OQNHE Conference Paper presented by Dr Mani and Authored by Dr Mani Dr Azzah Mr Majid and Dr. Ramamoorthy

Teaching and
Learning Quality
Enhancement
through Social
Media
Dr. Manishankar Chakraborty
Dr. Azzah Al Maskeri
Dr. Srinivasan Ramamoorthy
Mr. Majid Al-Rashdi
Ibra College of Technology, Sultanate of Oman

Contents
• Introduction
• Objective
• Research Environment
• Research Methodology
• Social Media tools used in the study
• Analysis
• Interpretation
• Conclusion
• References
2/24/2015
3rdConferencebyOmanQuality
NetworkinHigherEducation
2

Introduction
• Teaching and learning in Higher Education
Institute (HEI) has evolved with technologies.
• Social Media redefined lives including Higher
Education.
• Mixed experiences by stakeholders depending
upon environment.
2/24/2015
3

Objective
• To understand the impact of social media
centred teaching and learning.
• To compare classroom participation with the
virtual performance of the students.
• To understand the challenges faced by the
learner-facilitator duo while implementing
social media centred teaching and learning.
2/24/2015
4

Research Environment
• Place-Business Studies of Ibra College of
Technology, Sultanate of Oman
• Levels-Advanced Diploma and Bachelor Level
Students
• Course- Teamwork Management and
Performance Appraisal
• Academic Year- 2013-2015
2/24/2015
5

Research Methodology
• 1st set of Respondents-majority (82%), i.e. 21 were
female, 18%, numbering 5 were female.
• 2nd set of respondents had females again
outnumbering their male counterparts at 12%(3).
• Secondary data analysis from Facebook page,
YouTube, Slideshare, Blogs and Micro-blog.
• Comparison of classroom and virtual participation
2/24/2015
6

Social Media Tools used in the
Study
• Directly
• www.facebook.com/DrManisPage
• http://www.youtube.com/user/drmanishankar1
2/videos
• Indirectly
• www.manishankarthetrainer.blogspot.com
• www.manishankarscribbles.wordpress.com
• www.twitter.com/manitwitts
• https://www.slideshare.net/DrManishankar
• https://plus.google.com/u/0/+DrManishankarCh
akraborty12/posts
2/24/2015
7

Date Activity Details of the Activity Hits and Responses
January 12th
2014 1 Knowledge Reinforcement-Questions
1 Likes and 5 Responses, with 3 from the lecturer & 2 from the
male student
January 13th
2014 1 Knowledge Reinforcement-Questions
No Likes, but 3 Responses, 2 responses from lecturer, 1 from the
male student
January 15th
2014 2
Activity1-Knowledge Reinforcement-Questions Activity1 had 4 comments, 2 female students, and 2 lecturers.
Activity-2 Activity1-Knowledge Reinforcement-
Questions
Activity 2 had 8 comments, 4 female students & 4 from the
lecturer.
January 20th
2014 1 Activity was Knowledge reinforcement-Question
Activity had 1 like from a male student and a total of 4
comments, with 2 from teachers & 2 female students.
January 21st
2014 2
Activity targeted to Diploma-II students of Financial
Institutions and Services.
No response...No Likes.
January 22nd
2014 4
Activity 1, Activity 2, Activity 3 and Activity 4
consisted of Knowledge Reinforcements in the form
of questions.
Activity 3 had 2 Likes from male students, 22 comments, 8 from
lecturer, 8 female students & 6 from male.
Activity 1, Activity 2 and Activity 4 didn’t elicit any likes and also
did not have any comments.
January 24th
2014 1 Knowledge Reinforcements-Questions
Activity had no likes and 11 comments, out of which 4
comments were from lecturer, 6 female students & 1 male
student.
January 25th
2014 1 News insight for analysis. No Likes, No Comments.
January 26th
2014 2
Activity 1 was Knowledge Reinforcement-Question.
Activity 1 had 13 responses, out of which 4 were from lecturer, 3
male students & 6 female students.
Activity 2 was knowledge reinforcement initiated
by student.
Activity 2 had 4 comments, with 2 from lecturer and 2 female
students.
January 29th
2014 2
Activity1 News insight for analysis Activity 1 had no response and no likes.
Activity2 Knowledge Reinforcement-Questions
Activity 2 had 2 responses, with 1 from the lecturer and 1
female student.
January 30th
2014 1 Activity was Knowledge Reinforcement-Questions
Activity had 15 comments, with 8 from lecturers, 6 female & 1
male student.
January 31st
2014 1 Activity was Knowledge Reinforcement-Questions
Activity had 1 like, 8 responses. 3 responses were from lecturers
and 5 female students.
February 1st
2014 2
Activity 1 was Knowledge Reinforcement-
Questions.
Activity 1 had 3 comments, with 1 from lecturer and 2 female
students.
Activity 2 was article for analysis. Activity 2 didn’t elicit any like or response.
February 16th
2014 1 Activity initiated by student.
3 comments, with 1 comment from lecturer and 2 female
students.
2/24/2015
8
Analysis-FacebookData
Female likes=46, Male likes= 17

