國立虎尾科技大學 |

Integrating social networks in teaching in higher education.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Integrating social networks in teaching in higher education./
Author:	Abousoliman, Onsy.
Description:	1 online resource (194 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-03(E), Section: A.
Contained By:	Dissertation Abstracts International79-03A(E).
Subject:	Higher education. -
Online resource:	click for full text (PQDT)
ISBN:	9780355479720

Integrating social networks in teaching in higher education.
Abousoliman, Onsy.

Integrating social networks in teaching in higher education. - 1 online resource (194 pages)

Source: Dissertation Abstracts International, Volume: 79-03(E), Section: A.

Thesis (Ed.D.)--Biola University, 2017.

Includes bibliographical references

In response to the emerging and swiftly developing digital tools, this dissertation investigated integrating a specific category of these tools, social networks, in teaching in higher education. The study focused on exploring how social networks integration might impact the teaching/learning process and on investigating the challenges that could be faced when the integration is implemented. Three domains of literature were reviewed: literature on cooperative learning as the most relevant theory to the topic of the study, literature on information about social media and networks, and literature on empirical studies that investigated the integration of different types of social networks in teaching higher education courses. Most studies reported that social networks can promote learning and enhance collaboration when used in teaching. Few studies mentioned issues of privacy, security, and time consumption as negative outcomes; and lack of knowledge of use and technical difficulties as challenges. A brief survey on Christian fellowship as a theological integration focus was introduced, with an overview of the possible connections between it and cooperative learning. Based on the literature review and findings, the study recommended that instructors be encouraged to start or continue using social networks in their teaching. On the same basis, other practical recommendations for better future social networks integration in teaching were presented. The dissertation concluded with suggestions for further investigations and future research.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355479720Subjects--Topical Terms:

1148448
Higher education.
Index Terms--Genre/Form:

554714
Electronic books.

Integrating social networks in teaching in higher education.
LDR:02783ntm a2200349Ki 4500 001 920006
005 20181129115552.5
006 m o u
007 cr mn||||a|a||
008 190606s2017 xx obm 000 0 eng d
020 $a 9780355479720
035 $a (MiAaPQ)AAI10641991
035 $a (MiAaPQ)biola:10380
035 $a AAI10641991
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Abousoliman, Onsy. $3 1194698
245 1 0 $a Integrating social networks in teaching in higher education.
264 0 $c 2017
300 $a 1 online resource (194 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertation Abstracts International, Volume: 79-03(E), Section: A.
500 $a Adviser: Kevin Lawson.
502 $a Thesis (Ed.D.)--Biola University, 2017.
504 $a Includes bibliographical references
520 $a In response to the emerging and swiftly developing digital tools, this dissertation investigated integrating a specific category of these tools, social networks, in teaching in higher education. The study focused on exploring how social networks integration might impact the teaching/learning process and on investigating the challenges that could be faced when the integration is implemented. Three domains of literature were reviewed: literature on cooperative learning as the most relevant theory to the topic of the study, literature on information about social media and networks, and literature on empirical studies that investigated the integration of different types of social networks in teaching higher education courses. Most studies reported that social networks can promote learning and enhance collaboration when used in teaching. Few studies mentioned issues of privacy, security, and time consumption as negative outcomes; and lack of knowledge of use and technical difficulties as challenges. A brief survey on Christian fellowship as a theological integration focus was introduced, with an overview of the possible connections between it and cooperative learning. Based on the literature review and findings, the study recommended that instructors be encouraged to start or continue using social networks in their teaching. On the same basis, other practical recommendations for better future social networks integration in teaching were presented. The dissertation concluded with suggestions for further investigations and future research.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Higher education. $3 1148448
650 4 $a Pedagogy. $3 1148703
650 4 $a Educational technology. $3 556755
655 7 $a Electronic books. $2 local $3 554714
690 $a 0745
690 $a 0456
690 $a 0710
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a Biola University. $b Talbot School of Theolgy. $3 1183060
773 0 $t Dissertation Abstracts International $g 79-03A(E).
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10641991 $z click for full text (PQDT)