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.

This research study was a netnographic exploration of teachers’ attitudes and perspectives regarding running records, a ubiquitous literacy assessment in many elementary classrooms. As education reform centers testing and excessive forms of accountability, the running record, designed as a qualitative teaching tool, has instead entered the ranks as a standardized assessment tool, leading to a narrow view of literacy and reductive discourses of reading and readers. Pre-packaged materials saturate the curriculum, and professional learning within schools is centered around training for materials rather than teacher learning. As such, teachers use social media communities to pursue their own learning needs and to collaborate and connect with other teachers. By exploring one such social media group on Facebook, this study employed a discourse theory and queer theory lens to investigate the ways in which teachers take up discussions of running records and how those discussions circulated dominate discourses of schooling, situated within the broader context of neoliberal education politics. The social media group was observed May to December 2022, and I observed 240 posts in the group pertaining to running records. Data analysis included both topic analysis and discourse analysis. Teachers discussed a wide range of topics regarding running records within the group. Queries about how to administer running records were most frequent, which highlighted the de-professionalization of teachers and the framing of teachers as followers of manuals. Questions about customer service for curricular products were also among the most frequent, which highlighted the role capitalism plays as a force in neoliberal education policy and its influence on standardization. Throughout teachers’ posts and the ensuing comments on posts, a discourse analysis of many posts revealed the stealthy ways in which dominant discourses of education circulate in common language throughout the group. This study adds to the still nascent body of research on teacher learning on social media as well as the body of research on teacher education and the field of literacy. Teacher educators, facilitators of professional development, and school and district leaders should be mindful and planful for the reality that many teachers will look for community and “professional learning” on social media. Additionally, they should leverage these opportunities while simultaneously designing learning experiences for teachers that build capacity in teachers rather than assuming teachers lack knowledge and “need training.” Education researchers and state and district leaders should continue to mine social media to further examine teachers and their perspectives on literacy education as it offers windows into the issues teachers are facing and may offer guidance on how to support teachers and their students.

Thesis (M.Inf) --University of Limpopo, 2019. / The use of social media (SM) tools in both public and private institutions is growing remarkably. Academic libraries, in particular are confronted with serious challenges of becoming the leader in adopting various SM platforms to enhance the delivery of library and information services to their users. This study investigated the extent and ways in which librarians attached to the University of Limpopo library use SM platforms in the provision of library and information services to their patrons. The study examined types of SM tools used, purposes that SM tools are used for in academic libraries, factors that determine and impede the use of SM, as well as the attitudes of the library staff towards the use of SM in providing library and information services. The study adopted a qualitative research approach through the use of a semi-structured interview (administered face-to-face) with 10 academic librarians at the University of Limpopo (UL) as a data collection method. The findings of the study show that UL library staff largely use SM platforms such as Facebook to market and promote library services as well as Library-Blog to liaise with the schools or faculties. The study further revealed that librarians at UL are not in charge of SM applications. Instead the Marketing and Communication Department administrator is responsible for the management of SM in the university. The study notes that library personnel are aware of various SM platforms. Therefore, it has a direct influence on their use in work-related tasks. Moreover, the ease of use, low cost, high demand and usefulness of SM applications are contributory factors which motivated the librarians to want to use it. The study further reveals factors that inhibit the effective use of these applications and recommends that library management should create SM policies to boost the effective use of SM for the benefit of library patrons.

