Science for Education Today, 2020, vol. 10, no. 2, pp. 105–123
© Mulyono H., Suryoputro G., 2020
UDC: 
378+314

The use of social media platform to promote authentic learning environment in higher education setting [In English]

Mulyono H. 1 (Jakarta, Republic of Indonesia), Suryoputro G. 1 (Jakarta, Republic of Indonesia)
1 University of Muhammadiyah Prof. DR. HAMKA
Full text (Open Access) — Downloaded 1566
Abstract: 

Introduction. This current survey attempts to explore university teachers and students’ perception of using social media to promote an authentic learning environment.
Materials and Methods. To this end, 249 university teachers and 329 students participated in the survey where they were asked to compete of 27 items of A Social Media Authentic Learning Environment Inventory (SOMALEVI). Statistical Rasch analyses using Winstep software were performed to evaluate both teachers and students’ responses.
Results. Findings of the study showed that participants spent most of their time daily on WhatsApp, Facebook, Instagram and Twitter, respectively with most access was made from their mobile phones. Most of the participant showed positive views about the use of social media to promote authentic learning environment (Nteachers = 247, 99%; Nstudents = 309, 93.9%) while the rests showed their negative perception. The majority of those who perceive positive are female (64.53%) aged range 21-30 years (32.18%). Findings also indicate that social media provided opportunities for students to share their experiences and learning activities (MR1, LVI = -0.97), to offer students the opportunity to learn from experts (EP1, LVI = -0.82) so that they were able to obtain a lot of insight on particular issues (EP3, LVI = -0.70). It is interesting, but not surprising that both teachers and students found that social media benefited them with learning resources such as video, demonstration, learning files, allowing students to comprehend the learning materials (EP2, LVI = -0.85). However, the study identified some critical issues regarding the use of social media for authentic learning environment, such as unsuitable real-life representation, difficulty to collaborate with others, and difficulty in recognizing their learning potential.
Conclusions. Social media is an alternative mobile technology that facilitate teachers and students with the creation of an authentic learning environment.

Keywords: 

Mobile technology, social media, authentic learning, authentic environment.

URL WoS/RSCI: https://www.webofscience.com/wos/rsci/full-record/RSCI:42772187

Prominence Percentile SciVal: 99.775 Social Networking Sites | Facebook | Instagram

https://www.scopus.com/record/display.uri?eid=2-s2.0-85085902537&origin=...

The use of social media platform to promote authentic learning environment in higher education setting

