Search results

Social networks (SNs) play a significant role as environments supporting teacher professional development. The purpose of this to analyze the motivation and participation roles that Spanish teachers have when participating in SNs for their professional development in three professional stages: preservice teachers, beginning teachers and experienced teachers.

The study uses a mixed-method approach, combining two validated surveys, one applied to 217 preservice teachers and other to 68 beginning teachers and 384 experienced teachers, with 15 interviews. A qualitative exploratory sequential strategy has been followed along with an ex post facto quantitative survey-type study of a descriptive and inferential nature.

Preservice and beginning teachers use SNs to access materials and resources with which to learn, presenting an observer and passive role in their interaction on SNs. Experienced teachers log in to learn about experiences but begin to participate more actively in SNs for searching for specific resources, establishing contacts with other teachers, contributing with their own educational materials and helping other teachers with their doubts or even forming their own communities.

These findings help understand how the evolution in teacher expertise accompanies the level of involvement in their social network interactions. The results allow us to better understand how different levels of teaching experience influence the way Spanish teachers access and participate in SNs, in some cases consuming and in others producing digital content.

The purpose of this paper is to investigate the process and learning outcomes of peer collaboration in a Danish health developmental project in school health nursing. The paper explores how peer collaboration influences the school nurses' collaborative learning and competence development.

The article is based on data from a three‐year health educational development project at primary schools in Denmark. These data are observations from 12 reflective workshops with school nurses, two questionnaire surveys, and five focus group interviews with five of the six sub‐projects after the project was over. In the workshops, the questionnaire surveys and the focus group interviews the school nurses were asked to reflect on the developmental process, their collaboration, own and mutual pedagogical competence development.

Systematic peer collaboration between school nurses qualifies their learning and ability to reflect on practice, their communication with colleagues and children, and the development of new and innovative approaches to school health nursing. The introduction of peer collaboration, however, takes time and energy and it can be a challenge to introduce peer collaboration into a working culture in which school nurses traditionally work alone under prominent work and time pressures.

The study is explorative. Further research could explore the connection between collaborative learning among school nurses and the development of their competences in school health nursing.

The paper outlines how and why collaboration among school nurses should be introduced in a more systematic way into school health nursing.

The paper investigates the connection between informal educational activities for SNs and possible learning outcomes for practice. Specifically, the paper looks into different ways in which SNs collaborate and the findings contribute to new understandings of how SNs' practice can be organised in order to stimulate school nurses' participation and collaborative learning and increase the quality of school health nursing.

Drawn from the social playfulness literature and the elaboration likelihood model, the purpose of this paper is to propose and test a research model to examine users’ continuous participation in SNS game applications.

A field survey with 133 subjects was conducted to test the research model.

Two identified design features, symbolic physicality and inherent sociability, are found to influence users’ perceived curiosity and perceived enjoyment toward playing SNS game applications. Perceived enjoyment is significantly associated with perceived curiosity and predicts users’ continuous participation of SNS game applications. The authors also observed a gender difference of social playfulness design on perceived curiosity.

Use intention was used as a proxy for actual use behavior, since objective data on continuance behavior was not available. Additionally, the contributions of this study may be constrained by one single sample.

The findings of the study suggest practical guidelines for designing game applications in SNS through socialization design and symbolic physicality. Further, based on the findings of gender differences, a personalization game design strategy is provided.

The study contributes to the post-adoption IS literature and sheds light on the interesting area of social media participation. Additionally, this study enriches the online gaming research by demonstrating gender differences.

Social networks provide convenient communication and connection among people, and they have become essential in college students' lives. However, problems also come along with increasing concern about trust and privacy issues. This research attempts to investigate the trust and privacy perceptions of university students when using social networks for learning purposes.

This paper investigated the differences in trust and privacy perceptions between undergraduate (UG) and postgraduate (PG) students through an online survey with 96 subjects in Hong Kong. The authors used the Mann–Whitney U test to compare the differences between the responses provided by UG and PG subjects.

