Documents found
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461.More information
Society has become fascinated with web-based social media. Recently, aspects of social media environments such as participatory culture, new media digital literacies, and connectivism have been increasingly investigated. However, current university policies often restrict, if not forbid, the use of social networking sites in class. For professors seeking to introduce social media into their teaching practice, these restrictive policies can make it difficult to teach with and about social computing and computer-supported collaborative work. This descriptive paper presents the experiences of two professors who integrated Web 2.0 practices into their respective graduate-level education courses titled Social Computing and Computer-Supported Collaborative Work and Web 2.0 = Pedagogy 2.0? and describes their underlying theories and concepts. Subsequently, the courses' rationales theoretical underpinnings, and teaching approaches are delineated, and implementation strategies are suggested.
Keywords: social media, higher education, teaching-Web 2.0, technology integration, curriculum, médias sociaux, études supérieures, enseignement Web 2.0, intégration de la technologie, cursus
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463.
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464.
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Déterminants de l'acceptation des réseaux sociaux pour apprendre à l'université virtuelle du Sénégal
More informationThis study addresses the factors that determine student acceptance of digital social networks for learning. Would the learning outcome expectations of students who use social networks be related to an expected added value in learning, or would they only be the result of a social ripple effect? This research is based on the UTAUT (Unified Theory of Acceptance and Use of Technology) model. The data comes from an online survey, to which 520 students from the Virtual University of Senegal (UVS) responded. A structural partial least squares model establishes that students' behavioral intention and social network use behavior are impacted by effort expectancy and social influence. No significant effect of performance expectancy on behavioral intention was found overall, although a significant difference related to gender and education level was noted.
Keywords: Réseaux sociaux, UTAUT, acceptation, apprentissage, PLS-SEM, niveau d'études, université virtuelle, Social networks, UTAUT, acceptance, learning, PLS-SEM, education level, virtual university
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467.