For citation:
Mulyono H., Suryoputro G. The use of social media platform to promote authentic learning environment in higher education setting [In English]. Science for Education Today, 2020, vol. 10, no. 2, pp. 105–123. DOI: http://dx.doi.org/10.15293/2658-6762.2002.07
References: 
  1. Gikas J., Grant M. M. Mobile computing devices in higher education: Student perspectives on learning with cellphones, smartphones & social media. Internet and Higher Education, 2013, vol.  19, pp. 18–26. DOI: https://doi.org/10.1016/j.iheduc.2013.06.002  
  2. Vázquez-Cano E. Mobile distance learning with smartphones and apps in higher education. Educational Sciences: Theory and Practice, 2014, vol. 14 (4), pp. 1505–1520. URL: https://eric.ed.gov/?id=EJ1045122
  3. Husbye N. E., Elsener A. A. To move forward, we must be mobile: Practical uses of mobile technology in literacy education courses. Journal of Digital Learning in Teacher Education, 2013, vol. 30 (2), pp. 46–51. DOI: https://doi.org/10.1080/21532974.2013.10784726
  4. Parker J., Maor D., Herrington J. Authentic online learning : Aligning learner needs, pedagogy and technology. Issues in Educational Research, 2013, vol. 23 (2), pp. 227–241. URL: https://www.researchgate.net/publication/257308425_Authentic_online_learning_Aligning_learner_needs_pedagogy_and_technology 
  5. Herrington J., Oliver R. An instructional design framework for authentic learning environments. Educational Technology Research and Development, 2000, vol. 48, pp. 23–48. DOI: https://doi.org/10.1007/BF02319856 
  6. O’bannon B. W., Thomas K. Teacher perceptions of using mobile phones in the classroom: Age matters! Computers & Education, 2014, vol. 74, pp. 15–25. DOI: https://doi.org/10.1016/j.compedu.2014.01.006 
  7. Dabbagh N., Kitsantas A. Personal Learning Environments, social media, and self-regulated learning: A natural formula for connecting formal and informal learning. The Internet and Higher Education, 2012, vol. 15 (1), pp. 3–8. DOI: https://doi.org/10.1016/j.iheduc.2011.06.002  
  8. Chen B., Bryer T. Investigating instructional strategies for using social media in formal and informal learning. International Review of Research in Open and Distance Learning, 2012, vol.  13 (1), pp. 87–104. DOI: https://doi.org/10.19173/irrodl.v13i1.1027
  9. Greenhow C., Lewin C. Social media and education: Reconceptualizing the boundaries of formal and informal learning. Learning Media and Technology, 2016, vol. 41 (1), pp. 6–30. DOI: https://doi.org/10.1080/17439884.2015.1064954
  10. Chawinga W. D. Taking social media to a university classroom: teaching and learning using Twitter and blogs. International Journal of Educational Technology in Higher Education, 2017, vol. 14, Article number: 3. DOI: https://doi.org/10.1186/s41239-017-0041-6
  11. Kaplan A. M., Haenlein M. Users of the world, unite! The challenges and opportunities of Social Media. Business Horizons, 2010, vol. 53 (1), pp. 59–68. DOI: https://doi.org/10.1016/j.bushor.2009.09.003 
  12. Carr C. T., Hayes R. A. Social media: Defining, developing, and divining. Atlantic Journal of Communication, 2015, vol. 23 (1), pp. 46–65. DOI: https://doi.org/10.1080/15456870.2015.972282
  13. Rodriguez J. E. Social media use in higher education: Key areas to consider for educators. Journal of Online Learning and Teaching, 2011, vol. 7 (4), pp. 539–550. URL: http://hdl.handle.net/10323/2153
  14. Sobaih A. E. E., Moustafa M. A., Ghandforoush P., Khan M. To use or not to use? Social media in higher education in developing countries. Computers in Human Behavior, 2016, vol. 58, pp. 296–305. DOI: https://doi.org/10.1016/j.chb.2016.01.002
  15. Chugh R., Ruhi U. Social media in higher education: A literature review of Facebook. Education and Information Technologies, 2018, vol. 23 (2), pp. 605–616. DOI: https://doi.org/10.1007/s10639-017-9621-2
  16. Irwin C., Ball L., Desbrow B., Leveritt M. Students’ perceptions of using Facebook as an interactive learning resource at university. Australasian Journal of Educational Technology, 2012, vol. 28 (7), pp. 1221–1232. DOI: https://doi.org/10.14742/ajet.798
  17. Makoe M. Exploring the use of MXit: a cell‐phone social network to facilitate learning in distance education. Open Learning: The Journal of Open, Distance and e-Learning, 2010, vol. 25 (3), pp.  251–257. DOI: http://dx.doi.org/10.1080/02680513.2010.512099
  18. Naidoo J., Kopung K. J. Exploring the use of WhatsApp in mathematics learning: A case study. Journal of Communication, 2016, vol. 7 (2), pp. 266–273. URL: http://krepublishers.com/02-Journals/JC/JC-07-0-000-16-Web/JC-07-2-000-16-Abst-PDF/JC-7-2-266-16-165-Naidoo-J/JC-7-2-266-16-165-Naidoo-J-Tx[13].pdf
  19. Awada G. Effect of WhatsApp on critique writing proficiency and perceptions toward learning. Cogent Education, 2016, vol. 3 (1), art.no. 1264173. DOI: https://doi.org/10.1080/2331186X.2016.1264173
  20. Bahati B. Extending student discussions beyond lecture room walls via Facebook. Journal of Education and Practice, 2015, vol. 6 (15), p. 160–171. URL: https://eric.ed.gov/?id=EJ1079985 
  21. Siemens G., Weller M. Higher education and the promises and perils of social network. Revista de Universidad y Sociedad del Conocimiento, 2011, vol. 8 (1), pp. 164–170. DOI: https://doi.org/10.7238/rusc.v8i1.1076
