Arshad, M., & Akram, M. S. (2018). Social Media Adoption by the Academic Community: Theoretical Insights and Empirical Evidence From Developing Countries. The International Review of Research in Open and Distributed Learning
(3). Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/3500
Building on the social constructivist paradigm and technology acceptance model, we propose a conceptual model to assess social media adoption in academia by incorporating collaboration, communication, and resource sharing as predictors of social media adoption, whereas perceived ease of use and perceived usefulness act as mediators in this relationship.
According to the latest social media statistics, there are more than 2 billion Facebook users, more than 300 million Twitter users, more than 500 million Google+ users, and more than 400 million LinkedIn users (InternetLiveStats, 2018).
although social media is rapidly penetrating into the society, there is no consensus in the literature on the drivers of social media adoption in an academic context. Moreover, it is not clear how social media can impact academic performance.
Social media platforms have significant capability to support the social constructivist paradigm that promotes collaborative learning (Vygotsky, 1978).
- Perceived usefulness (PU) – This was defined by Fred Davis as “the degree to which a person believes that using a particular system would enhance his or her job performance“.
- Perceived ease-of-use (PEOU) – Davis defined this as “the degree to which a person believes that using a particular system would be free from effort” (Davis 1989).
Venkatesh, V., Morris, M. G., Davis, G. B., & Davis, F. D. (2003). USER ACCEPTANCE OF INFORMATION TECHNOLOGY: TOWARD A UNIFIED VIEW. MIS Quarterly, 27(3), 425-478.
proposing a Social Media Adoption Model (SMAM) for the academic community
Social media platforms provide an easy alternative, to the academic community, as compared to official communications such as email and blackboard. my note: this has been established as long as back as in 2006 – https://www.chronicle.com/article/E-Mail-is-for-Old-People/4169. Around the time, when SCSU announced email as the “formal mode of communication).Thus, it is emerging as a new communication and collaboration tool among the academic community in higher education institutions (Roblyer, McDaniel, Webb, Herman, & Witty, 2010). Social media has greatly changed the communication/feedback environment by introducing technologies that have modified the educational perspective of learning and interacting (Prensky, 2001).
Theory of Reasoned Action : https://en.wikipedia.org/wiki/Theory_of_reasoned_action
the Theory of Reasoned Action (Fishbein & Ajzen, 1975) and the Technology Acceptance Model (Davis, 1989) have been used to assess individuals’ acceptance and use of technology. According to the Technology Acceptance Model, perceived usefulness and perceived ease are the main determinants of an individual’s behavioral intentions and actual usage (Davis, 1989).
Perceived usefulness, derived from the Technology Acceptance Model (TAM), is the particular level that an individual perceives that they can improve their job performance or create ease in attaining the targeted goals by using an information system. It is also believed to make an individual free from mental pressure (Davis, 1989).
Perceived ease of use can be defined as the level to which an individual believes that using a specific system will make a task easier (Gruzd, Staves, & Wilk, 2012) and will reduce mental exertion (Davis, 1989). Venkatesh (2000) posits this construct as a vital element in determining a user’s behavior toward technology. Though generally, there is consensus on the positive effect of perceived ease of use and perceived usefulness on users’ attitude towards social media, it is not yet clear which one of these is more relevant in explaining users’ attitude towards social media in the academic community (Lowry, 2002). Perceived ease of use is one of the eminent behavioral beliefs affecting the users’ intention toward technology acceptance (Lu et al., 2005). The literature suggests that perceived ease of use of technology develops a positive attitude toward its usage (Davis, 1989).
Collaborative learning is considered as an essential instructional method as it assists in overcoming the communication gap among the academic community (Bernard, Rubalcava, & St-Pierre, 2000). The academic community utilizes various social media platforms with the intention to socialize and communicate with others and to share common interests (Sánchez et al., 2014; Sobaih et al., 2016). The exchange of information through social media platforms help the academic community to develop an easy and effective communication among classmates and colleagues (Kaplan & Haenlein, 2010). Social media platforms can also help in developing communities of practice that may help improve collaboration and communication among members of the community (Sánchez et al., 2014). Evidence from previous work confirms that social media platforms are beneficial to college and university students for education purposes (Forkosh-Baruch & Hershkovitz, 2012). Due to the intrinsic ease of use and usefulness of social media, academics are regularly using information and communication technologies, especially social media, for collaboration with colleagues in one way or the other (Koh & Lim, 2012; Wang, 2010).
more about social media in education in this IMS blog
more on Facebook Live in this IMS blog
Methods activate ‘same brain mechanisms as cocaine’ and leads to users experiencing ‘phantom’ notification buzzing, experts warn
Social media platforms are using the same techniques as gambling firms to create psychological dependencies and ingrain their products in the lives of their users, experts warn.
atasha Schüll, the author of Addiction by Design, which reported how slot machines and other systems are designed to lock users into a cycle of addiction.
Whether it’s Snapchat streaks, Facebook photo-scrolling, or playing CandyCrush, Schüll explained, you get drawn into “ludic loops” or repeated cycles of uncertainty, anticipation and feedback — and the rewards are just enough to keep you going.
Like gambling, which physically alters the brain’s structure and makes people more susceptible to depression and anxiety, social media use has been linked to depression and its potential to have an adverse psychological impact on users cannot be overlooked or underestimated.
Tech insiders have previously said “our minds can be hijacked” and that Silicon Valley is addicting us to our phones, while some have confessed they ban their kids from using social media.