The authors found that both PG and UG students were generally satisfied with the use of social networking sites (SNSs) for learning. However, PG subjects used SNSs more for learning and were more willing to exchange with classmates than UG and PG perceived higher value of SNSs than UG students. The authors also found a relative lack of privacy awareness of UG students.

Based on the study’s findings, the authors made some recommendations about the application of SNSs for learning purposes. The authors also suggest universities provide more guidance and training to students on the privacy issues of SNSs.

Even though some previous studies have focused on studying privacy and trust issues on SNSs, studies that aim at university students in the context of Asia–Pacific are rather limited, especially university students' own trust and privacy perceptions on using SNSs for learning purposes.

The peer review history for this article is available at: https://publons.com/publon/10.1108/OIR-02-2020-0042

Social networking sites (SNSs), especially Facebook, have made deep inroads in the teaching-learning process worldwide. The purpose of this paper is to understand the key factors which influence a students’ intention to use Facebook for academic usage.

A web-based questionnaire survey was administered among 218 students enrolled in higher education programme of universities/institutions in National Capital Territory of Delhi. The relationship among the proposed variable were tested through structural equation modelling and neural network (NN) approach. SEM is used to identify and validate the factors significant to influence the intention to use Facebook among students. To further find which of the factors are more influential, factors NN with tenfold cross-validation was used to identify the factors which are more influential among the ones proposed in this study.

The results suggested that the proposed framework has a good fit and the five relationships hypothesized were found to be significant; thus, establishing that the antecedent factors have a positive influence on the intention of users (student) to actively use Facebook as an academic medium for collaborative learning.

This study establishes that the antecedent factors identified in the course of this study have a positive influence on the intention to use Facebook for higher academics and collaborative learning by the students. This paper suggests and supports the adoption and usage of Facebook as a learning tool for higher academics.

Despite the growing body of literature demonstrating the role of communication in educational settings, there are limited up-to-date studies exploring the use of an instant messaging (IM) tool and its impacts on students’ learning outcomes, especially in the tertiary education in Vietnam. This study approached IM as an out-of-class communication (OCC) approach in computer-mediated communication. The purpose of this paper is to investigate students’ perceived quality of information received and its influence on their perceived performance proficiency as a result of their lecturers’ clarification of their enquiries through an online instant message application, namely Remind (www.remind.com/).

The target groups were first-year business students in an international university in Vietnam. The analysis of the data gathered from the questionnaire was carried out using a measurement model and a structural equation model.

The findings indicate that using OCC technology creates social bonding between students and lecturers by allowing students to clarify the ambiguity of concepts learnt in class and create a sense of connection with their lecturers which leads to better student engagement and hence improved learning outcomes.

The authors highlight the evidence of effective usage of IM tool by university students as a meaningful communication tool and the need to integrate technology into all educational settings.

This paper aims to report the findings from a survey of secondary school students in Chile by exploring their use of social networking services for information-seeking purposes.

An online survey was distributed via Chile’s Ministry of Education and 12,354 responses were received.

The results indicate that young people in Chile extensively use SNSs, but there are differences in the ways in which they use these services, specifically for information purposes. When considering school-related activities, there are differences in the use of SNSs by students in different types of schools. Those in academic-focussed institutions are more likely to use SNSs for school-related information purposes and are more likely to publish most types of information on SNSs than their counterparts in vocational schools.

The sample was self-selecting and excluded students without online access to the survey.

The findings indicate more needs to be done in schools serving lower socio-economic communities to support students’ use of SNSs for information-seeking, especially for academic purposes.

The findings suggest that school-associated social capital may have a role in shaping students’ use of SNSs for information and learning purposes and, potentially, in exacerbating digital inequalities.

The focus on the use of social media specifically for information-seeking distinguishes this research. The findings challenge possible assumptions about the links between social media use and social class and suggest that differences may be exacerbated by school practices.