Date
Number of
Activity
Details of the
Activity
Hits and Responses Remarks
January 12th 2014 1 Lecture Capsule
1 Like &
17 engagements.
Positive feedback after the posting of the lecture
capsule.
0 Like &
23 engagements.
Engagements increased substantially.
1 Like &
33 engagements.
Improvement in engagements. .
3 Likes &
23 engagements.
Increase in likes, but dip in engagements.
January 21st 2014 2 Lecture Capsule
0 Like &
27 engagements.
Fluctuation in likes and engagements.
January 22nd 2014 4 Lecture Capsule
5 Likes &
30 engagements
Increase with the word of mouth from regular
visitors.
3 Likes &
25 engagements
Fluctuations.
January 26th 2014 2 Lecture capsule
5 Likes &
30 engagements
Increase with the word of mouth from regular
visitors.
7 Likes &
29 engagements
Exams nearing led to retention of engagements.
3 likes &
26 engagements.
Fluctuations.
January 31st 2014 1 Lecture Capsule
5 likes &
33 engagements.
Increasing trend with exams round the corner.
February 1st 2014 2 Lecture Capsule
7 likes &
37 engagements
February 16th 2014 1 Lecture Capsule
3 likes &
32 engagements.
2/24/2015
9
Analysis-YouTube Data
likes= 34 , Engagement=365

Interpretation-Facebook and
YouTube Data
• 57% female students liked the Facebook page
as compared to 43% of their male
counterparts.
• Direct or organic reach of the page for female
-52% Vs. 42% for the males.
• Facilitator or lecturer’s perennial motivation
is a must.
• Resistance to change can be overcome once
learner gets hands on.
2/24/2015
10

YouTube Data
• Gender related mental blockade of female
learner in the class was successfully
overcome through the virtual participation.
• Lecture videos acted as a valuable
supplementary learning resource especially
for revision just before the exam.
2/24/2015
11

YouTube Data
• Periodical progress of classroom introverts
into social media extroverts were observed.
• The topics chosen for discussion should not
only initiate a good discussion, but also
meander into related ones to encourage wider
and better participation.
2/24/2015
12

YouTube Data
• Handholding of the learner should lead to peer
learning and participation, that was not possible
during the course of the study.
• Trendy gadgets present with the learner were
necessarily not directly proportional to their
virtual participation.
• The social media was activated in the lab only
during the lecture and the students had to use
their smart phones and laptops otherwise.
2/24/2015
13

YouTube Data
• Active prior presence in the social media is
not a pre-requisite for participation in social
media or technology based-learning.
• Social media can act as a good knowledge
reinforcement tool, sharing of additional
learning resources, announcements etc.
2/24/2015
14

YouTube Data
• Regular involvement of the lecturer is a must
initially to overcome the mental barriers.
• Applied and analytical questions are better
for discussion in this mode rather than direct
ones.
• There is a need for regular monitoring of the
quality of all teaching-learning tools including
that of social media and technology based
ones.
2/24/2015
15

