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learning</title> <meta name="description" content="Search results for: social learning"> <meta name="keywords" content="social learning"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="social learning"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 15501</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: social learning</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15501</span> Social Network Impact on Self Learning in Teaching and Learning in UPSI (Universiti Pendidikan Sultan Idris)</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Azli%20Bin%20Ariffin">Azli Bin Ariffin</a>, <a href="https://publications.waset.org/abstracts/search?q=Noor%20Amy%20Afiza%20Binti%20Mohd%20Yusof"> Noor Amy Afiza Binti Mohd Yusof</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aims to identify effect of social network usage on the self-learning method in teaching and learning at Sultan Idris Education University. The study involved 270 respondents consisting of students in the pre-graduate and post-graduate levels from nine fields of study offered. Assessment instrument used is questionnaire which measures respondent’s background includes level of study, years of study and field of study. Also measured the extent to which social pages used for self-learning and effect received when using social network for self-learning in learning process. The results of the study showed that students always visit Facebook more than other social sites. But, it is not for the purpose of self-learning. Analyzed data showed that 45.5% students not sure about using social sites for self-learning. But they realize the positive effect that they will received when use social sites for self-learning to improve teaching and learning process when 72.7% respondent agreed with all the statements provided. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=facebook" title="facebook">facebook</a>, <a href="https://publications.waset.org/abstracts/search?q=self-learning" title=" self-learning"> self-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20network" title=" social network"> social network</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching" title=" teaching"> teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=learning" title=" learning"> learning</a> </p> <a href="https://publications.waset.org/abstracts/30194/social-network-impact-on-self-learning-in-teaching-and-learning-in-upsi-universiti-pendidikan-sultan-idris" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/30194.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">537</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15500</span> A Comparative Study of Mechanisms across Different Online Social Learning Types</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Xinyu%20Wang">Xinyu Wang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In the context of the rapid development of Internet technology and the increasing prevalence of online social media, this study investigates the impact of digital communication on social learning. Through three behavioral experiments, we explore both affective and cognitive social learning in online environments. Experiment 1 manipulates the content of experimental materials and two forms of feedback, emotional valence, sociability, and repetition, to verify whether individuals can achieve online emotional social learning through reinforcement using two social learning strategies. Results reveal that both social learning strategies can assist individuals in affective, social learning through reinforcement, with feedback-based learning strategies outperforming frequency-dependent strategies. Experiment 2 similarly manipulates the content of experimental materials and two forms of feedback to verify whether individuals can achieve online knowledge social learning through reinforcement using two social learning strategies. Results show that similar to online affective social learning, individuals adopt both social learning strategies to achieve cognitive social learning through reinforcement, with feedback-based learning strategies outperforming frequency-dependent strategies. Experiment 3 simultaneously observes online affective and cognitive social learning by manipulating the content of experimental materials and feedback at different levels of social pressure. Results indicate that online affective social learning exhibits different learning effects under different levels of social pressure, whereas online cognitive social learning remains unaffected by social pressure, demonstrating more stable learning effects. Additionally, to explore the sustained effects of online social learning and differences in duration among different types of online social learning, all three experiments incorporate two test time points. Results reveal significant differences in pre-post-test scores for online social learning in Experiments 2 and 3, whereas differences are less apparent in Experiment 1. To accurately measure the sustained effects of online social learning, the researchers conducted a mini-meta-analysis of all effect sizes of online social learning duration. Results indicate that although the overall effect size is small, the effect of online social learning weakens over time. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=online%20social%20learning" title="online social learning">online social learning</a>, <a href="https://publications.waset.org/abstracts/search?q=affective%20social%20learning" title=" affective social learning"> affective social learning</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20social%20learning" title=" cognitive social learning"> cognitive social learning</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20learning%20strategies" title=" social learning strategies"> social learning strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20reinforcement" title=" social reinforcement"> social reinforcement</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20pressure" title=" social pressure"> social pressure</a>, <a href="https://publications.waset.org/abstracts/search?q=duration" title=" duration"> duration</a> </p> <a href="https://publications.waset.org/abstracts/186019/a-comparative-study-of-mechanisms-across-different-online-social-learning-types" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/186019.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">46</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15499</span> Social Learning and the Flipped Classroom</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Albin%20Wallace">Albin Wallace</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper examines the use of social learning platforms in conjunction with the emergent pedagogy of the ‘flipped classroom’. In particular the attributes of the social learning platform “Edmodo” is considered alongside the changes in the way in which online learning environments are being implemented, especially within British education. Some observations are made regarding the use and usefulness of these platforms along with a consideration of the increasingly decentralized nature of education in the United Kingdom. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=education" title="education">education</a>, <a href="https://publications.waset.org/abstracts/search?q=Edmodo" title=" Edmodo"> Edmodo</a>, <a href="https://publications.waset.org/abstracts/search?q=Internet" title=" Internet"> Internet</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20platforms" title=" learning platforms "> learning platforms </a> </p> <a href="https://publications.waset.org/abstracts/14705/social-learning-and-the-flipped-classroom" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/14705.