Social networking sites (SNS) follow the same diffusion pattern and are subject to the same phenomena as other technologies (e.g. QWERTY keyboard, Microsoft Office and VHS) that were subject to increasing returns. Since they may lock-in users, increasing returns significantly alter the way a technology is used and should be managed. The purpose of this paper is thus to verify if SNS are subject to increasing returns and, if so, to better understand their impacts in this context.

A research model that combines path dependency theory (PDT) tenets with the push-pull-mooring (PPM) model of information technology (IT) switching was developed and tested with data collected from 416 SNS users via a field survey. Participants were voluntary students at a North American university enrolled in a compulsory undergraduate course in business administration. Partial least square analysis structural equation modeling (PLS-SEM) was used to validate our research model and test our hypotheses.

Results show that SNS are subject to three forms of increasing returns: those stemming from device complementarity, learning and adaptive expectations. In addition, the findings show that increasing returns stemming from SNS use have the potential to lock-in SNS users by increasing their switching costs.

SNS users should be careful when using an SNS since such use can create a path that is self-reinforced and that can lock them due to the increasing returns it yields. SNS vendors/providers need to learn how to manage increasing returns if they want to foster continued use of their SNS and/or poach users from their competitors. Lastly, SNS regulators should revise or put in place new governance mechanisms since increasing returns, when properly leveraged, may undermine fair competition by allowing companies to lock-in users and lock-out competitors.

This study contributes to IS research by: (1) empirically demonstrating that increasing returns are present in the context of SNS use, (2) identifying increasing returns as key antecedents of user switching costs, (3) validating a theoretical framework that allows for the appraisal of PDT tenets in a variance model and (4) instantiating PDT tenets at the individual level.

The purpose of this study is to investigate the predictive influence of transactional leadership on employee green creative behaviour (GCB) and the mediating role of workplace learning and green knowledge management (GKM) in this relationship. Based on the leader–member exchange (LMX) theory. This study also uses moderated mediation analysis to investigate social networking sites (SNS) use as a moderator to better understand the indirect relationship between transactional leadership and employee GCB.

The data for this quantitative study were collected using a time-lag technique, with two time waves apart by two months. The final sample for the study included 294 employee–supervisor dyads from small and medium-sized tourism enterprises in the north eastern part of China.

Findings supported the study's proposed hypotheses, indicating that transactional leadership has a significant impact on workplace learning and GKM, as well as a significant role of mediators (workplace learning and GKM) in the relationship between transactional leadership and employee GCB. Furthermore, SNS use significantly moderated the impact of both mediators in establishing a link between transactional leadership and employee GCB.

This study offers new perspectives and insights for entrepreneurs, decision-makers, academics and tourism sector experts by identifying and putting into practise the predictive role of transactional leadership in innovative behaviours. This study also suggests that small and mid-sized travel agencies should focus on workplace learning, GKM and SNS use to promote environment-friendly creative employee behaviour.

This study aims to explore the sociocultural appeal of SNS game content from the point of view of the human emotions aroused by the interaction between the players and the games.

The author's research methodology is based on Miryoku Engineering. The author interviewed 11 knowledgeable gamers by the evaluation grid method (EGM) and surveyed 321 players through a questionnaire in order to gather data about their preferences, which were then analysed using quantification theory type I.

The semantic structure of the appeal of the games was determined from interviews with knowledgeable gamers (EGM). This structure represents a hierarchy of the relationship between the types of appeal or appeal factors, the reasons for gamers’ preferences, and the specific characteristics of SNS games. According to the statistical analysis, the most important sociocultural appeal factors of SNS games are “practicable and realizable” and “innovative and unique”, and these are affected in varying degrees by particular reasons and characteristics.

The author has found that sociocultural factors influence the design of SNS games significantly. In addition, the issue of how to integrate the sociocultural factors into the design of games is critical to the success of the marketing strategies of SNS games in different areas or countries.

The author's findings provide important information for designers and researchers of SNS games. The study also contributes to the field of human‐computer interaction in cyberspace.