Acceptance of Social Media for Study Purposes-A Longitudinal Case Study

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F62690094%3A18450%2F23%3A50020578" target="_blank" >RIV/62690094:18450/23:50020578 - isvavai.cz</a>

Výsledek na webu

<a href="https://www.mdpi.com/2071-1050/15/9/7295" target="_blank" >https://www.mdpi.com/2071-1050/15/9/7295</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.3390/su15097295" target="_blank" >10.3390/su15097295</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Acceptance of Social Media for Study Purposes-A Longitudinal Case Study

Popis výsledku v původním jazyce

Background: Social media is a ubiquitous phenomenon that serves as a tool for communication, collaboration, and creativity. In the long term, it has an indispensable place in the field of education. The research paper discusses the use of certain social networking sites where learning management systems are extensively and consistently used in the teaching and learning process at universities. The rapid transition to online platforms had a tremendous impact on the educational process, exposing and promoting the effectiveness of heutagogy. The circumstances made it necessary to emphasize the value of self-directed learning and the capacity to identify educational requirements and strategies for reaching study objectives. This kind of research corresponds to the increased need to develop desired self-study skills in students. Objectives: The goal of the paper is to demonstrate how undergraduate students perceive the trends in acceptance and the degree of appropriateness of social media for academic purposes. Methods: Research on social media use in education was inspired by a review of the literature. The purpose of the questionnaire is to track awareness, use, general satisfaction, communication, testing, and revision. The set of social media examined in the survey (years 2021 and 2022) was modified to reflect the social media landscape at the time. This study compares the findings of four different studies. The outcomes are displayed in graphs. Results: Two areas are analyzed: social media as a means of communication in the process of education and social media as a tool enabling students&apos; revision and testing of study materials. The first two studies, which were conducted in 2014 and 2019, are based on the same set of examined social media and fit the comparison, enabling to define the trend in students&apos; perceived satisfaction with social media for study purposes. The third and fourth studies discussed in this paper were run during the winter semesters of 2021 and 2022. Conclusions: The most significant differences between 2021 and 2022 can be seen in Instagram, Twitch, and other platforms, where a substantial drop in satisfaction in the communication field can be seen. The biggest difference in revision and testing is found in Facebook, Twitch, and Teams, which are abandoning online teaching and learning after the COVID-19 event. Social media use for studying has significantly decreased, with noteworthy decreases in Wiki, Facebook, and video calls.

Název v anglickém jazyce

Acceptance of Social Media for Study Purposes-A Longitudinal Case Study

Popis výsledku anglicky

Background: Social media is a ubiquitous phenomenon that serves as a tool for communication, collaboration, and creativity. In the long term, it has an indispensable place in the field of education. The research paper discusses the use of certain social networking sites where learning management systems are extensively and consistently used in the teaching and learning process at universities. The rapid transition to online platforms had a tremendous impact on the educational process, exposing and promoting the effectiveness of heutagogy. The circumstances made it necessary to emphasize the value of self-directed learning and the capacity to identify educational requirements and strategies for reaching study objectives. This kind of research corresponds to the increased need to develop desired self-study skills in students. Objectives: The goal of the paper is to demonstrate how undergraduate students perceive the trends in acceptance and the degree of appropriateness of social media for academic purposes. Methods: Research on social media use in education was inspired by a review of the literature. The purpose of the questionnaire is to track awareness, use, general satisfaction, communication, testing, and revision. The set of social media examined in the survey (years 2021 and 2022) was modified to reflect the social media landscape at the time. This study compares the findings of four different studies. The outcomes are displayed in graphs. Results: Two areas are analyzed: social media as a means of communication in the process of education and social media as a tool enabling students&apos; revision and testing of study materials. The first two studies, which were conducted in 2014 and 2019, are based on the same set of examined social media and fit the comparison, enabling to define the trend in students&apos; perceived satisfaction with social media for study purposes. The third and fourth studies discussed in this paper were run during the winter semesters of 2021 and 2022. Conclusions: The most significant differences between 2021 and 2022 can be seen in Instagram, Twitch, and other platforms, where a substantial drop in satisfaction in the communication field can be seen. The biggest difference in revision and testing is found in Facebook, Twitch, and Teams, which are abandoning online teaching and learning after the COVID-19 event. Social media use for studying has significantly decreased, with noteworthy decreases in Wiki, Facebook, and video calls.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

50902 - Social sciences, interdisciplinary

Projekt

—

Návaznosti

S - Specificky vyzkum na vysokych skolach

Rok uplatnění

2023

Kód důvěrnosti údajů

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

Název periodika

SUSTAINABILITY

ISSN

2071-1050

e-ISSN

2071-1050

Svazek periodika

15

Číslo periodika v rámci svazku

9

Stát vydavatele periodika

CH - Švýcarská konfederace

Počet stran výsledku

14

Strana od-do

"Article Number: 7295"

Kód UT WoS článku

000987747300001

EID výsledku v databázi Scopus

2-s2.0-85159343446