An Empirical Study of Lecturers' Appropriation of Social Technologies for Higher Education

Autor/inn/en	Hamid, Suraya; Waycott, Jenny; Kurnia, Sherah; Chang, Shanton
Titel	An Empirical Study of Lecturers' Appropriation of Social Technologies for Higher Education
Quelle	In: Australasian Journal of Educational Technology, 30 (2014) 3, S.295-311 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-5554
Schlagwörter	Social Networks; Technology Uses in Education; Technology Integration; College Faculty; Teaching Methods; Interviews; Foreign Countries; Semi Structured Interviews; Coding; Content Analysis; Computer Mediated Communication; Selection; Teacher Role; Student Evaluation; Evaluation Methods; Australia; Malaysia + Suchen Sie Ihr Suchwort? Social network; Soziales Netzwerk; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Fakultät; Teaching method; Lehrmethode; Unterrichtsmethode; Interviewing; Interviewtechnik; Ausland; Codierung; Programmierung; Inhaltsanalyse; Computerkonferenz; Auslese; Lehrerrolle; Schulnote; Studentische Bewertung; Australien
Abstract	The use of Online Social Networking (OSN) educational activities has become commonplace in today's higher education. OSN enables lecturers and students to generate and share content, interact, and collaborate in the knowledge construction process. The pedagogical benefits of social technologies have been widely discussed. However, less is known about the processes that lecturers follow when integrating social technologies into their teaching activities. With the aim of developing a practical guiding framework, this paper examines the processes that lecturers have followed when appropriating social technologies for learning purposes. Based on interviews with fourteen Australian lecturers and sixteen Malaysian lecturers who have used social technologies, different processes of appropriation are explored. Drawing on the empirical findings, this paper proposes a framework that can be used to guide lecturers in appropriating social technologies systematically. The framework will be beneficial for lecturers seeking guidance to support the appropriation of social technologies for structured and formal use in higher education. (As Provided).
Anmerkungen	Australasian Society for Computers in Learning in Tertiary Education. Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia. Tel: +61-8-9367-1133; e-mail: info@ascilite.org.au; Web site: http://www.ascilite.org.au/ajet
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10