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">544</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15498</span> Active Development of Tacit Knowledge Using Social Media and Learning Communities</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=John%20Zanetich">John Zanetich</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper uses a pragmatic research approach to investigate the relationships between Active Development of Tacit Knowledge (ADTK), social media (Facebook) and classroom learning communities. This paper investigates the use of learning communities and social media as the context and means for changing tacit knowledge to explicit and presents a dynamic model of the development of a classroom learning community. The goal of this study is to identify the point that explicit knowledge is converted to tacit knowledge and to test a way to quantify the exchange using social media and learning communities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=tacit%20knowledge" title="tacit knowledge">tacit knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge%20management" title=" knowledge management"> knowledge management</a>, <a href="https://publications.waset.org/abstracts/search?q=college%20programs" title=" college programs"> college programs</a>, <a href="https://publications.waset.org/abstracts/search?q=experiential%20learning" title=" experiential learning"> experiential learning</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20communities" title=" learning communities"> learning communities</a> </p> <a href="https://publications.waset.org/abstracts/47471/active-development-of-tacit-knowledge-using-social-media-and-learning-communities" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/47471.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">361</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15497</span> Social Media as an Interactive Learning Tool Applied to Faculty of Tourism and Hotels, Fayoum University</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Islam%20Elsayed%20Hussein">Islam Elsayed Hussein</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of this paper is to discover the impact of students’ attitude towards social media and the skills required to adopt social media as a university e-learning (2.0) platform. In addition, it measures the effect of social media adoption on interactive learning effectiveness. The population of this study was students at Faculty of tourism and Hotels, Fayoum University. A questionnaire was used as a research instrument to collect data from respondents, which had been selected randomly. Data had been analyzed using quantitative data analysis method. Findings showed that the students have a positive attitude towards adopting social networking in the learning process and they have also good skills for effective use of social networking tools. In addition, adopting social media is effectively affecting the interactive learning environment. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=attitude" title="attitude">attitude</a>, <a href="https://publications.waset.org/abstracts/search?q=skills" title=" skills"> skills</a>, <a href="https://publications.waset.org/abstracts/search?q=e-learning%202.0" title=" e-learning 2.0"> e-learning 2.0</a>, <a href="https://publications.waset.org/abstracts/search?q=interactive%20learning" title=" interactive learning"> interactive learning</a>, <a href="https://publications.waset.org/abstracts/search?q=Egypt" title=" Egypt"> Egypt</a> </p> <a href="https://publications.waset.org/abstracts/46008/social-media-as-an-interactive-learning-tool-applied-to-faculty-of-tourism-and-hotels-fayoum-university" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/46008.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">524</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15496</span> Social Skills for Students with and without Learning Disabilities in Primary Education in Saudi Arabia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Omer%20Agail">Omer Agail</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study was to assess the social skills of students with and without learning disabilities in primary education in Saudi Arabia. A Social Skills Rating Scale for Teachers Form (SSRS-TF) was used to evaluate students' social skills as perceived by teachers. A randomly-selected sample was chosen from students with and without learning disabilities. Descriptive statistics were used to describe the demographic characteristics of participants. Analysis indicated that there were statistically significant differences in SSRS-TF by academic status, i.e. students with learning disabilities exhibit less social skills compared to students without learning disabilities. In addition, analysis indicated that there were no statistically significant differences in SSRS-TF by gender. A conclusion and recommendations are presented. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=primary%20education" title="primary education">primary education</a>, <a href="https://publications.waset.org/abstracts/search?q=students%20with%20learning%20disabilities" title=" students with learning disabilities"> students with learning disabilities</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20skills" title=" social skills"> social skills</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20competence" title=" social competence"> social competence</a> </p> <a href="https://publications.waset.org/abstracts/74351/social-skills-for-students-with-and-without-learning-disabilities-in-primary-education-in-saudi-arabia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/74351.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">391</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15495</span> Social Semantic Web-Based Analytics Approach to Support Lifelong Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Khaled%20Halimi">Khaled Halimi</a>, <a href="https://publications.waset.org/abstracts/search?q=Hassina%20Seridi-Bouchelaghem"> Hassina Seridi-Bouchelaghem</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this paper is to describe how learning analytics approaches based on social semantic web techniques can be applied to enhance the lifelong learning experiences in a connectivist perspective. For this reason, a prototype of a system called <em>SoLearn</em> (Social Learning Environment) that supports this approach. We observed and studied literature related to lifelong learning systems, social semantic web and ontologies, connectivism theory, learning analytics approaches and reviewed implemented systems based on these fields to extract and draw conclusions about necessary features for enhancing the lifelong learning process. The semantic analytics of learning can be used for viewing, studying and analysing the massive data generated by learners, which helps them to understand through recommendations, charts and figures their learning and behaviour, and to detect where they have weaknesses or limitations. This paper emphasises that implementing a learning analytics approach based on social semantic web representations can enhance the learning process. From one hand, the analysis process leverages the meaning expressed by semantics presented in the ontology (relationships between concepts). From the other hand, the analysis process exploits the discovery of new knowledge by means of inferring mechanism of the semantic web. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=connectivism" title="connectivism">connectivism</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20analytics" title=" learning analytics"> learning analytics</a>, <a href="https://publications.waset.org/abstracts/search?q=lifelong%20learning" title=" lifelong learning"> lifelong learning</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20semantic%20web" title=" social semantic web"> social semantic web</a> </p> <a href="https://publications.waset.org/abstracts/100850/social-semantic-web-based-analytics-approach-to-support-lifelong-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/100850.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">214</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15494</span> The Role of the Constructivist Learning Theory and Collaborative Learning Environment on Wiki Classroom and the Relationship between Them</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ibraheem%20Alzahrani">Ibraheem Alzahrani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper seeks to discover the relationship between both the social constructivist learning theory and the collaborative learning environment. This relationship can be identified through given an example of the learning environment. Due to wiki characteristics, wiki can be used to understand the relationship between constructivist learning theory and collaborative learning environment. However, several evidences will come in this paper to support the idea of why wiki is the suitable method to explore the relationship between social constructivist theory and the collaborative learning and their role in learning. Moreover, learning activities in wiki classroom will be discussed in this paper to find out the result of the learners' interaction in the classroom groups, which will be through two types of communication; synchronous and asynchronous. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=social%20constructivist" title="social constructivist">social constructivist</a>, <a href="https://publications.waset.org/abstracts/search?q=collaborative" title=" collaborative"> collaborative</a>, <a href="https://publications.waset.org/abstracts/search?q=environment" title=" environment"> environment</a>, <a href="https://publications.waset.org/abstracts/search?q=wiki" title=" wiki"> wiki</a>, <a href="https://publications.waset.org/abstracts/search?q=activities" title=" activities"> activities</a> </p> <a href="https://publications.waset.org/abstracts/45458/the-role-of-the-constructivist-learning-theory-and-collaborative-learning-environment-on-wiki-classroom-and-the-relationship-between-them" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/45458.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">503</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15493</span> Study on Evaluating the Utilization of Social Media Tools (SMT) in Collaborative Learning Case Study: Faculty of Medicine, King Khalid University</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Vasanthi%20Muniasamy">Vasanthi Muniasamy</a>, <a href="https://publications.waset.org/abstracts/search?q=Intisar%20Magboul%20Ejalani"> Intisar Magboul Ejalani</a>, <a href="https://publications.waset.org/abstracts/search?q=M.Anandhavalli"> M.Anandhavalli</a>, <a href="https://publications.waset.org/abstracts/search?q=K.%20Gauthaman"> K. Gauthaman</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Social Media (SM) are websites increasingly popular and built to allow people to express themselves and to interact socially with others. Most SMT are dominated by youth particularly college students. The proliferation of popular social media tools, which can accessed from any communication devices has become pervasive in the lives of today’s student life. Connecting traditional education to social media tools are a relatively new era and any collaborative tool could be used for learning activities. This study focuses (i) how the social media tools are useful for the learning activities of the students of faculty of medicine in King Khalid University (ii) whether the social media affects the collaborative learning with interaction among students, among course instructor, their engagement, perceived ease of use and perceived ease of usefulness (TAM) (iii) overall, the students satisfy with this collaborative learning through Social media. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=social%20media" title="social media">social media</a>, <a href="https://publications.waset.org/abstracts/search?q=Web%202.0" title=" Web 2.0"> Web 2.0</a>, <a href="https://publications.waset.org/abstracts/search?q=perceived%20ease%20of%20use" title=" perceived ease of use"> perceived ease of use</a>, <a href="https://publications.waset.org/abstracts/search?q=perceived%20usefulness" title=" perceived usefulness"> perceived usefulness</a>, <a href="https://publications.waset.org/abstracts/search?q=collaborative%20Learning" title=" collaborative Learning"> collaborative Learning</a> </p> <a href="https://publications.waset.org/abstracts/19256/study-on-evaluating-the-utilization-of-social-media-tools-smt-in-collaborative-learning-case-study-faculty-of-medicine-king-khalid-university" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/19256.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">508</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15492</span> Proposing Problem-Based Learning as an Effective Pedagogical Technique for Social Work Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Christine%20K.%20Fulmer">Christine K. Fulmer</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Social work education is competency based in nature. There is an expectation that graduates of social work programs throughout the world are to be prepared to practice at a level of competence, which is beneficial to both the well-being of individuals and community. Experiential learning is one way to prepare students for competent practice. The use of Problem-Based Learning (PBL) is a form experiential education that has been successful in a number of disciplines to bridge the gap between the theoretical concepts in the classroom to the real world. PBL aligns with the constructivist theoretical approach to learning, which emphasizes the integration of new knowledge with the beliefs students already hold. In addition, the basic tenants of PBL correspond well with the practice behaviors associated with social work practice including multi-disciplinary collaboration and critical thinking. This paper makes an argument for utilizing PBL in social work education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=social%20work%20education" title="social work education">social work education</a>, <a href="https://publications.waset.org/abstracts/search?q=problem-based%20learning" title=" problem-based learning"> problem-based learning</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogy" title=" pedagogy"> pedagogy</a>, <a href="https://publications.waset.org/abstracts/search?q=experiential%20learning" title=" experiential learning"> experiential learning</a>, <a href="https://publications.waset.org/abstracts/search?q=constructivist%20theoretical%20approach" title=" constructivist theoretical approach"> constructivist theoretical approach</a> </p> <a href="https://publications.waset.org/abstracts/67887/proposing-problem-based-learning-as-an-effective-pedagogical-technique-for-social-work-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/67887.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">314</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15491</span> An Experimental Study of Online Peer-to-Peer Language Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abrar%20Al-Hasan">Abrar Al-Hasan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Web 2.0 has significantly increased the amount of information available to users not only about firms and their offerings, but also about the activities of other individuals in their networks and markets. It is widely acknowledged that this increased availability of ‘social’ information, particularly about other individuals, is likely to influence a user’s behavior and choices. However, there are very few systematic studies of how such increased information transparency on the behavior of other users in a focal users’ network influences a focal users’ behavior in the emerging marketplace of online language learning. This study seeks to examine the value and impact of ‘social activities’ – wherein, a user sees and interacts with the learning activities of her peers – on her language learning efficiency. An online experiment in a peer-to-peer language marketplace was conducted to compare the learning efficiency of users with ‘social’ information versus users with no ‘social’ information. The results of this study highlight the impact and importance of ‘social’ information within the language learning context. The study concludes by exploring how these insights may inspire new developments in online education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=e-Learning" title="e-Learning">e-Learning</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20learning%20marketplace" title=" language learning marketplace"> language learning marketplace</a>, <a href="https://publications.waset.org/abstracts/search?q=peer-to-peer" title=" peer-to-peer"> peer-to-peer</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20network" title=" social network"> social network</a> </p> <a href="https://publications.waset.org/abstracts/36361/an-experimental-study-of-online-peer-to-peer-language-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/36361.