Assessing the uses and impacts of Facebook for teaching and learning in classroom education contexts in Malaysian universities

This study examined the uses of Facebook by lecturers and students in classrooms and their outcomes and impacts for teaching and learning practices in Malaysian higher education. The research objectives were to identify how and why lecturers and students use Facebook as a teaching and learning platform in a formal classroom environment, and to evaluate how lecturers and students perceive the outcomes and impacts of Facebook for teaching and learning practices. A multiple-methodology design using a number of qualitative methods was adopted. Empirical data were collected through: (1) semi-structured interviews with eight lecturers and 12 students from seven Malaysian universities; (2) participant virtual observation of two Facebook closed-group pages; and (3) content analysis of 38 students’ reflection journals. Findings revealed that the use of Facebook by Malaysian lecturers and students of this study arises due to its affordances for teaching and learning in classroom education, including ease of use and usefulness for reaching out to students, supporting online discussions, and interactivity. However, participants felt that disadvantages and challenges of using Facebook in formal learning environments do exist. This study provides in-depth insights about the adoption of Facebook by students and lecturers in formal classroom education for enhancing learning experiences as well as supporting and improving teaching practices. The study contributes to current understanding about how and why lecturers and students leverage social media technologies as teaching and learning tools as well as how Facebook enhances engagement and communication among students and with their lecturers. Original contributions from this study are: the identification of similarities of and differences between lecturers’ and students’ uses and perspectives on Facebook in formal learning environments; the presentation of theoretical frameworks related to factors that affect uses and impacts of Facebook for teaching and learning in classroom education in Malaysian universities; as well as an analysis and identification of elements of Facebook features which support learning per se and the management of learning. Ultimately, it contributes to a growing body of empirical research about uses and impacts of social media technologies for classroom education in Malaysian higher education

The chalenges for families in the digital age.

UID/CCI/04667/2016It is with great pleasure that we present the 2018 Yearbook from the International Clearinghouse on Children, Youth and Media at Nordicom: Digital Parenting: The Challenges for Families in the Digital Age. The topics addressed in the 2018 Yearbook – how to relate to or mediate children’s use of digital media, generational gaps in the use of media and the use of social media to display or seek support in parenthood – are timely and relevant in many respects and have engaged many qualified scholars from around the world. Parenting in the digital media environment is a theme often discussed in news media and among parenting groups. Balancing the opportunities of digital media and at the same time considering potentially unwanted and/or negative effects can be a challenge, both for adults and for the younger generation. There are no established policies, long traditions or experience to turn to and many are seeking advice. The 2018 Yearbook is the result of a great collaborative effort. Nordicom is deeply grateful to the editors of this new anthology, Giovanna Mascheroni, Cristina Ponte and Ana Jorge, as well as to all the contributors who have made this publication possible. It is our hope that the collection of articles will make interesting reading all around the world, stimulate new research and debate and provide new ideas regarding the topical and highly relevant issue of being a parent in the digital age. In the work of the Clearinghouse, the global dimension is a core principle, both with respect to the content we publish and distribute and to the contributors who produce it. Digital Parenting represents this principle by presenting contributions and examples and involving authors from many areas of the world. All books published by the Clearinghouse aim to shed light on different aspects concerning children, youth and media, spread current information and knowledge and hopefully stimulate further research. Various groups of users are targeted; researchers, policymakers, media professionals, voluntary organizations, teachers, students and interested individuals. It is our hope that this new Yearbook will be of interest and provide new insights on the topic of digital parenting to a broad range of readers. Göteborg, October 2018 Catharina Bucht Jonas Ohlsson Information coordinator Directorpublishersversionpublishe

Modern Socio-Technical Perspectives on Privacy

This open access book provides researchers and professionals with a foundational understanding of online privacy as well as insight into the socio-technical privacy issues that are most pertinent to modern information systems, covering several modern topics (e.g., privacy in social media, IoT) and underexplored areas (e.g., privacy accessibility, privacy for vulnerable populations, cross-cultural privacy). The book is structured in four parts, which follow after an introduction to privacy on both a technical and social level: Privacy Theory and Methods covers a range of theoretical lenses through which one can view the concept of privacy. The chapters in this part relate to modern privacy phenomena, thus emphasizing its relevance to our digital, networked lives. Next, Domains covers a number of areas in which privacy concerns and implications are particularly salient, including among others social media, healthcare, smart cities, wearable IT, and trackers. The Audiences section then highlights audiences that have traditionally been ignored when creating privacy-preserving experiences: people from other (non-Western) cultures, people with accessibility needs, adolescents, and people who are underrepresented in terms of their race, class, gender or sexual identity, religion or some combination. Finally, the chapters in Moving Forward outline approaches to privacy that move beyond one-size-fits-all solutions, explore ethical considerations, and describe the regulatory landscape that governs privacy through laws and policies. Perhaps even more so than the other chapters in this book, these chapters are forward-looking by using current personalized, ethical and legal approaches as a starting point for re-conceptualizations of privacy to serve the modern technological landscape. The book’s primary goal is to inform IT students, researchers, and professionals about both the fundamentals of online privacy and the issues that are most pertinent to modern information systems. Lecturers or teacherscan assign (parts of) the book for a “professional issues” course. IT professionals may select chapters covering domains and audiences relevant to their field of work, as well as the Moving Forward chapters that cover ethical and legal aspects. Academicswho are interested in studying privacy or privacy-related topics will find a broad introduction in both technical and social aspects

