E-Learning, E-Education, and Online Training. Second International Conference, eLEOT 2015, Novedrate, Italy, September 16-18, 2015, Revised Selected Papers

Research Article

Using Social Networking Tools for Teaching and Learning: A Perspective of University Lecturers and Students

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  • @INPROCEEDINGS{10.1007/978-3-319-28883-3_24,
        author={Francis Otto and Shirley Williams and Karsten Lundqvist},
        title={Using Social Networking Tools for Teaching and Learning: A Perspective of University Lecturers and Students},
        proceedings={E-Learning, E-Education, and Online Training. Second International Conference, eLEOT 2015, Novedrate, Italy, September 16-18, 2015, Revised Selected Papers},
        proceedings_a={ELEOT},
        year={2016},
        month={1},
        keywords={Social networking tools Social networking services Online social networks Educational affordance Typology E-learning Students Lecturers},
        doi={10.1007/978-3-319-28883-3_24}
    }
    
  • Francis Otto
    Shirley Williams
    Karsten Lundqvist
    Year: 2016
    Using Social Networking Tools for Teaching and Learning: A Perspective of University Lecturers and Students
    ELEOT
    Springer
    DOI: 10.1007/978-3-319-28883-3_24
Francis Otto1,*, Shirley Williams1,*, Karsten Lundqvist1,*
  • 1: University of Reading
*Contact email: F.Otto@pgr.reading.ac.uk, Shirley.williams@reading.ac.uk, k.o.lundqvist@reading.ac.uk

Abstract

The use of online social networking tools (SNTs) has become commonplace within higher education. In this paper a definition and a typology of educational affordance of social networking service (SNS) are presented. The paper also explores the educational affordances whilst examining how university lecturers and students use SNTs to support their educational activities. The data presented here were obtained through a survey in which 38 participants from three universities took part; two universities in Uganda and one in the United Kingdom. The results show that Facebook is the most popular tool with 75 % of participants having profiles. Whilst most participants perceived the educational significance of these tools, social affordances remain more pronounced compared to pedagogical and technological affordances. The limitations of this study have also been discussed.