Öz
The recent advancements in mobile technologies and widespread use of social media have initiated the utilization of different mobile social media apps in educational context. In many cases, the focus of attention has been the adaptation of these apps on teaching/learning processes. Unfortunately, providing communication among educational institutions or supporting administration processes has been underestimated. This paper shows an implementation of a social media app called “Band” from South Korea. The researcher focused on a private institution in which the Band app was utilized for nearly two years to serve administration and communicative purposes among students, professors and managers. This paper demonstrates how to use the Band app, its usage statistics for two years, survey results from students (n=52) and email interviews from professors (n=5). Although both professors and students have some issues (such as the quality of some contents and frequency of posts), the general findings about the adaptation of the Band app were positive enough to support its contribution to the faculty.
Anahtar Kelimeler
Instructional Technology Education Management Higher Education South Korea Band
Kaynakça
- AL-EMRAN, M., Elsherif, H. M., & Shaalan, K. (2016). Investigating attitudes towards the use of mobile learning in higher education. Computers in Human Behavior, 56, 93–102. https://doi.org/10.1016/j.chb.2015.11.033
- APP FOR TEACHERS AND ORGANIZERS (2018). App for teachers and organizers. Retrieved from https://band.us/about/school-app
- APPLE STORE PREVIEW. (2018). Band – App for all groups. Retrieved from https://itunes.apple.com/app/id542613198?mt=8
- AU-YONG-OLIVEIRA, M., Gonçalves, R., Martins, J., & Branco, F. (2018). The social impact of technology on millennials and consequences for higher education and leadership. Telematics and Informatics, 35(4), 954–963. https://doi.org/10.1016/j.tele.2017.10.007
- BAND - Organize your groups. (2018). Band – Organize your groups. Retrieved from https://band.us/
- BOLGER F., & Wright G. (1992). Reliability and validity in expert judgment. Expertise and Decision Support, Springer, Boston, MA, pp. 47-76.
- eMARKETER (2017, January 09). South Korean social apps hold off Facebook - for now. Retrieved from https://www.emarketer.com/Article/South-Korean-Social-Apps-Hold-Off-Facebookfor-Now/1014993
- FRAENKEL, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education (8th ed.). New York: McGraw-Hill.
- GIKAS, J., & Grant, M. M. (2013). Mobile computing devices in higher education: Student perspectives on learning with cellphones, smartphones & social media. Internet and Higher Education, 19, 18–26. https://doi.org/10.1016/j.iheduc.2013.06.002
- GOH, T., Seet, B., & Chen, N. (2012). The impact of persuasive SMS on students’ self-regulated learning. British Journal of Educational Technology, 43(4), 624–640. https://doi.org/10.1111/j.1467-8535.2011.01236.x
- JOHNSON, R. B., & Christensen, L. B. (2004). Educational Research: Quantitative, Qualitative, and Mixed Approaches. Boston, MA: Allyn and Bacon.
- JONES, G., Edwards, G., & Reid, A. (2009). How can mobile SMS communication support and enhance a first year undergraduate learning environment? ALT-J. Research in Learning Technology, 17(3), 201–218. https://doi.org/10.1080/09687760903247625
- MANCA, S., & Ranieri, M. (2016). Facebook and the others. Potentials and obstacles of social media for teaching in higher education. Computers & Education, 95, 216–230. https://doi.org/10.1016/j.compedu.2016.01.012
- MARTINS, J., Gonçalves, R., Oliveira, T., Cota, M., & Branco, F. (2016). Understanding the determinants of social network sites adoption at firm level: A mixed methodology approach. Electronic Commerce Research and Applications, 18, 10–26. https://doi.org/10.1016/j.elerap.2016.05.002
- NAISMITH, L. (2007). Using text messaging to support administrative communication in higher education. Active Learning in Higher Education, 8(2), 155–171. https://doi.org/10.1177/1469787407078000
- NAVER (2017). Company. Retrieved from https://www.navercorp.com/en/naver/company O’CONNOR, S., & Andrews, T. (2018). Smartphones and mobile applications (apps) in clinical nursing education: A student perspective. Nurse Education Today, 69, 172–178. https://doi.org/10.1016/j.nedt.2018.07.013
- OGARA, S. O., Koh, C. E., & Prybutok, V. R. (2014). Investigating factors affecting social presence and user satisfaction with mobile instant messaging. Computers in Human Behavior, 36, 453–459. https://doi.org/10.1016/j.chb.2014.03.064