Die multimediale Aufbereitung von Lerninhalten zu E-Learning Einheiten ist heute in der Aus- und Weiterbildung allgegenwärtig. Häufig wird dabei jedoch die Perspektive der Nutzer der virtuellen Lehr-/Lernsysteme vernachlässigt [1]. In der Regel erfolgt eine standardisierte Aufbereitung der Lerninhalte, welche während der Konzeptionsphase die späteren Konsumenten der E-Learning Einheiten weitestgehend außer Acht lässt. Entsprechend werden meistens weder die Potenziale zur Kostenersparnis durch Teilstandardisierung von Weiterbildungsmodulen noch zur Qualitätssteigerung durch verstärkte Individualisierung annähernd ausgeschöpft. [2] Dabei bleiben individuellen Lernpräferenzen der Teilnehmer unberücksichtigt und Potenziale zur Verbesserung der Lernergebnisse werden nicht genutzt. Um diese Lücke zu schließen, wird basierend auf der Theorie der neurolinguistischen Programmierung ein Online-Werkzeug entwickelt, welches die zur Informationsaufnahme präferierten Sinneskanäle der einzelnen Teilnehmer analysiert und auswertet. Mit diesem Wissen kann die zukünftige Entwicklung und Aufbereitung von E-Learning Inhalten individueller auf die jeweiligen Konsumenten zugeschnitten werden. Zusätzlich soll das Online-Werkzeug den Nutzern Empfehlungen geben, wie sie ihren Lernerfolg verbessern können.

Als Erweiterung des klassischen virtuellen Klassenzimmers wird in diesem Beitrag das Konzept des mobil-virtuellen Klassenzimmers (MVK) erläutert. Dieses basiert hauptsächlich auf einem Tool zur automatischen Analyse des textbasierten kollaborativen Dialogs in virtuellen Praxisgemeinschaften. Der aktuelle Entwicklungsstand des MVK umfasst quantitative empirische Modelle und Befunde zu Expertise, Partizipation und Expertenstatus in Praxisgemeinschaften, zur Akzeptanz der eingesetzten Technologie sowie zur Validität des Analysetools. Zwei Lernszenarien des MVK werden geschildert. Abschließend wird die entsprechende Forschungsagenda präsentiert.

Netzbasierte interkulturelle Zusammenarbeit gewinnt in verschiedensten Bereichen mehr und mehr an Bedeutung und wird dementsprechend auch in der Lehre - speziell in E-Learning-Settings immer häufiger thematisiert. Neben den technischen und organisatorischen Herausforderungen gibt es eine ganze Reihe didaktischer Aspekte die es bei der Konzeption und der Durchführung derartiger Arrangements zu beachten gilt. (...)

