This thesis reports on a study which investigated the application of social media in teaching Malay Islamic Monarchy (MIB) in a University of Brunei. The aim was to complement the on-campus delivery of this module, encourage student engagement and produce more active than passive learners. However, tensions existed between social media and the content of the course because of the potential of social media to drown and influence Bruneian Malay cultures and Islamic beliefs in a way that is not consistent with MIB. A questionnaire to 362 undergraduate students at the University of Brunei Darussalam taking the PB1501 MIB module in the semester 1 2012/2013 provided an initial sense of social media use and expectations. Six MIB teachers were also selected to represent different perspective of using social media in MIB module. Furthermore, the observation of ten MIB Facebook groups spaces and content analysis of ten MIB Facebook groups' transcripts produced information on teaching and learning activities as well as findings as to how teachers facilitate student engagement. The findings of the study indicate that whilst social media is a tool that should be able to solve the pedagogical problems in the MIB course, at the same time cultural obstacles are perceived by some teachers in this particular setting, impacting on its acceptance. Findings suggest that the implementation of social media such as Facebook in order to solve a pedagogical problem have raised tensions in this specific cultural environment. The research also shows the MIB teachers have mixed feelings about the fact that social media could complement MIB education. A way of conceiving the tensions between these issues is provided by the Technological Pedagogical Content Knowledge (TPACK) framework developed by Koehler and Mishra (2009), which is used to understand teacher decisions with respect to MIB, MIB pedagogy and social media (TPACK). This shows the connections and interactions between the content of MIB, the MIB pedagogy and social media.

Thesis (M.A.) - Carleton University, 2009. / Includes bibliographical references (p. 131-141). Also available in electronic format on the Internet.

Thesis (Ph. D.)--University of Oklahoma, 1990. / Includes bibliographical references.

Thesis (Ph. D.)--University of Pittsburg, 1990. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 259-263).

Thesis (Ph. D.)--Florida State University, School of Library and Information Studies, 1995. / Vita. "95-40057." eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 233-236).

Thesis (M.A.)--Rowan University, 2007. / Typescript. Includes bibliographical references.

M.Ed. (Media Studies) / As man is a dynamic being living in a 'world where "information (including knowledge) is accumulating in many fields at rates far exceeding a worker's capacity to absorb it" (Hawkridge, 1983:5) his initial training will always be insufficient and should be supplemented by means of in-service and further training. It appears that, because of financial and other reasons, further training will increasingly take place by means of tele-tuition. In the past few years, the sound cassette has been used more and more in tele-tuition owing to features such as its convenience, availability, inexpensiveness and effectiveness . Among the problems identified is that very few lecturers are familiar with the special didactic demands of tele-tuition and especially the use of the sound cassette as educational medium in the tele-tuition situation. Structured directions on the use of sound cassettes, to assist the lecturer, could not be found in the literature. This situation can easily lead to a haphazard and ineffective use of the sound cassette. The objective of this study, therefore, is to provide the lecturer with guidelines regarding the planning, production and use of sound cassettes in tele-tuition. In order to accomplish this objective, it was necessary to study existing literature and to talk with people who are authorities in their separate fields. With the information gathered, a frame of reference regarding tele-tuition at tertiary level was structured as basis for further discussion. Thereafter the potential of the cassette and the criteria that should be taken into consideration when planning, producing and using the sound cassette, were discussed. This led to some suggestions regarding the lecturer's preparation, the production, indexing, dispatch and evaluation of sound cassettes, and briefing the student on the use thereof. This study does not see the sound cassette as a panacea, but as an under-exploited educational medium with great potential in the tele-tuition situation

This research demonstrates that people's ways of dealing with matters of life and daily occurrences are not the result of standard common sense deductions from learned facts. It has consistently shown that any presented information gets framed by the respondents in a multitude of ways depending on their habitual ways of dealing, viewing, judging, and challenging messages in their environment. Such ways of interacting with one's direct environment are shaped by the most common means of communication or the media that are being used. The literature that has inspired and guided this research is that of scholars like Ong, Havelock, McLuhan, and Burke who had great contributions to the Communication discipline. Consequently, this research challenges the existing public health literature, which, in its largest majority, is informed by the theoretical understanding of beliefs, attitudes, and behaviors within the sociological and psychological disciplines. It is a step away from the practice of crafting messages that are conducive to behavioral change and a step forward toward dealing with any health endeavor as something to be created, negotiated, and recreated within its environment. Among the research's most significant findings is that the respondents' assessment of the health risks of some of their behaviors had little to do with their knowledge of such risk, and more with their education level and the amount of time they spent watching television. Depending on whether the respondents were defined as “oral”, “literate”, “television viewer”, or “light-to-non viewer”, their responses to identical health information took different turns which reflected various ways of dealing with the issue at hand. The research also showed that the link between the educational level of the mothers and her position on some life threatening health risks weakened significantly when they had already undertaken such health risk, like in the case of smoking. Instead, a strong positive link proved to exist between television viewing and the inclination to admit to the presence of a personal risk due to smoking. The research proved however that underneath such positive health responses among the television viewers, was a reactive language that intended to conform yet remained optimistic about any personal repercussions.

Thesis (Ed.D.)--Teachers College, Columbia University, 1992. / Typescript; issued also on microfilm. Sponsor: William Sayres. Dissertation Committee: Maryalice Mazzara. Includes bibliographical references (leaves 328-245).

Thesis (Ed. D.)--Boston University, 1994. / Includes vita. "94-23441." eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 161-166).