members in order to improve the classroom environment. (Cao, Ajjan, Hong,
2013)
On his academic journal, Chris Evans argues that social media has an important
place on students personal lives. Nonetheless, the application of social medial to teaching
and learning keeps being questioned and it is definitely an issue to be completely
investigated and studied. On his article he mentioned the consideration of utilizing social
media tools such as Twitter for teaching proposes. Undergraduate students in Business
and Management were urged to utilize Twitter for communication proposes with their
professors as well as other classmates during a 12-week course. Their association was
assessed utilizing a study considering measure of Twitter use and students' experiences.
The information were investigated utilizing element breaks down, which uncovered a
single usage construct and three attitudinal variables. Three discoveries were found.
Firstly, a positive correspondence was found between measure of Twitter utilization and
students engagement in college related exercises including sorting out their social lives
and sharing information. Also, course-related tweeting was not identified with
interpersonal connections between students and their professors. Thirdly, Twitter usage
did not effect class participation. The results are striking for instructive specialists
wishing to bring social media into their educational programs. (Evans, 2014)

References
Cao, Y., Ajjan, H., & Hong, P. (2013). Using social media applications for educational
outcomes in college teaching: A structural equation analysis. British Journal Of
Educational Technology, 44(4), 581-593. doi:10.1111/bjet.12066
http://eds.a.ebscohost.com.ezproxy.gsu.edu/eds/detail/detail?vid=22&sid=6b6ede
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Evans, C. (2014). Twitter for teaching: Can social media be used to enhance the process
of learning?. British Journal Of Educational Technology, 45(5), 902-915.
doi:10.1111/bjet.12099
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