Text in English with abstracts in English, Zulu and Sotho / Social media have taken a lead in academic libraries; however, there are still questions on how libraries are using social media tools to enhance their service delivery. The aim of this exploratory study was to investigate the use of social media tools by library staff working in the University of South Africa’s (Unisa) main library on the Muckleneuk Campus. Since it was realised that not all staff members use social media tools in the execution of their daily tasks, the first objective was to establish which staff members do use social media tools and for which purpose the tools are being used. A further objective was to learn about the potential advantages of social media tools to improve service delivery. The study also endeavoured to acquire an understanding of the challenges that social media tools present to its users. Based on the literature review, it could be established that libraries, and specifically academic libraries, utilise social media for marketing, dissemination of information, reference services, and communication with users and to answer student queries. The reported findings of this study concur with the findings reported in the literature review. The empirical data, which were collected through a qualitative survey questionnaire and interviews with library staff who use social media tools, revealed that only staff who communicate with library patrons, namely information processors and marketing staff, use social media tools. The findings also showed that the Unisa Library has specific guidelines and policies that guide the use of social media tools to interact with users, market the library and communicate events and service delivery changes. / Izinkundla zokuxhumana komphakathi sezihamba phambili emitapweni yolwazi yasemanyuvesi, kodwa kusanemibuzo eminingi maqondana nokuthi imitapo yolwazi iwasebenzisa kanjani amathuluzi ezinkundla zokuxhumana komphakathi ukuthuthukisa ukuhlinzekwa kwezidingo. Inhloso yalolu cwaningo oluhlola kabanzi kwakungukubheka ukuthi abasebenzi basemtapweni wolwazi omkhulu waseNyuvesi YaseNingizimu Afrika (i-Unisa) ekamu laseMuckleneuk bawasebenzisa kanjani amathuluzi ezinkundla zokuxhumana komphakathi. Njengoba sekwabonakala ukuthi akuwona wonke amalungu angabasebenzi asebenzisa amathuluzi ezinkundla zokuxhumana komphakathi ekuqhutshweni kwemisebenzi yawo yansuku zonke, injongo yokuqala kwakungukubheka ukuthi yimaphi amalungu omphakathi asebenzisa amathuluzi ezinkundla zokuxhumana komphakathi futhi awasebenzisela ukwenzani. Enye injongo kwakungukufunda mayelana nokuhle okungadalwa ngamathuluzi ezinkundla zokuxhumana komphakathi ukuthuthukisa ukuhlinzekwa kwezidingo. Lolu cwaningo lwaluqonde nokuqonda izingqinamba abantu abasebenzisa amathuluzi ezinkundla zokuxhumana komphakathi ababhekana nazo. Kuncike ekuhlaziyweni kwemibhalo ekhona, kwatholakala ukuthi imitapo yolwazi, ikakhulukazi leyo yasemanyuvesi, isebenzisa izinkundla zokuxhumana komphakathi ukukhangisa, ukusabalalisa imininingwane, ukubheka imithombo, ukuxhumana nabayisebenzisayo kanye nokuphendula imibuzo yezitshudeni. Okwatholakela okubikiwe mayelana nalolu cwaningo kuyahambisana nokubikiwe okwatholakala ngokuhlaziya imibhalo. Imininingwane eyatholakala ngokubheka okwenzekayo, eyaqoqwa ngokusebenzisa iphephamibuzo lenhlolovo eqoqa imininingwane yamaqiniso kanye nezingxoxo ezabanjwa nabasebenzi bomtapo wolwazi abasebenzisa amathuluzi ezinkundla zokuxhumana komphakathi yaveza ukuthi abasebenzi abaxhumana nabasebenzisi bomtapo wolwazi, abaziwa ngokuthi ngama-information processors kanye nabasebenzi abakhangisayo yibona kuphela abasebenzisa amathuluzi ezinkundla zokuxhumana komphakathi. Okutholakele kuphinde kwaveza ukuthi uMtapo Wolwazi Wase-Unisa unemihlahlandlela kanye nezinqubomgomo okulandelwayo ukuze kusetshenziswe kahle amathuluzi ezinkundla zokuxhumana komphakathi, ukuxhumana nabasebenzisi bawo, ukukhangisa ngomtapo wolwazi nokwazisa ngemicimbi ekhona kanye noshintsho ekuhlinzekweni kwezidingo. / Marangrang a leago a thomile go šomišwa kudu ka makgobapukung a thuto, efela go sa na le dipotšišo ka ga ka fao makgobapuku a šomišago dithulusi tša marangrang a leago go kaonafatša kabo ya ona ya ditirelo. Maikemišetšo a nyakišišo ye ya phetleko e be e le go nyakišiša tšhomišo ya dithulusi tša marangrang a leago ka bašomi ba go šoma ka bokgobapukung bjo bogolo bja Yunibesithi ya Afrika Borwa (Unisa), Khamphaseng ya Muckleneuk. Ka ge go lemogilwe gore ga se bašomi ka moka ba go šomiša dithulusi tša marangrang a leago tirong ya mešongwana ya bona ya letšatši le letšatši, nepo ya mathomo e be e le go hwetša gore ke bašomi bafe bao ba šomišago dithulusi tša marangrang a leago le gore dithulusi di šomišetšwa morero ofe. Nepo ye nngwe e be e le go ithuta ka ga mehola ye dithulusi tša marangrang a leago di kago kgona go ba nayo go kaonafatša kabo ya ditirelo. Nyakišišo gape e lekile go hwetša kwešišo ya ditlhohlo tše dithulusi tša marangrang a leago di di bakelago bašomiši ba tšona. Go ya ka tshekatsheko ya dingwalo, go lemogilwe gore makgobapuku, kudu makgobapuku a thuto, a šomiša marangrang a leago go bapatša, go phatlalatša tshedimošo, go fa ditirelo tša referentshe, go kgokagana le bathekgi le go araba dipotšišo tša baithuti. Dikutullo tše di begilwego tša nyakišišo ye di dumelelana le dikutullo tša tshekatsheko ya dingwalo tše di hweditšwego. Datha ya go lemogwa (emperikale) yeo e kgobokeditšwego ka lenaneopotšišo la nyakišišo ya khwalithethifi le dipoledišano tša bašomi ba bokgobapuku bao ba šomišago dithulusi tša marangrang a leago, di utulotše gore ke fela bašomi bao ba boledišanago le bathekgi ba bokgobapuku, e lego basepetši ba tshedimošo le bašomi ba go bapatša bao ba šomišago dithulusi tša marangrang a leago. Dikutullo gape di laeditše gore bokgobapuku bja Unisa bo na le dipholisi le melawana ye itšeng ya go hlahla tšhomišo ya dithulusi tša mekgwa ya leago go kgokagana le bašomiši, go bapatša bokgobapuku le go tsebiša ditiragalo le diphetogo tša kabo ya ditirelo. / Information Science / M.A. (Information Science)