  22. Kabilan M. K, Ahmad N., Abidin M. J. Z. Facebook: An online environment for learning of English in institutions of higher education? The Internet and Higher Education, 2010, vol. 13 (4), pp. 179–187. DOI: https://doi.org/10.1016/j.iheduc.2010.07.003
  23. Aydin S. Foreign language learners’ interactions with their teachers on Facebook. System, 2014, vol. 42 (1), pp. 55–163. DOI: https://doi.org/10.1016/j.system.2013.12.001
  24. Dougherty K. D., Andercheck B. Using Facebook to engage learners in a large introductory course. Teaching Sociology, 2014, vol. 42 (2), pp. 95–104. URL:  https://www.learntechlib.org/p/152538
  25. Davis III C. H. F., Deil-Amen R., Rios-Aguilar C., Gonzalez Canche M. S. Social Media in Higher Education: A literature review and research directions, 2012. URL: https://www.academia.edu/1220569/Social_Media_in_Higher_Education_A_Literature_Review_and_Research_Directions
  26. Aubry J. Facebook-induced motivation shifts in a French online course. TechTrends, 2013, vol. 57, pp. 81–87. DOI: https://doi.org/10.1007/s11528-013-0705-6
  27. Wichadee S. Peer feedback on Facebook: The use of social networking websites to develop writing ability of undergraduate students. Turkish Online Journal of Distance Education, 2013, vol. 14 (4), pp. 260–270. URL: https://arastirmax.com/tr/system/files/dergiler/43695/makaleler/14/4/arastirmax-peer-feedback-facebook-use-social-networking-websites-develop-writing-ability-undergraduate-students.pdf
  28. Fattah S. F. E. S. A. The Effectiveness of Using WhatsApp Messenger as One of Mobile Learning Techniques to Develop Students’ Writing Skills. Journal of Education and Practice, 2015, vol.  6 (32), pp. 115–127. URL:  https://www.iiste.org/Journals/index.php/JEP/article/view/27324 
  29. Lau W. W. F. Effects of social media usage and social media multitasking on the academic performance of university students. Computers in Human Behavior, 2017, vol. 68, pp. 286–291. DOI: https://doi.org/10.1016/j.chb.2016.11.043
  30. Herrington J., Parker J. Emerging technologies as cognitive tools for authentic learning. British Journal of Educational Technology, 2013, vol. 44 (4), pp. 607–615. DOI: https://doi.org/10.1111/bjet.12048
  31. Bozalek V., Gachago D., Alexander L., Watters K., Wood D., Ivala E., Herrington J. The use of emerging technologies for authentic learning: A. British Journal of Educational Technology, 2013, vol. 44 (4), pp. 629–638. DOI: https://doi.org/10.1111/bjet.12046
  32. Herrington A., Herrington J. What is an authentic learning environment? In: Herrington A., Herrington J. (eds). Authentic learning environments in higher education. Information Science Publishing, 2008. pp. 68–77. URL: https://www.igi-global.com/book/authentic-learning-environments-higher-e...
  33. Herrington J., Parker J., Jelinek D. B. Connected authentic learning: Reflection and intentional learning. Australian Journal of Education, 2014, vol. 58 (1), pp. 23–35. DOI: https://doi.org/10.1177/0004944113517830 
  34. Shadiev R., Hwang W., Huang Y., Liu T. Facilitating application of language skills in authentic environments with a mobile learning system. Journal of Computer Assisted Learning, 2018, vol.  34 (1), pp. 42–52. DOI: https://doi.org/10.1111/jcal.12212
  35. Traxler J. Distance education and mobile learning: Catching up, taking stock. Distance Education, 2010, vol. 31 (2), pp. 129–138. URL: https://www.coursehero.com/file/p6tc7un/Traxler-J-2010-Distance-education-and-mobile-learning-Catching-up-taking-stock/
  36. Kominfo. Pengguna Internet di Indonesia 63 Juta Orang [Internet]. 2013. p. 1. URL: https://kominfo.go.id/content/detail/3415/kominfo-pengguna-internet-di-indonesia-63-juta-orang/0/berita_satker
  37. Laksana N. C. Ini jumlah total pengguna media sosial di Indonesia. OkeZone [Internet]. 2018. URL: https://techno.okezone.com/read/2018/03/13/207/1872093/ini-jumlah-total-pengguna-media-sosial-di-indonesia
  38. Herrington J., Reeves T. C., Oliver R. A guide to authentic e-learning. Routledge; 2010. URL: https://researchrepository.murdoch.edu.au/id/eprint/1903/1/a_guide_to_authentic_learning.pdf
  39. Pu Y., Wu T., Chiu P., Huang Y. The design and implementation of authentic learning with mobile technology in vocational nursing practice course. British Journal of Educational Technology, 2016, vol. 47 (3), pp. 494–509. DOI: https://doi.org/10.1111/bjet.12443
  40. Linacre J. M. A user’s guide to Winsteps Ministep Rasch-model computer programs (version 4.3.1). 2018. URL: https://www.winsteps.com/a/Winsteps-Manual.pdf (accessed March 19, 2019)
  41. Linacre J. M. A User’s Guide to Winsteps: Rasch Model Computer Programs. 2012. URL: https://www.winsteps.com/manuals.htm
  42. Boone W. J., Staver J. R., Yale M. S. Rasch analysis in the human sciences. Springer; 2014. ISBN: 9789400768574
  43. Kline P. Handbook of psychological testing. Routledge, 2013. ISBN: 9780415211581
  44. Linacre J. M. What do infit and outfit, mean square and standardized mean? Rasch Measurement Transactions, 2002, vol. 16 (2), pp. 878. URL: https://www.rasch.org/rmt/rmt162f.htm 
  45. Cox D., McLeod S. Social media strategies for school principals. NASSP Bulletin, 2013, vol. 98 (1), pp. 5–25. DOI: https://doi.org/10.1177/0192636513510596
Date of the publication 30.04.2020