An inquiry into the use of social media as a learning tool among university students

• Κύριοι συγγραφείς: FAKOKUNDE, JUBRIL B., ABIDOYE, JAMES Α., DISU, JUMOKE OLAIDE
• Μορφή: Online
• Γλώσσα: English
• Έκδοση: Urray 2020
• Θέματα: Teaching practice, JATD, automatic, game descriptors; History, resonance, vibration, waves, cord; Comparatism, dietitian school, epistemic games, social practice of reference, didactic transposition; Serious games, education to sustainable development, experiential learning; Web simulation, experimental design, adaptive scaffolds, biology, high school; Inquiry, learning tool, social media and university students; Bac-3 and Bac + 3 project, chemistry, semiotic register, modelling process; Attrition, Science Teacher Education, Open and Distance Education, Pre-service Teachers; Teaching practices, JATD, didactic action, didactic game, practical epistemology; Analyse lexicométrique, analyse thématique, triangulation méthodologique, biodiversité, curriculum; Emotional and behavioural difficulties, social and emotional learning, teacher-student relationships; Aspects of adulthood, emerging adulthood, higher education students, roles of adults; Complex technological system, car, energy, environment, secondary education; Motivation, scientific career, school-university partnership, professional identity; Expert teacher, task, difficulty, prediction, technical drawing; Erasmus, student mobility, emerging adulthood, higher education, student development; Technical teaching, reform, Electric Engineering, French language, scientific subjects, difficulties; Ecological reasoning, nature’s predictability, two-tier questionnaire, nature views; Initial training, pedagogical knowledge learning, identification methodology, activity control feedback loop, aware and unaware learning; Force on the tooth, three dimensional perception, graphic representation, digital models; Teaching practices, TACD, practical epistemology, transactions, transistor; Critical Reflection, art in education, teachers’ education, university pedagogy, transformative learning; Student dropout, Greece, qualitative research, interview quality, stance of universalism; Immigrants, socio-economic status, habitus, educational aspirations and expectations, young people’s educational choices; Sentiment analysis, opinion mining, education, commercial systems, benchmark; Cognitive ergonomics, space ergonomics, computer laboratory; Science history, wave function, interpretation of quantum mechanics, epistemology; Listening, speaking, oral communication models, literacy practices; Vocational activities, descriptions, differences between teachers and practitioners, implications on education; Socioscientific issue, citizenship education, knowledge, play role, sustainable energies; Open Educational Resources (OER), Webquest, Sustainable Development; Situational Pedagogy, skills in professional communication, professional didactics; Abstraction, technicality, grammatical metaphor, nominalization, Systemic Functional Linguistics, History, Physical Science, Greek textbooks; Educational content, blackboard, morpho-dynamics, non temporalization of displacements in the gridlines

The study investigated the use of social media as a learning tool among university students with gender and school ownership as moderator variables. The study involved 259 university students selected from three universities consisting of federal, state and private universities in Osun State, Nigeria. The instrument used for data collection is a self-developed instrument titled ‘University Students’ Use of Social Media’. Three research questions were answered in the study. Data were analysed using frequency count, percentage, mean, standard deviation, t-test and Analysis of Variance. The study revealed that university students use social media effectively for both academic and non-academic purposes with no significance difference in the use on the platform of gender and school ownership. The study therefore recommends the incorporation of the use of social media in instructional delivery in the teaching-learning process.