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">385</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15490</span> The Impact of Corporate Social Responsibility and Knowledge Management Factors on University's Students' Learning Process</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Naritphol%20Boonyakiat">Naritphol Boonyakiat</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research attempts to investigate the effects of corporate social responsibility and knowledge management factors on students’ learning process of the Silpakorn University. The goal of this study is to fill the literature gap by gaining an understanding of corporate social responsibility and the knowledge management factors that fundamentally relate to students’ learning process within the university context. Thus, this study will focus on the outcomes that derive from a set of quantitative data that were obtained using Silpakorn university’s database of 200 students. The results represent the perceptions of students regarding the impact of corporate social responsibility and knowledge management factors on their learning process within the university. The findings indicate that corporate social responsibility and knowledge management have significant effects on students’ learning process. This study may assist us in gaining a better understanding of the integrated aspects of university and learning environments to discover how to allocate optimally university’s resources and management approaches to gain benefits from corporate social responsibility and knowledge management practices toward students’ learning process within the university bodies. Therefore, there is a sufficient reason to believe that the findings can contribute to research in the area of CSR, KM and students’ learning process as an essential aspect of university’s stakeholder. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=corporate%20social%20responsibility" title="corporate social responsibility">corporate social responsibility</a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge%20management" title=" knowledge management"> knowledge management</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20process" title=" learning process"> learning process</a>, <a href="https://publications.waset.org/abstracts/search?q=university%E2%80%99s%20students" title=" university’s students"> university’s students</a> </p> <a href="https://publications.waset.org/abstracts/7633/the-impact-of-corporate-social-responsibility-and-knowledge-management-factors-on-universitys-students-learning-process" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/7633.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">317</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15489</span> Preschoolers’ Involvement in Indoor and Outdoor Learning Activities as Predictors of Social Learning Skills in Niger State, Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Okoh%20Charity%20N.">Okoh Charity N.</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study investigated the predictive power of preschoolers’ involvement in indoor and outdoor learning activities on their social learning skills in Niger state, Nigeria. Two research questions and two null hypotheses guided the study. Correlational research design was employed in the study. The population of the study consisted of 8,568 Nursery III preschoolers across the 549 preschools in the five Local Education Authorities in Niger State. A sample of 390 preschoolers drawn through multistage sampling procedure. Two instruments; Preschoolers’ Learning Activities Rating Scale (PLARS) and Preschoolers’ Social Learning Skills Rating Scale (PSLSRS) developed by the researcher were used for data collection. The reliability coefficients obtained for the PLARS and PSLSRS were 0.83 and 0.82, respectively. Data collected were analyzed using simple linear regression. Results showed that 37% of preschoolers’ social learning skills are predicted by their involvement in indoor learning activities, which is statistically significant (p < 0.05). It also shows that 11% of preschoolers’ social learning skills are predicted by their involvement in outdoor learning activities, which is statistically significant (p < 0.05). Therefore, it was recommended among others, that government and school administrators should employ qualified teachers who will stand as role models for preschoolers’ social skills development and provide indoor and outdoor activities and materials for preschoolers in schools. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=preschooler" title="preschooler">preschooler</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20learning" title=" social learning"> social learning</a>, <a href="https://publications.waset.org/abstracts/search?q=indoor%20activities" title=" indoor activities"> indoor activities</a>, <a href="https://publications.waset.org/abstracts/search?q=outdoor%20activities" title=" outdoor activities"> outdoor activities</a> </p> <a href="https://publications.waset.org/abstracts/150984/preschoolers-involvement-in-indoor-and-outdoor-learning-activities-as-predictors-of-social-learning-skills-in-niger-state-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/150984.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">130</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15488</span> Ubiquitous Collaborative Mobile Learning (UCML): A Flexible Instructional Design Model for Social Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hameed%20Olalekan%20Bolaji">Hameed Olalekan Bolaji</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The digital natives are driving the trends of literacy in the use of electronic devices for learning purposes. This has reconfigured the context of learning in the exploration of knowledge in a social learning environment. This study explores the impact of Ubiquitous Collaborative Mobile Learning (UCML) instructional design model in a quantitative designed-based research approach. The UCML model was a synergetic blend of four models that are relevant to the design of instructional content for a social learning environment. The UCML model serves as the treatment and instructions were transmitted via mobile device based on the principle of ‘bring your own device’ (BYOD) to promote social learning. Three research questions and two hypotheses were raised to guide the conduct of this study. A researcher-designed questionnaire was used to collate data and the it was subjected to reliability of Cronbach Alpha which yielded 0.91. Descriptive statistics of mean and standard deviation were used to answer research questions while inferential statistics of independent sample t-test was used to analyze the hypotheses. The findings reveal that the UCML model was adequately evolved and it promotes social learning its design principles through the use of mobile devices. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=collaboration" title="collaboration">collaboration</a>, <a href="https://publications.waset.org/abstracts/search?q=mobile%20device" title=" mobile device"> mobile device</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20learning" title=" social learning"> social learning</a>, <a href="https://publications.waset.org/abstracts/search?q=ubiquitous" title=" ubiquitous"> ubiquitous</a> </p> <a href="https://publications.waset.org/abstracts/122820/ubiquitous-collaborative-mobile-learning-ucml-a-flexible-instructional-design-model-for-social-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/122820.