The Potential Of Social Networks For Educational Purposes Of Different Age Groups

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F61989592%3A15410%2F17%3A73584981" target="_blank" >RIV/61989592:15410/17:73584981 - isvavai.cz</a>

Výsledek na webu

<a href="https://obd.upol.cz/id_publ/333164866" target="_blank" >https://obd.upol.cz/id_publ/333164866</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.15405/epsbs.2017.10.56" target="_blank" >10.15405/epsbs.2017.10.56</a>

Jazyk výsledku

angličtina

Název v původním jazyce

The Potential Of Social Networks For Educational Purposes Of Different Age Groups

Popis výsledku v původním jazyce

This paper discusses a topic titled “The Potential of Social Networks for Educational Purposes of Different Age Groups”. Nowadays, the concept of connectivism becomes more and more prevalent not only in Czech schools and is manifested, for example, by an increasing use of social networks in education. We have decided to respond to this circumstance by conducting research survey to reflect the use of this type of new media in education. Canadian researcher, Siemens (2005), was the first to introduce the concept of connectivism as early as in 2005 which was followed up by Downes in 2012. Connectivism perceives learning mainly as a process that in its essence is focused on connecting various information sources and people who share knowledge and communicate via social networks in real time. This paper presents research questions, purpose of the study, methodology used in the research survey, and its results. The main goal of the research was to ascertain the potential of social networks during home preparation with respect to different age groups. We have focused on the following age groups: Grade 8 of primary school = 14 years of age - lower secondary education, grade 3 of secondary school = 18 years of age (higher secondary education), third (junior) year -university students studying the Foundations of Technical Sciences and Information Technology in Education = 22 years of age. While conducting the research survey, we focused on several social networks (Facebook, Twitter, Instagram, etc.) in order to be able to examine the issue in the broadest possible context. The methodology used comprises mainly quantitative methods used in educational research of a descriptive and relational nature. Data was collected through a questionnaire and evaluated using relevant statistical methods.

Název v anglickém jazyce

The Potential Of Social Networks For Educational Purposes Of Different Age Groups

Popis výsledku anglicky

This paper discusses a topic titled “The Potential of Social Networks for Educational Purposes of Different Age Groups”. Nowadays, the concept of connectivism becomes more and more prevalent not only in Czech schools and is manifested, for example, by an increasing use of social networks in education. We have decided to respond to this circumstance by conducting research survey to reflect the use of this type of new media in education. Canadian researcher, Siemens (2005), was the first to introduce the concept of connectivism as early as in 2005 which was followed up by Downes in 2012. Connectivism perceives learning mainly as a process that in its essence is focused on connecting various information sources and people who share knowledge and communicate via social networks in real time. This paper presents research questions, purpose of the study, methodology used in the research survey, and its results. The main goal of the research was to ascertain the potential of social networks during home preparation with respect to different age groups. We have focused on the following age groups: Grade 8 of primary school = 14 years of age - lower secondary education, grade 3 of secondary school = 18 years of age (higher secondary education), third (junior) year -university students studying the Foundations of Technical Sciences and Information Technology in Education = 22 years of age. While conducting the research survey, we focused on several social networks (Facebook, Twitter, Instagram, etc.) in order to be able to examine the issue in the broadest possible context. The methodology used comprises mainly quantitative methods used in educational research of a descriptive and relational nature. Data was collected through a questionnaire and evaluated using relevant statistical methods.

Druh

D - Stať ve sborníku

CEP obor

—

OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

—

Návaznosti

S - Specificky vyzkum na vysokych skolach

Rok uplatnění

2017

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název statě ve sborníku

The European Proceedings of Social &amp; Behavioral Sciences EpSBS

ISBN

—

ISSN

2357-1330

e-ISSN

neuvedeno

Počet stran výsledku

10

Strana od-do

589-598

Název nakladatele

Future Academy

Místo vydání

Porto

Místo konání akce

Porto, Portugal

Datum konání akce

11. 10. 2017

Typ akce podle státní příslušnosti

WRD - Celosvětová akce

Kód UT WoS článku

—