College Students' Perception on the Use of Social Network Tool for Education Learning in USA

College Students' Perception on the Use of Social Network Tool for Education Learning in USA

Mohammed Alfadil (University of Northern Colorado, USA), Hamzah Alhababi (University of Northern Colorado, USA) and Ali Buhamad (University of Northern Colorado, USA)
Copyright: © 2017 |Pages: 11
DOI: 10.4018/978-1-5225-2469-4.ch002

Abstract

This study presents a survey research design on college students' perception on the use of social network tools for education in USA. The survey research design is a very valuable tool for assessing opinions and trends and it includes both graduate and undergraduate students, as well as male and female respondents. The data collection was via University of Northern Colorado (UNC) website (list-serves and Facebook groups). Composite 2 of the survey was eliminated because the responses orders of the items were different from composite 1 as the responses in composite 1 went from strongly disagree to strongly agree while in composite 2 the responses went the other direction and we were afraid the participants did not pay attention to that.
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Background

Social media can help in many ways to improve higher education. Through social media, students can use digital literacy in every academic environment. Social media can influence learning through computers and video (Kozma, 1994). Usually used for information students need, the Internet helps in many different ways. One of the ways Internet helps through education is by exchanging knowledge with others. Aghaee Naghmeh (2010), found a significant number of students appreciated use of social media platforms such as Facebook because of its flexible nature. The study found many students were strongly supportive of Internet learning platforms because the platforms made learning easier (Aghaee, 2010). Aghaees findings correlate with Beltran and Belle’s conclusions, which found most participants strongly agreed and agreed that they had better engagement using social networks (Beltran & Belle, 2013).

Just because technology is brought into classrooms does not always mean that the technology will be used; many teachers are not comfortable with the skills of integration and active learning using technology (Gorder, 2008). Gorder (2008), attempted to determine teacher perceptions of instructional technology integration in the classroom and what factors contributed to teachers actually using the technology with their students. The findings suggest that the teachers who used technology regularly in their own lives were more likely to integrate technology into their classrooms. The study also found that significant differences existed for technology use and integration based on grade level, showing that some teachers may have found technology to be less effective with younger children.

Modern technological innovations have drastically changed the way individuals live and communicate within an increasingly global society. However, technological advancements within our society have not translated to technological advancements within educational settings. Teaching practices and student learning have been minimally influenced by modern technological innovations (Levin & Wadmany, 2006). When technology is implemented within the school setting, technological interventions are often used in a narrow fashion and in a manner that does not fully take advantage of potential benefits related to student engagement and achievement (Levin & Wadmany, 2006). Given the practical uses of technology in everyday life and, incorporating technology into the school setting can increase curricular relevance and prepare students for success in their local communities as young adults.

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