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">157</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15487</span> The Design and Applied of Learning Management System via Social Media on Internet: Case Study of Operating System for Business Subject</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Pimploi%20Tirastittam">Pimploi Tirastittam</a>, <a href="https://publications.waset.org/abstracts/search?q=Sawanath%20Treesathon"> Sawanath Treesathon</a>, <a href="https://publications.waset.org/abstracts/search?q=Amornrath%20Ongkawat"> Amornrath Ongkawat</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Learning Management System (LMS) is the system which uses to manage the learning in order to grouping the content and learning activity between the lecturer and learner including online examination and evaluation. Nowadays, it is the borderless learning era so the learning activities can be accessed from everywhere in the world and also anytime via the information technology and media. The learner can easily access to the knowledge so the different in time and distance is not a constraint for learning anymore. The learning pattern which was used in this research is the integration of the in-class learning and online learning via internet and will be able to monitor the progress by the Learning management system which will create the fast response and accessible learning process via the social media. In order to increase the capability and freedom of the learner, the system can show the current and history of the learning document, video conference and also has the chat room for the learner and lecturer to interact to each other. So the objectives of the “The Design and Applied of Learning Management System via Social Media on Internet: Case Study of Operating System for Business Subject” are to expand the opportunity of learning and to increase the efficiency of learning as well as increase the communication channel between lecturer and student. The data of this research was collect from 30 users of the system which are students who enroll in the subject. And the result of the research is in the “Very Good” which is conformed to the hypothesis. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Learning%20Management%20System" title="Learning Management System">Learning Management System</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20media" title=" social media"> social media</a>, <a href="https://publications.waset.org/abstracts/search?q=Operating%20System" title=" Operating System"> Operating System</a>, <a href="https://publications.waset.org/abstracts/search?q=information%20technology" title=" information technology "> information technology </a> </p> <a href="https://publications.waset.org/abstracts/27247/the-design-and-applied-of-learning-management-system-via-social-media-on-internet-case-study-of-operating-system-for-business-subject" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/27247.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">356</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15486</span> Hate Speech Detection Using Deep Learning and Machine Learning Models</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nabil%20Shawkat">Nabil Shawkat</a>, <a href="https://publications.waset.org/abstracts/search?q=Jamil%20Saquer"> Jamil Saquer</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Social media has accelerated our ability to engage with others and eliminated many communication barriers. On the other hand, the widespread use of social media resulted in an increase in online hate speech. This has drastic impacts on vulnerable individuals and societies. Therefore, it is critical to detect hate speech to prevent innocent users and vulnerable communities from becoming victims of hate speech. We investigate the performance of different deep learning and machine learning algorithms on three different datasets. Our results show that the BERT model gives the best performance among all the models by achieving an F1-score of 90.6% on one of the datasets and F1-scores of 89.7% and 88.2% on the other two datasets. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=hate%20speech" title="hate speech">hate speech</a>, <a href="https://publications.waset.org/abstracts/search?q=machine%20learning" title=" machine learning"> machine learning</a>, <a href="https://publications.waset.org/abstracts/search?q=deep%20learning" title=" deep learning"> deep learning</a>, <a href="https://publications.waset.org/abstracts/search?q=abusive%20words" title=" abusive words"> abusive words</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20media" title=" social media"> social media</a>, <a href="https://publications.waset.org/abstracts/search?q=text%20classification" title=" text classification"> text classification</a> </p> <a href="https://publications.waset.org/abstracts/164751/hate-speech-detection-using-deep-learning-and-machine-learning-models" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/164751.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">136</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15485</span> Social Media Engagement in Academic Library to Advocate Participatory Service towards Dynamic Learning Community</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Siti%20Marlia%20Abd%20Rahim">Siti Marlia Abd Rahim</a>, <a href="https://publications.waset.org/abstracts/search?q=Mad%20Khir%20Johari%20Abdullah%20Sani"> Mad Khir Johari Abdullah Sani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The ever-increasing use of social media applications by library users has raised concerns about the purpose and effectiveness of these platforms in academic libraries. While social media has the potential to revolutionize library services, its usage for non-educational purposes and security concerns have hindered its full potential. This paper aims to address the user behavioral factors affecting social media engagement in academic libraries and examine the impact of social media engagement on user participation. Additionally, it seeks to measure the effect of user participation in social media on the development of powerful learning communities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=social%20media%20adoption" title="social media adoption">social media adoption</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20media%20engagement" title=" social media engagement"> social media engagement</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20library" title=" academic library"> academic library</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20media%20in%20academic%20library" title=" social media in academic library"> social media in academic library</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20community" title=" learning community"> learning community</a> </p> <a href="https://publications.waset.org/abstracts/170952/social-media-engagement-in-academic-library-to-advocate-participatory-service-towards-dynamic-learning-community" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/170952.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">117</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15484</span> Expansion of Subjective Learning at Japanese Universities: Experiential Learning Based on Social Participation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kumiko%20Inagaki">Kumiko Inagaki</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Qualitative changes to the undergraduate education have recently become the focus of attention in Japan. This is occurring against the backdrop of declining birthrate and increasing university enrollment, as well as drastic societal changes of advance toward globalization and a knowledge-based society. This paper describes the cases of Japanese universities that promoted various forms of experiential learning around the theme of social participation. The opportunity of learning through practical experience, where students turn their attention to social problems and take pains to consider means of resolving them, creates opportunities to demonstrate “human power” applicable to all sorts of activities the following graduation, thereby guaranteeing students’ continuous growth throughout their careers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=career%20education" title="career education">career education</a>, <a href="https://publications.waset.org/abstracts/search?q=experiential%20learning" title=" experiential learning"> experiential learning</a>, <a href="https://publications.waset.org/abstracts/search?q=subjective%20learning" title=" subjective learning"> subjective learning</a>, <a href="https://publications.waset.org/abstracts/search?q=university%20education" title=" university education"> university education</a> </p> <a href="https://publications.waset.org/abstracts/50525/expansion-of-subjective-learning-at-japanese-universities-experiential-learning-based-on-social-participation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/50525.