Gender online B** C*** Remarks
female
active 1 9.5 Highly passive in the class, but just the opposite online.
active 2 9.5 Highly active, both in the class and online.
active 2 9 Active, both in the class and online.
active 2 9 Active, both in the class and online.
active 2 8.5 A balanced participant both online and offline.
active 2 8 A balanced participant both online and offline.
active 2 8 Highly active, both in the class and online.
passive 1 10 Passive in the class as well as online
passive 2 9 A highly active participant in the class, but reluctant
passive 1 8.5 Generally a passive student in the class as well.
passive 1 8 Generally a passive student in the class as well.
2/24/2015
16male
active 1 8.5 Active in the class, but passive online
active 2 8.5 Highly active, both in the class and online. A rare one amongst male students.
active 2 8.25 Highly active in the class, and online.
passive 2 8 An active class participant with negligible online presence.
passive 2 7 Active in the class, but passive online.

Interpretation-Class room Performance
Vis-À-Vis Virtual Performance
• Females are generally more active than their
male counterparts, although they
outnumbered their males in the class size.
• There are some exceptional cases of online
and offline behaviour being the same for the
learner.
• Instances of equal performance both virtual
and real was also noted.
2/24/2015
17

Interprétation-Class room Performance
Vis-À-Vis Virtual Performance
• Cultural issue a mental blockade for females.
• There are ways to overcome it.
• Exceptional cases amongst females also
witnessed in the virtual medium.
• Presence of smart phones cannot be
considered as a pre-requisite to participate.
2/24/2015
18

Male Female participation
Week No. Passive Active Passive Active
1 2 3 19 2 Low
2/24/2015
19
Demography and Participation
• Week 1 more passive participants amongst the female students
2 1 4 11 10 Medium
• Week 2 male participation increased by 20% & female
increase by 38% than week 1.
3 1 5 0 21 High
• Week 3 all female students active
4 5 0 12 9 High
• The last week, showed males giving up, and the females
coming down appreciably.

Analysis-Demography and
Participation
• Continuous motivation is vital for
participation.
• Social media can serve as a miraculous tool
to overcome classroom based introvert
behaviour.
• Learning can be supplemented well with the
help of various social media based teaching-
learning tools.
• Engagements increased with the passage of
time and reached the peak just before the
exams.
2/24/2015
20

Conclusion
• Contributes to the conventional pedagogy.
• Continual motivation for usage is a must.
• Blending with in-house resources like
MOODLE enhances productivity.
• Using the right social media platform at the
right time key to enhanced learner
satisfaction.
• Challenges needs to be overcome
collaboratively.
2/24/2015
21

Finally,
• Resistance to change is the biggest
challenge and like anything else,
the concerned stakeholders ought
to have the right attitude to
overcome it!
• Happy Social Media driven Teaching
and Learning!
2/24/2015
22

References
• [1] Alexander, B. (2006). Web 2.0: A New Wave of Innovation for Teaching and Learning?.
Educase Review. 41 (2), p32-44.
• [2] Al-Mukhaini, E; Al-Qayoudhi, W; Al-Badi, A, (2014). Adoption Of Social Networking In
Education: A Study Of The Use Of Social Networks By Higher Education Students In Oma.
Journal of International Education Research. 10 (2), pp.143-154
• [3]Alsereihy, H; Youbi, A, (2011). Towards Applying Social Networking in Higher Education:
Case Study of Saudi Universities. MAGNT Research Report. 2 (4), pp.217-231
• [4]Bates, AWT. (2003). Avoiding the Faustian Contract and Meeting the Technology
Challenge.. In: Managing Technological Change-Strategies for Universities and College
Leaders. USA: John Willey. p1-4.
• [5]Bates, T & Epper, R (2001). Teaching Faculty how to Use Technology: Best Practices
from Leading Institutions. USA: Greenwood publishing. p3-4.
• [6]Bosch,T. (2009). Using online social networking for teaching and learning: Facebook use
at the University of Cape Town. Communication: South African Journal for Communication
Theory and Research . 35 (2), p185-200.
• [7]Dabbagh,N;Kitsantas, A. (2012). Personal Learning Environments, social media, and self-
regulated learning: A natural formula for connecting formal and informal learning. The
Internet and Higher Education. 15 (1), p3-8.
• [8]Dubai School of Government (2013). Tranforming Education in the Arab World:Breaking
Barriers in the Age of Social Learning . [Online] Available at:
http://www.arabsocialmediareport.com/. [Last Accessed 20th November 2014].
2/24/2015
23

