عنوان

Engaging higher education students with social media :

شماره

TLets764422

عنوان اصلي

Engaging higher education students with social media :

نام عام مواد

[Thesis]

نام نخستين پديدآور

Pg Hj Besar, Dk Hjh Siti Norainna

عنوان اصلي به قلم نويسنده ديگر

MIB module case study

نام ساير پديدآوران

Slaouti, Diane ; Whitworth, Andrew

نام ناشر، پخش کننده و غيره

University of Manchester

تاریخ نشرو بخش و غیره

2016

جزئيات پايان نامه و نوع درجه آن

Thesis (Ph.D.)

امتياز متن

2016

متن يادداشت

This thesis reports on a study which investigated the application of social media in teaching Malay Islamic Monarchy (MIB) in a University of Brunei. The aim was to complement the on-campus delivery of this module, encourage student engagement and produce more active than passive learners. However, tensions existed between social media and the content of the course because of the potential of social media to drown and influence Bruneian Malay cultures and Islamic beliefs in a way that is not consistent with MIB. A questionnaire to 362 undergraduate students at the University of Brunei Darussalam taking the PB1501 MIB module in the semester 1 2012/2013 provided an initial sense of social media use and expectations. Six MIB teachers were also selected to represent different perspective of using social media in MIB module. Furthermore, the observation of ten MIB Facebook groups spaces and content analysis of ten MIB Facebook groups' transcripts produced information on teaching and learning activities as well as findings as to how teachers facilitate student engagement. The findings of the study indicate that whilst social media is a tool that should be able to solve the pedagogical problems in the MIB course, at the same time cultural obstacles are perceived by some teachers in this particular setting, impacting on its acceptance. Findings suggest that the implementation of social media such as Facebook in order to solve a pedagogical problem have raised tensions in this specific cultural environment. The research also shows the MIB teachers have mixed feelings about the fact that social media could complement MIB education. A way of conceiving the tensions between these issues is provided by the Technological Pedagogical Content Knowledge (TPACK) framework developed by Koehler and Mishra (2009), which is used to understand teacher decisions with respect to MIB, MIB pedagogy and social media (TPACK). This shows the connections and interactions between the content of MIB, the MIB pedagogy and social media.

موضوع مستند نشده

MIB; TPACK; social media; higher education; COI

مستند نام اشخاص تاييد نشده

Pg Hj Besar, Dk Hjh Siti Norainna

مستند نام اشخاص تاييد نشده

Slaouti, Diane ; Whitworth, Andrew

مستند نام تنالگان تاييد نشده

University of Manchester

نام الکترونيکي

فرمت انتشار

p

نوع ماده

[Thesis]

کد کاربرگه

276903

سطح دسترسي

a

تكميل شده

Y