Perceptions of Saudi male and female postgraduate students regarding the impact of social networking sites and apps on their academic life: A study of Umm Al-Qura university – makkah
Description:
This paper outlines a study exploring the perceptions of Saudi male and female postgraduate students regarding the impact of using Social Networking Sites and Apps (SNSAs) on their academic engagement and academic relationships. While research on SNSA use within the higher education environment does exist, mixed gender research has often presented challenges in Saudi Arabia, due to the educational segregation. A mixed methods approach was used to collect data through surveys, individual interviews and focus groups involving 313 male and 293 female postgraduate students at Umm Al-Qura University (UQU) in Makkah. Findings illustrated that both males and females engaged with SNSAs at a moderate level of use for academic purposes, and they perceived more positive than negative impacts associated with the academic use of SNSAs. Correlational analysis demonstrated a large positive correlation between academic engagement and academic relationships. Gender differences were not extensive however, the quantitative analysis highlighted more prominent involvement with SNSAs by females which is interesting, in light of social restrictions experienced by females in Saudi society.
Description:
This paper outlines a study exploring the perceptions of Saudi male and female postgraduate students regarding the impact of using Social Networking Sites and Apps (SNSAs) on their academic engagement and academic relationships. While research on SNSA use within the higher education environment does exist, mixed gender research has often presented challenges in Saudi Arabia, due to the educational segregation. A mixed methods approach was used to collect data through surveys, individual interviews and focus groups involving 313 male and 293 female postgraduate students at Umm Al-Qura University (UQU) in Makkah. Findings illustrated that both males and females engaged with SNSAs at a moderate level of use for academic purposes, and they perceived more positive than negative impacts associated with the academic use of SNSAs. Correlational analysis demonstrated a large positive correlation between academic engagement and academic relationships. Gender differences were not extensive however, the quantitative analysis highlighted more prominent involvement with SNSAs by females which is interesting, in light of social restrictions experienced by females in Saudi society.
Description:
Providing online written feedback for assignments permits the inclusion of digital cues (e.g., emoticons, profile pictures, and informal tone of language) which may improve student perceptions of both feedback and instructor. Using a between groups experimental design, we conducted a series of 2 (Emoticons present/absent) x 2 (Profile pictures present/absent) x 2 (Language formal/informal) ANCOVAs to explore the effect of each cue on student perceptions of feedback and of the instructor (N = 188 university undergraduates). Including emoticons enhanced student perceptions of social presence within the feedback, as well as student ratings of instructor proficiency, accessibility, and personal characteristics. Language formality had no main effect, but interacted with emoticons, such that instructors were perceived to be most proficient when emoticons were embedded within formal language feedback. Our findings suggest that including emoticons in written feedback may improve student perceptions of instructors and feedback, without impacting on the integrity of feedback. •Emoticons enhanced student perception of markers.•Emoticon use did not influence perceptions of feedback quality.•Emoticons were more effective in influencing student reactions to feedback than profile pictures.•Formal language with emoticons produced the highest ratings of marker proficiency.•Including emoticons is an effective way to enhance student reactions to assignment feedback.
Description:
Assessment feedback is one of the most powerful learning tools, and in higher education this feedback is increasingly being provided online. The current study investigated the inclusion of emoticons as a method through which to enhance student perceptions of the accessibility and emotionality of written online assessment feedback. Undergraduate students (N = 241) were presented with an online faux essay along with associated written feedback typical of the comments students would receive in the higher education context. The feedback was identical except for the inclusion of emoticons. Using a between-groups design, emoticons were manipulated in two ways: frequency (none, 1, 3, or 6) and valence (happy, sad, or confused). The use of happy emoticons produced significantly higher perceptions of marker warmth when compared to no emoticons, or when negatively valenced emoticons were included. Furthermore, marker competence was significantly higher when 3 happy face emoticons were presented in the feedback than when 3 sad or confused faces were included. Student perceptions of feedback quality and marker professionalism were not affected by emoticon use. Thus, the results suggest that instructors can use positively valenced emoticons to inject some fun, warmth, and emotionality in written online assessment feedback without sacrificing feedback quality or professional integrity. •Experimentally manipulated emoticon valence and frequency in assessment feedback.•Including happy emoticons in feedback increased perceptions of marker warmth.•Marker competence was rated higher with happy than sad or confused face emoticons.•Feedback quality and marker professionalism were unaffected by emoticon inclusion.•Happy face emoticons convey emotionality without compromising feedback quality.
Description:
Non-Indigenous-led organizations and education programs have long been criticized for sanitized teachings of Aboriginal perspectives in history, while scholarship touts the transformative benefits offered up via decolonial and immersive pedagogical approaches. In this case study, we explore the impact of a cross-cultural venture, titled Hidden Histories: The Wadawurrung People, between a living history museum, the local Aboriginal community, and a regional university on teacher preparedness to incorporate Aboriginal perspectives in history curricula. Through a cultural interface lens, we examine the ontological and epistemological developments of 112 preservice teachers postinteraction with an intercultural digital-kinaesthetic education tool. Our findings suggest that PSTs enjoy engaging with the tool, yet while on site, they prefer to immerse themselves in the museum environment. Our findings indicate also, however, that the tool is an accessible cross-cultural predatory tool that encourages a lifelong commitment to integrating Aboriginal perspectives in history curricula.