- PANIGRAHI, R., Srivastava, P. R., & Sharma, D. (2018). Online learning: Adoption, continuance, and learning outcome - A review of literature. International Journal of Information Management, 43, 1–14. https://doi.org/10.1016/j.ijinfomgt.2018.05.005
- ROBLYER, M. D., McDaniel, M., Webb, M., Herman, J., & Witty, J. V. (2010). Findings on Facebook in higher education: A comparison of college faculty and student uses and perceptions of social networking sites. Internet and Higher Education, 13(3), 134–140. https://doi.org/10.1016/j.iheduc.2010.03.002
- SAORIN, J. L., de La Torre, J., Martin, N., & Carbonell, C. (2013). Education working group management using digital tablets. Presented at 3rd World Conference on Learning, Teaching and Educational Leadership (WCLTA-2012). Procedia: Social and Behavioral Sciences, 93, 1569–1573. https://doi.org/10.1016/j.sbspro.2013.10.083
- SO, S. (2016). Mobile instant messaging support for teaching and learning in higher education. Internet and Higher Education, 31, 32–42. https://doi.org/10.1016/j.iheduc.2016.06.001
- TIMMIS, S. (2012). Constant companions: Instant messaging conversations as sustainable supportive study structures amongst undergraduate peers. Computers & Education, 59(1), 3–18. https://doi.org/10.1016/j.compedu.2011.09.026
- VROCHARIDOU, A., & Efthymiou, I. (2012). Computer mediated communication for social and academic purposes: Profiles of use and university students’ gratifications. Computers & Education, 58(1), 609–616. https://doi.org/10.1016/j.compedu.2011.09.015
- WATANABE, C., Naveed, K., & Neittaanmäki, P. (2017). Co-evolution between trust in teachers and higher education toward digitally-rich learning environments. Technology in Society, 48, 70–96. https://doi.org/10.1016/j.techsoc.2016.11.001
- WHY BAND (2018). Why Band. Retrieved from https://band.us/about/why-band
- WORLD ECONOMIC FORUM (2018, February 06). South Korea and Sweden are the most innovative countries in the world. Retrieved from https://www.weforum.org/agenda/2018/02/south-korea-and-sweden-are-the-most-innovative-countries-in-the-world/
Öz
Mobil teknolojilerdeki son gelişmeler ve sosyal medyanın yaygın kullanımı, farklı mobil sosyal medya uygulamalarının eğitim ortamlarında kullanılmasına yol açmıştır. Birçok durumda, bu uygulamaların odağı öğretme / öğrenme süreçlerine uyarlanması şeklinde olmuştur. Ne yazık ki, eğitim kurumu bünyesinde iletişimin sağlaması veya yönetim süreçlerinde destekleyici araç olarak kullanılması boyutları gözardı edilmiştir. Bu makale Güney Kore'den “Band” adlı bir sosyal medya uygulamasının bir uygulamasını sunmaktadır. Araştırmacı, Band uygulamasının öğrenciler, öğretim elemanları ve yöneticiler arasında yönetim ve iletişim amaçlarına hizmet etmek üzere kullanıldığı özel bir kuruma odaklanmaktadır. Bu çalışma Band uygulamasının iki yıllık kullanım istatistiklerini, öğrenci anket sonuçlarını (n = 52) ve öğretim elemanları (n = 5) e-posta görüşmelerini içermektedir. Hem öğretim elemanlarının hem de öğrencilerin bazı endişeleri olmasına rağmen (bazı içeriklerin kalitesi ve gönderilerin sıklığı gibi), Band uygulamasının kuruma uyarlanmasıyla ilgili genel bulgular fakülteye olumlu katkısını destekleyecek niteliktedir.
Anahtar Kelimeler
Öğretim Teknolojisi Eğitim Yönetimi Yüksek Öğretim Güney Kore Band
Kaynakça
- AL-EMRAN, M., Elsherif, H. M., & Shaalan, K. (2016). Investigating attitudes towards the use of mobile learning in higher education. Computers in Human Behavior, 56, 93–102. https://doi.org/10.1016/j.chb.2015.11.033
- APP FOR TEACHERS AND ORGANIZERS (2018). App for teachers and organizers. Retrieved from https://band.us/about/school-app
- APPLE STORE PREVIEW. (2018). Band – App for all groups. Retrieved from https://itunes.apple.com/app/id542613198?mt=8
- AU-YONG-OLIVEIRA, M., Gonçalves, R., Martins, J., & Branco, F. (2018). The social impact of technology on millennials and consequences for higher education and leadership. Telematics and Informatics, 35(4), 954–963. https://doi.org/10.1016/j.tele.2017.10.007
- BAND - Organize your groups. (2018). Band – Organize your groups. Retrieved from https://band.us/
- BOLGER F., & Wright G. (1992). Reliability and validity in expert judgment. Expertise and Decision Support, Springer, Boston, MA, pp. 47-76.
- eMARKETER (2017, January 09). South Korean social apps hold off Facebook - for now. Retrieved from https://www.emarketer.com/Article/South-Korean-Social-Apps-Hold-Off-Facebookfor-Now/1014993
- FRAENKEL, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education (8th ed.). New York: McGraw-Hill.