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">310</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15483</span> Efficacy of Social-emotional Learning Programs Amongst First-generation Immigrant Children in Canada and The United States- A Scoping Review</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Maria%20Gabrielle%20%22Abby%22%20Dalmacio">Maria Gabrielle "Abby" Dalmacio</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Social-emotional learning is a concept that is garnering more importance when considering the development of young children. The aim of this scoping literature review is to explore the implementation of social-emotional learning programs conducted with first-generation immigrant young children ages 3-12 years in North America. This review of literature focuses on social-emotional learning programs taking place in early childhood education centres and elementary school settings that include the first-generation immigrant children population to determine if and how their understanding of social-emotional learning skills may be impacted by the curriculum being taught through North American educational pedagogy. Research on early childhood education and social-emotional learning reveals the lack of inter-cultural adaptability in social emotional learning programs and the potential for immigrant children as being assessed as developmentally delayed due to programs being conducted through standardized North American curricula. The results of this review point to a need for more research to be conducted with first-generation immigrant children to help reform social-emotional learning programs to be conducive for each child’s individual development. There remains to be a gap of knowledge in the current literature on social-emotional learning programs and how educators can effectively incorporate the intercultural perspectives of first-generation immigrant children in early childhood education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=early%20childhood%20education" title="early childhood education">early childhood education</a>, <a href="https://publications.waset.org/abstracts/search?q=social-emotional%20learning" title=" social-emotional learning"> social-emotional learning</a>, <a href="https://publications.waset.org/abstracts/search?q=first-generation%20immigrant%20children" title=" first-generation immigrant children"> first-generation immigrant children</a>, <a href="https://publications.waset.org/abstracts/search?q=north%20america" title=" north america"> north america</a>, <a href="https://publications.waset.org/abstracts/search?q=inter-cultural%20perspectives" title=" inter-cultural perspectives"> inter-cultural perspectives</a>, <a href="https://publications.waset.org/abstracts/search?q=cultural%20diversity" title=" cultural diversity"> cultural diversity</a>, <a href="https://publications.waset.org/abstracts/search?q=early%20educational%20frameworks" title=" early educational frameworks"> early educational frameworks</a> </p> <a href="https://publications.waset.org/abstracts/173802/efficacy-of-social-emotional-learning-programs-amongst-first-generation-immigrant-children-in-canada-and-the-united-states-a-scoping-review" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/173802.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">100</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15482</span> Students’ Perceptions of the Use of Social Media in Higher Education in Saudi Arabia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Omar%20Alshehri">Omar Alshehri</a>, <a href="https://publications.waset.org/abstracts/search?q=Vic%20Lally"> Vic Lally</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper examined the attitudes of using social media tools to support learning at a university in Saudi Arabia. Moreover, it investigated the students’ current usage of these tools and examined the barriers they could face during the use of social media tools in the education process. Participants in this study were 42 university students. A web-based survey was used to collect data for this study. The results indicate that all of the students were familiar with social media and had used at least one type of social media for learning. It was found out that all students had very positive attitudes towards the use of social media and welcomed using these tools as a supplementary to the curriculum. However, the results indicated that the major barriers to using these tools in learning were distraction, opposing Islamic religious teachings, privacy issues, and cyberbullying. The study recommended that this study could be replicated at other Saudi universities to investigate factors and barriers that might affect Saudi students’ attitudes toward using social media to support learning. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=barriers%20to%20social%20media%20use" title="barriers to social media use">barriers to social media use</a>, <a href="https://publications.waset.org/abstracts/search?q=benefits%20of%20social%20media%20use" title=" benefits of social media use"> benefits of social media use</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=Saudi%20Arabia" title=" Saudi Arabia"> Saudi Arabia</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20media" title=" social media"> social media</a> </p> <a href="https://publications.waset.org/abstracts/103367/students-perceptions-of-the-use-of-social-media-in-higher-education-in-saudi-arabia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/103367.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">167</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15481</span> The Adoption of Mobile Learning in Saudi Women Faculty in King Abdulaziz University</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Leena%20Alfarani">Leena Alfarani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Although mobile devices are ubiquitous on university campuses, teacher-readiness for mobile learning has yet to be fully explored in the non-western nations. This study shows that two main factors affect the adoption and use of m-learning among female teachers within a university in Saudi Arabia—resistance to change and perceived social culture. These determinants of the current use and intention to use of m-learning were revealed through the analysis of an online questionnaire completed by 165 female faculty members. This study reveals several important issues for m-learning research and practice. The results further extend the body of knowledge in the field of m-learning, with the findings revealing that resistance to change and perceived social culture are significant determinants of the current use of and the intention to use m-learning. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=blended%20learning" title="blended learning">blended learning</a>, <a href="https://publications.waset.org/abstracts/search?q=mobile%20learning" title=" mobile learning"> mobile learning</a>, <a href="https://publications.waset.org/abstracts/search?q=technology%20adoption" title=" technology adoption"> technology adoption</a>, <a href="https://publications.waset.org/abstracts/search?q=devices" title=" devices"> devices</a> </p> <a href="https://publications.waset.org/abstracts/28249/the-adoption-of-mobile-learning-in-saudi-women-faculty-in-king-abdulaziz-university" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/28249.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">464</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15480</span> Competences for Learning beyond the Academic Context</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Cristina%20Galv%C3%A1n-Fern%C3%A1ndez">Cristina Galván-Fernández </a> </p> <p class="card-text"><strong>Abstract:</strong></p> Students differentiate the different contexts of their lives as well as employment, hobbies or studies. In higher education is needed to transfer the experiential knowledge to theory and viceversa. However, is difficult to achieve than students use their personal experiences and social readings for get the learning evidences. In an experience with 178 education students from Chile and Spain we have used an e-portfolio system and a methodology for 4 years with the aims of help them to: 1) self-regulate their learning process and 2) use social networks and professional experiences for make the learning evidences. These two objectives have been controlled by interviews to the same students in different moments and two questionnaires. The results of this study show that students recognize the ownership of their learning and progress in planning and reflection of their own learning. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=competences" title="competences">competences</a>, <a href="https://publications.waset.org/abstracts/search?q=e-portfolio" title=" e-portfolio"> e-portfolio</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=self-regulation" title=" self-regulation"> self-regulation</a> </p> <a href="https://publications.waset.org/abstracts/59108/competences-for-learning-beyond-the-academic-context" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/59108.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">299</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15479</span> A Theoretical Framework on Using Social Stories with the Creative Arts for Individuals on the Autistic Spectrum</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=R.%20Bawazir">R. Bawazir</a>, <a href="https://publications.waset.org/abstracts/search?q=P.%20Jones"> P. Jones</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Social Stories are widely used to teach social and communication skills or concepts to individuals on the autistic spectrum. This paper presents a theoretical framework for using Social Stories in conjunction with the creative arts. The paper argues that Bandura’s social learning theory can be used to explain the mechanisms behind Social Stories and the way they influence changes in response, while Gardner’s multiple intelligences theory can be used simultaneously to demonstrate the role of the creative arts in learning. By using Social Stories with the creative arts for individuals on the autistic spectrum, the aim is to meet individual needs and help individuals with autism to develop in different areas of learning and communication. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=individuals%20on%20the%20autistic%20spectrum" title="individuals on the autistic spectrum">individuals on the autistic spectrum</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20stories" title=" social stories"> social stories</a>, <a href="https://publications.waset.org/abstracts/search?q=the%20creative%20arts" title=" the creative arts"> the creative arts</a>, <a href="https://publications.waset.org/abstracts/search?q=theoretical%20framework" title=" theoretical framework"> theoretical framework</a> </p> <a href="https://publications.waset.org/abstracts/63881/a-theoretical-framework-on-using-social-stories-with-the-creative-arts-for-individuals-on-the-autistic-spectrum" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/63881.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">321</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15478</span> Students’ Perceptions of Mobile Learning: Case Study of Kuwait</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rana%20AlHajri">Rana AlHajri</a>, <a href="https://publications.waset.org/abstracts/search?q=Salah%20Al-Sharhan"> Salah Al-Sharhan</a>, <a href="https://publications.waset.org/abstracts/search?q=Ahmed%20Al-Hunaiyyan"> Ahmed Al-Hunaiyyan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Mobile learning is a new learning landscape that offers opportunity for collaborative, personal, informal, and students’ centered learning environment. In implementing any learning system such as a mobile learning environment, learners’ expectations should be taken into consideration. However, there is a lack of studies on this aspect, particularly in the context of Kuwait higher education (HE) institutions. This study focused on how students perceive the use of mobile devices in learning. Although m-learning is considered as an effective educational tool in developed countries, it is not yet fully utilized in Kuwait. The study reports on the results of a survey conducted on 623 HE students in Kuwait to a better understand students' perceptions and opinions about the effectiveness of using mobile learning systems. An analysis of quantitative survey data is presented. The findings indicated that Kuwait HE students are very familiar with mobile devices and its applications. The results also reveal that students have positive perceptions of m-learning, and believe that video-based social media applications enhance the teaching and learning process. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title="higher education">higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=mobile%20learning" title=" mobile learning"> mobile learning</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20media" title=" social media"> social media</a>, <a href="https://publications.waset.org/abstracts/search?q=students%E2%80%99%20perceptions" title=" students’ perceptions"> students’ perceptions</a> </p> <a href="https://publications.waset.org/abstracts/63997/students-perceptions-of-mobile-learning-case-study-of-kuwait" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/63997.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">369</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15477</span> Technology, Music Education, and Social-Emotional Learning in Latin America</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jinan%20Laurentia%20Woo">Jinan Laurentia Woo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper explores the intersection of technology, music education, and social-emotional learning (SEL) with a focus on Latin America. It delves into the impact of music education on social-emotional skills development, highlighting the universal significance of music across various life stages. The integration of artificial intelligence (AI) in music education is discussed, emphasizing its potential to enhance learning experiences. The paper also examines the implementation of SEL strategies in Latin American public schools, emphasizing the importance of fostering social-emotional well-being in educational settings. Challenges such as unequal access to technology and education in the region are addressed, calling for further research and investment in tech-assisted music education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=music%20education" title="music education">music education</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20emotional%20learning" title=" social emotional learning"> social emotional learning</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20technology" title=" educational technology"> educational technology</a>, <a href="https://publications.waset.org/abstracts/search?q=Latin%20America" title=" Latin America"> Latin America</a>, <a href="https://publications.waset.org/abstracts/search?q=artificial%20intelligence" title=" artificial intelligence"> artificial intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=music" title=" music"> music</a> </p> <a href="https://publications.waset.org/abstracts/183500/technology-music-education-and-social-emotional-learning-in-latin-america" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/183500.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">59</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15476</span> Designing Social Media into Higher Education Courses</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Thapanee%20Seechaliao">Thapanee Seechaliao</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research paper presents guiding on how to design social media into higher education courses. The research methodology used a survey approach. The research instrument was a questionnaire about guiding on how to design social media into higher education courses. Thirty-one lecturers completed the questionnaire. The data were scored by frequency and percentage. The research results were the lecturers’ opinions concerning the designing social media into higher education courses as follows: 1) Lecturers deem that the most suitable learning theory is Collaborative Learning. 2) Lecturers consider that the most important learning and innovation Skill in the 21st century is communication and collaboration skills. 3) Lecturers think that the most suitable evaluation technique is authentic assessment. 4) Lecturers consider that the most appropriate portion used as blended learning should be 70% in the classroom setting and 30% online. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=instructional%20design" title="instructional design">instructional design</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20media" title=" social media"> social media</a>, <a href="https://publications.waset.org/abstracts/search?q=courses" title=" courses"> courses</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a> </p> <a href="https://publications.waset.org/abstracts/31427/designing-social-media-into-higher-education-courses" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/31427.