References
• [9]Eshet-Alkalai, Yoram; Aydin, Cengiz Hakan. A Bridge over Troubled
Waters: Learning Technologies in the Middle East. The International
Review of Research in Open and Distance Learning, [S.l.],v. 10, n. 2, Apr.
2009. ISSN 1492-3831. Available
at:<http://www.irrodl.org/index.php/irrodl/article/view/723/1248>. Date
accessed: 29 Mar. 2014.
• [10]ICT. (2014). College Vision Mission. Available:
http://www.ict.edu.om/EN-US/Pages/About/CollegeVisionMission.aspx.
Last accessed 30th March 2014.
• [11]Irwin, C., Ball, L., Desbrow, B., & Leveritt, M. (2012). Students'
perceptions of using Facebook as an interactive learning resource at
university. Australasian Journal of Educational Technology, 28(7), 1221-
1232.
• [12]Jacobsen, D. M.(1998). Adoption Patterns of Faculty Who Integrate
Computer Technology for Teaching and Learning in Higher
Education.ERIC. 1 (3), p1-9.
2/24/2015
24

References
• [13]Joshi, C; Hafeez, N (2014). Social medias growing influence on
students of higher education instituion in oman. [ONLINE] Available
at: https://prezi.com/. [Last Accessed 25th November 2014].
• [14]Manishankar Chakraborty (2013). Facebook Page of Dr.
Manishankar Chakraborty on Teaching and Learning. [Online]
Available at: http://www.facebook.com/DrManisPage. [Last Accessed
29th December 2014].
• [15]Manishankar Chakraborty (2012). Teaching and Learning videos of
Dr. Manishankar Chakraborty [Online] Available at:
http://www.youtube.com/user/drmanishankar12/videos. [Last
Accessed 28th December 2014].
• [16]Mehmood, S; Tasweer, T, (2013). The Effects of Social Networking
Sites on the Academic Performance of Students in College of Applied
Sciences, Nizwa, Oman. International Journal of Arts and Commerce. 2
(1), pp.111-125
2/24/2015
25

References
• [17]Moran, M;Seaman, J;Tinti-Kane, H (2011). Teaching, Learning, and
Sharing: How Today’s Higher Education Faculty Use Social Media.
Boston: Pearson. p3.
• [18]Owston, R,D. (1997). Educational Researcher. In: The World Wide
Web-A Technology to enhance Teaching and Learning?. USA: American
Educational Research Association. p27-27.
• [19] Saunders, E. & Quirke, P. (2002). Let my laptop lead the way: A
Middle Eastern Survey
• Educational Technology and Society 5 (1). Retrieved October 19th
December 2014, from
• http://www.ifets.info/journals/5_1/saunders.html.
• [20]Stepich, D., Lehman, J., & Russell, J. (1996). Instructional
technology for teaching and learning: Designing instruction, integrating
computers, and using media. London.
• [21]Vincent, A. and Shepherd, J. (1998). Experiences in Teaching Middle
East Politics via Internet-based Role-Play Simulations. Journal of
Interactive Media in Education, 98 (11) [www-jime.open.ac.uk/98/11]
2/24/2015
26

OQNHE Conference Paper presented by Dr Mani and Authored by Dr Mani Dr Azzah Mr Majid and Dr. Ramamoorthy

Recommended

Recommended

More Related Content

What's hot

What's hot (20)

Similar to OQNHE Conference Paper presented by Dr Mani and Authored by Dr Mani Dr Azzah Mr Majid and Dr. Ramamoorthy

Similar to OQNHE Conference Paper presented by Dr Mani and Authored by Dr Mani Dr Azzah Mr Majid and Dr. Ramamoorthy (20)

More from Dr.Manishankar Chakraborty

More from Dr.Manishankar Chakraborty (20)

Recently uploaded

Recently uploaded (20)

OQNHE Conference Paper presented by Dr Mani and Authored by Dr Mani Dr Azzah Mr Majid and Dr. Ramamoorthy