Modern Socio-Technical Perspectives on Privacy

This open access book provides researchers and professionals with a foundational understanding of online privacy as well as insight into the socio-technical privacy issues that are most pertinent to modern information systems, covering several modern topics (e.g., privacy in social media, IoT) and underexplored areas (e.g., privacy accessibility, privacy for vulnerable populations, cross-cultural privacy). The book is structured in four parts, which follow after an introduction to privacy on both a technical and social level: Privacy Theory and Methods covers a range of theoretical lenses through which one can view the concept of privacy. The chapters in this part relate to modern privacy phenomena, thus emphasizing its relevance to our digital, networked lives. Next, Domains covers a number of areas in which privacy concerns and implications are particularly salient, including among others social media, healthcare, smart cities, wearable IT, and trackers. The Audiences section then highlights audiences that have traditionally been ignored when creating privacy-preserving experiences: people from other (non-Western) cultures, people with accessibility needs, adolescents, and people who are underrepresented in terms of their race, class, gender or sexual identity, religion or some combination. Finally, the chapters in Moving Forward outline approaches to privacy that move beyond one-size-fits-all solutions, explore ethical considerations, and describe the regulatory landscape that governs privacy through laws and policies. Perhaps even more so than the other chapters in this book, these chapters are forward-looking by using current personalized, ethical and legal approaches as a starting point for re-conceptualizations of privacy to serve the modern technological landscape. The book’s primary goal is to inform IT students, researchers, and professionals about both the fundamentals of online privacy and the issues that are most pertinent to modern information systems. Lecturers or teacherscan assign (parts of) the book for a “professional issues” course. IT professionals may select chapters covering domains and audiences relevant to their field of work, as well as the Moving Forward chapters that cover ethical and legal aspects. Academicswho are interested in studying privacy or privacy-related topics will find a broad introduction in both technical and social aspects

Online Connectivity : A Social Study of Educators’ Affinity for Teaching and Learning Using Social Media

This qualitative study investigated an online space for educators, known as #sschat, for the purpose of helping to inform and shape more formal professional learning experiences. Participants were able to engage in asynchronous and synchronous discussions related to social studies education by interacting in any of the four hashtags associated with the #sschat affinity space (i.e., #engsschat, #hsgovchat, #sschat, #worldgeochat), the #sschat Facebook page, the archived #chat sessions, and/or by contributing to the creation of the weekly #worldgeochat questions. Seven common elements of Gee’s affinity spaces conceptual framework were used to frame this study. This framework drew attention to the practices of self-directed learners who were guided by their passions related to teaching and learning. By engaging as an insider during this one-month study of #sschat, I was able to consider what was happening in this affinity space from the participants’ perspective. I collected and analyzed more than 6,000 tweets and almost 300 Facebook posts along with the websites associated with the #sschat affinity space and shared by the participants. The question that guided this study was: what could be learned from online spaces such as #sschat that can help inform and shape more formal professional development experiences. Through a deep analysis of the data, three important findings emerged that help to provide insight into the types of experiences that are likely to be valued by educators and conducive to learning. The first finding concerns how the diverse experiences and needs of the participants seemed to affect the interactions that occurred in the #sschat affinity space. The second key finding involved how the combination of social media platforms and functions, participants’ knowhow and experiences, and their practices appeared to contribute to a participatory environment that facilitated a wide range of interactions in support of social studies education. The third key finding of my study suggests that professional learning is a personal experience; educators want the ability to choose with whom they interact, the design of the space, and the manner in which they engage in these experiences. Digital technologies were leveraged by participants making it possible for them to engage in crowdsourcing, reflective thinking, and role-shifting activities. This study expands the notion of affinity spaces beyond a space for individuals to engage in activities involving their personal interests and passions. A deep analysis of the data suggests that affinity spaces may also be beneficial for professionals, such as educators who want to engage in experiences involving teaching and learning

Annual Research Report, 2009-2010

Annual report of collaborative research projects of Old Dominion University faculty and students in partnership with business, industry and governmenthttps://digitalcommons.odu.edu/or_researchreports/1001/thumbnail.jp