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">510</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15475</span> The Use of Social Networking Sites in eLearning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Clifford%20De%20Raffaele">Clifford De Raffaele</a>, <a href="https://publications.waset.org/abstracts/search?q=Luana%20Bugeja"> Luana Bugeja</a>, <a href="https://publications.waset.org/abstracts/search?q=Serengul%20Smith"> Serengul Smith</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The adaptation of social networking sites within higher education has garnered significant interest in the recent years with numerous researches considering it as a possible shift from the traditional classroom based learning paradigm. Notwithstanding this increase in research and conducted studies however, the adaption of SNS based modules have failed to proliferate within Universities. This paper, commences its contribution by analyzing the various models and theories proposed in literature and amalgamates together various effective aspects for the inclusion of social technology within e-Learning. A three phased framework is further proposed which details the necessary considerations for the successful adaptation of SNS in enhancing the students learning experience. This proposal outlines the theoretical foundations which will be analyzed in practical implementation across international university campuses. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=eLearning" title="eLearning">eLearning</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20network%20sites" title=" social network sites"> social network sites</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20learning" title=" student learning"> student learning</a> </p> <a href="https://publications.waset.org/abstracts/26573/the-use-of-social-networking-sites-in-elearning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/26573.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">340</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15474</span> Start Talking in an E-Learning Environment: Building and Sustaining Communities of Practice</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Melissa%20C.%20LaDuke">Melissa C. LaDuke</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this literature review was to identify the use of online communities of practice (CoPs) within e-learning environments as a method to build social interaction and student-centered educational experiences. A literature review was conducted to survey and collect scholarly thoughts concerning CoPs from a variety of sources. Data collected included best practices, ties to educational theories, and examples of online CoPs. Social interaction has been identified as a critical piece of the learning infrastructure, specifically for adult learners. CoPs are an effective way to help students connect to each other and the material of interest. The use of CoPs falls in line with many educational theories, including situated learning theory, social constructivism, connectivism, adult learning theory, and motivation. New literacies such as social media and gamification can help increase social interaction in online environments and provide methods to host CoPs. Steps to build and sustain a CoP were discussed in addition to CoP considerations and best practices. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=community%20of%20practice" title="community of practice">community of practice</a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge%20sharing" title=" knowledge sharing"> knowledge sharing</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20interaction" title=" social interaction"> social interaction</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20course%20design" title=" online course design"> online course design</a>, <a href="https://publications.waset.org/abstracts/search?q=new%20literacies" title=" new literacies"> new literacies</a> </p> <a href="https://publications.waset.org/abstracts/144460/start-talking-in-an-e-learning-environment-building-and-sustaining-communities-of-practice" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/144460.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">92</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15473</span> Transformative Learning and the Development of Cultural Humility in Social Work Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ruilin%20Zhu">Ruilin Zhu</a>, <a href="https://publications.waset.org/abstracts/search?q=Katarzyna%20Olco%C5%84"> Katarzyna Olcoń</a>, <a href="https://publications.waset.org/abstracts/search?q=Rose%20M.%20Pulliam"> Rose M. Pulliam</a>, <a href="https://publications.waset.org/abstracts/search?q=Dorie%20J.%20Gilbert"> Dorie J. Gilbert</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Cultural humility is increasingly important in social work literature, given its emphasis on mitigating power imbalances in helping relationships, particularly across cultural differences. Consequently, there is a need to understand whether and how cultural humility can be taught in social work education. Relying on ethnographic observations and reflective journals from a cultural immersion program, this study identified the learning process required to develop cultural humility: confusion and discomfort, re-moulding, and humility in action. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=social%20work%20education" title="social work education">social work education</a>, <a href="https://publications.waset.org/abstracts/search?q=cultural%20humility" title=" cultural humility"> cultural humility</a>, <a href="https://publications.waset.org/abstracts/search?q=transformative%20learning%20theory" title=" transformative learning theory"> transformative learning theory</a>, <a href="https://publications.waset.org/abstracts/search?q=study%20abroad" title=" study abroad"> study abroad</a>, <a href="https://publications.waset.org/abstracts/search?q=ethnographic%20observations" title=" ethnographic observations"> ethnographic observations</a> </p> <a href="https://publications.waset.org/abstracts/151425/transformative-learning-and-the-development-of-cultural-humility-in-social-work-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/151425.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">154</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15472</span> Integration of Social Media in Teaching and Learning Activities: A Case Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=A.%20Nagaletchimee%20Annamalai">A. Nagaletchimee Annamalai</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study investigated on how a small group of pre-service teachers and lecturers used social media to interact and collaborate to complete their tasks. The study is a qualitative case study that explored the lecturers’ reflections and pre-service teachers’ interviews. The lecturers were given the option to choose Facebook or any other social media as their teaching and learning platforms. However, certain guidelines based on were given to lecturers to conduct their teaching and learning activities. The findings revealed that although Facebook was a popular social networking site, it was not a preferred educational platform. Lecturers preferred to use WhatsApp, Canvas, and email. The focus group interview found positive and negative experiences of the pre-service teachers. The study suggested several pedagogical implications and importantly highlighted the need for changes in curriculum to ensure lecturers leverage the potential of technology in education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=social%20media" title="social media">social media</a>, <a href="https://publications.waset.org/abstracts/search?q=interactions" title=" interactions"> interactions</a>, <a href="https://publications.waset.org/abstracts/search?q=collaboration" title=" collaboration"> collaboration</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20learning%20environment" title=" online learning environment"> online learning environment</a> </p> <a href="https://publications.waset.org/abstracts/74865/integration-of-social-media-in-teaching-and-learning-activities-a-case-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/74865.pdf" 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