However, the number of monthly active users of Facebook hit 2.13 billion earlier this year, up 14% from a year ago. Despite the furore around its data privacy issues, the social media monolith posted record revenues for the first quarter of 2018, making $11.97bn, up 49% on last year.
more on addiction in this IMS blog
Howard, H. A. (2018). Academic Libraries on Social Media: Finding the Students and the Information They Want. Information Technology and Libraries
(1), 8–18. https://doi.org/10.6017/ital.v37i1.10160
In his book Tell Everyone: Why We Share and Why It Matters, Alfred Hermida states, “People are not hooked on YouTube, Twitter or Facebook but on each other. Tools and services come and go; what is constant is our human urge to share.”1 Libraries are places of connection, where people connect with information, technologies, ideas, and each other. As such, libraries look for ways to increase this connection through communication.
Academic libraries have been slow to accept social media as a venue for either promoting their services or academic purposes. A 2007 study of 126 academic librarians found that only 12 percent of those surveyed “identified academic potential or possible benefits” of Facebook while 54 percent saw absolutely no value in social media.2 However, the mission of academic libraries has shifted in the last decade from being a repository of knowledge to being a conduit for information literacy; new roles include being a catalyst for on-campus collaboration and a facilitator for scholarly publication within contemporary academic librarianship.3 Academic librarians have responded to this change, with many now believing that “social media, which empowers libraries to connect with and engage its diverse stakeholder groups, has a vital role to play in moving academic libraries beyond their traditional borders and helping them engage new stakeholder groups.”4
The project focused on three research questions:
1. What social media platforms are students using?
2. What social media platforms do students want the library to use?
3. What kind of content do students want from the library on each of these platforms?
survey using the web-based Qualtrics
The social media platforms included were Facebook, Flickr, G+, Instagram, LinkedIn, Pinterest, Qzone, Renren, Snapchat, Tumblr, Twitter, YouTube, and Yik Yak
The second survey also lasted for three weeks starting in mid-April of the spring 2017 semester. As a participation incentive, students who completed the initial survey and the second survey had an opportunity to enter a drawing for a $25 Visa gift card.
we intend to develop better communication channels, a clear social media presence, and a more cohesive message across the Purdue libraries. Under the direction of our new director of strategic communication, a social media committee was formed with representatives from each of the libraries to contribute content for social media. The committee will consider expanding the Purdue Libraries’ social media presence to communication channels where students have said they are and would like us to be.
Social Media Use in 2018
A majority of Americans use Facebook and YouTube, but young adults are especially heavy users of Snapchat and Instagram
early 2018 is defined by a mix of long-standing trends and newly emerging narratives
Facebook and YouTube dominate this landscape, as notable majorities of U.S. adults use each of these sites. At the same time, younger Americans (especially those ages 18 to 24) stand out for embracing a variety of platforms and using them frequently. Some 78% of 18- to 24-year-olds use Snapchat, and a sizeable majority of these users (71%) visit the platform multiple times per day. Similarly, 71% of Americans in this age group now use Instagram and close to half (45%) are Twitter users
The video-sharing site YouTube – which contains many social elements, even if it is not a traditional social media platform – is now used by nearly three-quarters of U.S. adults and 94% of 18- to 24-year-olds.
a majority of users (59%) say it would not be hard to stop using these sites, including 29% who say it would not be hard at all to give up social media.
- Pinterest remains substantially more popular with women (41% of whom say they use the site) than with men (16%).
- LinkedIn remains especially popular among college graduates and those in high-income households. Some 50% of Americans with a college degree use LinkedIn, compared with just 9% of those with a high school diploma or less.
- The messaging service WhatsApp is popular in Latin America, and this popularity also extends to Latinos in the United States – 49% of Hispanics report that they are WhatsApp users, compared with 14% of whites and 21% of blacks.
more on social media use in this IMS blog
Students and Social Media: How Much is Too Much?
THURSDAY, MARCH 15, 2018 | 1:00 PM CENTRAL | 60 MINUTES
Instant communication with one another (and the world) has tremendous benefits. At the same time, it has serious drawbacks that tend to offset those advantages. The evidence is mounting that students’ overreliance on their cherished devices is interfering with their critical thinking and problem-solving skills, ultimately impacting their emotional health, mental health, and academic performance.
How can your institution assist students in the digitally-obsessed information age?
Register today for the Magna Online Seminar, Students and Social Media: How Much is Too Much?, presented by Aaron Hughey, EdD. You’ll explore ways to develop and implement a blueprint for effectively assisting students who are experiencing emotional and mental challenges due to their overindulgence in social media.
Through the evidence-based best practices and insights gleaned through this seminar, you’ll be able to respond more effectively to the needs of students who are experiencing emotional and mental health challenges due to their overinvolvement with social media.
Upon completion of this seminar, you’ll be able to:
- Understand how today’s students are qualitatively different from their predecessors 15-20 years ago
- Articulate why technology has both benefits and challenges
- Describe the prevalence of emotional and mental issues among today’s college students
- Describe the emerging relationship between overinvolvement with social media and emotional issues
- Educate students, faculty, staff, and student affairs professionals regarding social media and how overinvolvement can precipitate stress, anxiety, depression, and even suicide and violence
- Recognize basic symptomology and warning signs associated with overinvolvement with social media, as well as response techniques
- Characteristics of today’s college students and the similarities/differences from previous generations
- How technology has affected the way students learn
- Emotional and mental issues among today’s college student population
- The increase in addiction disorders in today’s college students
- Overinvolvement with social media and emotional and mental health issues
- Social media and stress, anxiety, depression, violence, and suicide
- Emotional states and their connection to social media
- Symptomology and warning signs
- Intervention techniques
This seminar is designed for anyone at any institution who is responsible for the mental and emotional well-being of college students, especially faculty, administrators, and staff of departments that provide direct services to students, including college counseling centers, student health centers, career and academic advising services, housing and residence hall professionals and paraprofessionals, student activities and organizations, academic support services, and programs and services for at-risk students.
more on social media and students in this IMS blog