- GIKAS, J., & Grant, M. M. (2013). Mobile computing devices in higher education: Student perspectives on learning with cellphones, smartphones & social media. Internet and Higher Education, 19, 18–26. https://doi.org/10.1016/j.iheduc.2013.06.002
- GOH, T., Seet, B., & Chen, N. (2012). The impact of persuasive SMS on students’ self-regulated learning. British Journal of Educational Technology, 43(4), 624–640. https://doi.org/10.1111/j.1467-8535.2011.01236.x
- JOHNSON, R. B., & Christensen, L. B. (2004). Educational Research: Quantitative, Qualitative, and Mixed Approaches. Boston, MA: Allyn and Bacon.
- JONES, G., Edwards, G., & Reid, A. (2009). How can mobile SMS communication support and enhance a first year undergraduate learning environment? ALT-J. Research in Learning Technology, 17(3), 201–218. https://doi.org/10.1080/09687760903247625
- MANCA, S., & Ranieri, M. (2016). Facebook and the others. Potentials and obstacles of social media for teaching in higher education. Computers & Education, 95, 216–230. https://doi.org/10.1016/j.compedu.2016.01.012
- MARTINS, J., Gonçalves, R., Oliveira, T., Cota, M., & Branco, F. (2016). Understanding the determinants of social network sites adoption at firm level: A mixed methodology approach. Electronic Commerce Research and Applications, 18, 10–26. https://doi.org/10.1016/j.elerap.2016.05.002
- NAISMITH, L. (2007). Using text messaging to support administrative communication in higher education. Active Learning in Higher Education, 8(2), 155–171. https://doi.org/10.1177/1469787407078000
- NAVER (2017). Company. Retrieved from https://www.navercorp.com/en/naver/company O’CONNOR, S., & Andrews, T. (2018). Smartphones and mobile applications (apps) in clinical nursing education: A student perspective. Nurse Education Today, 69, 172–178. https://doi.org/10.1016/j.nedt.2018.07.013
- OGARA, S. O., Koh, C. E., & Prybutok, V. R. (2014). Investigating factors affecting social presence and user satisfaction with mobile instant messaging. Computers in Human Behavior, 36, 453–459. https://doi.org/10.1016/j.chb.2014.03.064
- PANIGRAHI, R., Srivastava, P. R., & Sharma, D. (2018). Online learning: Adoption, continuance, and learning outcome - A review of literature. International Journal of Information Management, 43, 1–14. https://doi.org/10.1016/j.ijinfomgt.2018.05.005
- ROBLYER, M. D., McDaniel, M., Webb, M., Herman, J., & Witty, J. V. (2010). Findings on Facebook in higher education: A comparison of college faculty and student uses and perceptions of social networking sites. Internet and Higher Education, 13(3), 134–140. https://doi.org/10.1016/j.iheduc.2010.03.002
- SAORIN, J. L., de La Torre, J., Martin, N., & Carbonell, C. (2013). Education working group management using digital tablets. Presented at 3rd World Conference on Learning, Teaching and Educational Leadership (WCLTA-2012). Procedia: Social and Behavioral Sciences, 93, 1569–1573. https://doi.org/10.1016/j.sbspro.2013.10.083
- SO, S. (2016). Mobile instant messaging support for teaching and learning in higher education. Internet and Higher Education, 31, 32–42. https://doi.org/10.1016/j.iheduc.2016.06.001
- TIMMIS, S. (2012). Constant companions: Instant messaging conversations as sustainable supportive study structures amongst undergraduate peers. Computers & Education, 59(1), 3–18. https://doi.org/10.1016/j.compedu.2011.09.026
- VROCHARIDOU, A., & Efthymiou, I. (2012). Computer mediated communication for social and academic purposes: Profiles of use and university students’ gratifications. Computers & Education, 58(1), 609–616. https://doi.org/10.1016/j.compedu.2011.09.015
- WATANABE, C., Naveed, K., & Neittaanmäki, P. (2017). Co-evolution between trust in teachers and higher education toward digitally-rich learning environments. Technology in Society, 48, 70–96. https://doi.org/10.1016/j.techsoc.2016.11.001
- WHY BAND (2018). Why Band. Retrieved from https://band.us/about/why-band
- WORLD ECONOMIC FORUM (2018, February 06). South Korea and Sweden are the most innovative countries in the world. Retrieved from https://www.weforum.org/agenda/2018/02/south-korea-and-sweden-are-the-most-innovative-countries-in-the-world/
Ayrıntılar
| Birincil Dil | İngilizce |
|---|---|
| Bölüm | Araştırma Makaleleri |
| Yazarlar | |
| Yayımlanma Tarihi | 27 Nisan 2020 |
| Yayımlandığı Sayı | Yıl 2021Sayı: 21 |
- Makale Dosyaları