Text in English with abstracts in English and Afrikaans / The objective of this study was to investigate how the integration of social media applications such as Facebook can be advantageous to students in Open Distance Learning (ODL) settings or environments. This study was carried out in the context and recognition that the use of social media has become a norm in modern-day society where people in general, and students in particular, can upload videos, images and texts towards achieving a common purpose. In order to achieve the objectives of this study, the researcher employed two theoretical frameworks, namely Connectivism and New Media Theory. The study also used Qualitative Research Methodology, particularly the qualitative content analysis research technique and focus group interviews. The study found that the use of Facebook provided students with better access to online resources and facilitated more interaction with fellow students. In an ever-changing world, the study established that technology has the potential to innovate distance learning, providing students with an open space to learn, collaborate and communicate more effectively. This means that social media applications have the power to connect people and bridge the gaps of time and distance. This is especially relevant in ODL environments where students operate in isolated spaces and have little or no direct interaction with their lecturers and fellow students. / Die doel van die studie is om ‘n ondersoek te loods na sosiale media integrasie, meer spesifiek Facebook, en hoe voordelig die gebruik daarvan vir studente in die konteks van ‘n Oop- en Afstandsonderrigleer (OAL) is. Die studie was gedoen binne die konteks, en met inagneming van, hoe die gebruik van sosiale media ‘n norm in die hedendaagse samelewing geword het, en hoe mense oor die algemeen videos, prente, en teks kan oplaai om ‘n gesamentlike akademiese doel te bereik. Ten einde die doel van die betrokke studie te bereik, het die navorser twee teoretiese raamwerke gebruik, naamlik Konnektivisme (Connectivism) en Nuwe media-teorie. Die studie het gebruik gemaak van ‘n kwalitatiewe navorsingsmetode, meer spesifiek kwalitatiewe inhoudsanalise en fokus-groep onderhoude. Die studie het bevind dat die gebruik van Facebook studente beter toegang tot aanlynhulpbronne verleen, en ook meer interaksie tussen studente bewerkstellig. In ‘n veranderende wêreld het die studie bevestig dat die gebruik van tegnologie oor die potensiaal beskik om innoverende afstandonderrig aan te bied en ope platforms vir studente bied om met mekaar saam te werk asook meer effektief te kommunikeer. Sosiale media beskik dus oor die vermoë om mense nader aan mekaar te bring, en ook die gaping van tyd en afstand te oorbrug. Dit is hierin ook die geval waar studente dikwels in isolasie, met min of geen direkte kontak met dosente of mede studente in ‘n OAL konteks, studeer. / Communication Science / M.A. (Communication Science)