Social Media Adoption in Adult Education – Administrators’ Experience

Jolita Šliogerienė, Giedrė Valūnaitė Oleškevičienė, Julia Fotheringham, Kirsty J Palfreyman

Abstract


The rapid development of social media poses a multitude of considerations on this technology adoption. The emphasis in literature is put mainly on student or teacher perspective and less emphasis is dedicated upon administrators who also represent an important group of stakeholders. The aim of the study is to examine the phenomenon of potential educational use of social media at the public institutions of adult education based on administrators’ lived experience, taking into account how administrative factor influences social media adoption in education. The findings reveal that admitting the advantages of social media use, administrators also identify certain problematic areas and have cautious attitudes towards social media in education.

Keywords


social media; administrator’s attitude; phenomenological approach; public institutions of education; educational administrators

Full Text:

PDF

References


References

American Library Association. Information Literacy Competency Standards for Higher Education, 1989. [accessed April, 2013]. .

Bauman, Z. Vartojamas gyvenimas. Vilnius: Apostrofa, 2011.

Beetham, H. Review and Scoping Study for a cross-JISC Learning and Digital Literacies Programme, JISC, 2010. [accessed November, 2013]

Bennet, S.; Bishop, A.; Dalgarno, B.; Waycott, J.; Kennedy, G. Implementing Web 2.0 technologies in higher education: A collective case study, Computers and Education. 2012, 59 (2): 524–534.

Brill, J.; Park, Y. Evaluating Online Tutorials for University Faculty, Staff, and Students: The Contribution of Just-in-Time Online Resources to Learning and Performance, International Journal on E-learning. 2011, 10(1): 5–26.

Davis, F. Perceived usefulness, perceived ease of use,and user acceptance of information technology. MIS Quarterly. 1989, 13(3): 318–340.

Dillenbourg, P. Integrating technologies into educational ecosystems, Distance Education. 2008, 29(2): 127–140.

Deleuze, G.; Parnet C. Dialogues, London: The Athlone Press, 1987.

Dooley, K.; Murphrey, T. How the Perspectives of Administrators, Faculty, and Support Units Impact the Rate of Distance Education Adoption, Journal of Distance learning Administration. 2000, 3(4): 363-369. [accessed November, 2013]

Duan, Y.; He, Q.; Feng, W.; Li, D.; Fu, Z. A study on e-learning take-up intention from an innovation adoption perspective: A case in China, Computers and Education. 2010, 55 (1): 237–246.

Facer, K.; Sandford, R. The next 25 years? Future scenarios and future directions for education and technology, Journal of Computer Assisted Learning. 2010, 26(1): 74–93.

Foucault, M. Disciplinuoti ir bausti: kalėjimo gimimas, Vilnius: Baltos lankos, 1998.

Gergen, Theresa D.; Roblyer, M. D. Analyzing Reasons for Non-adoption of Distance Delivery Formats in Occupational Therapy Assistant (OTA) Education, Online Journal of Distance Learning Administration. 2013, 16 (1).

Goodyear, P. and Ellis, R. ‘University students’ approaches to learning’, in Distance Education. Taylor & Francis. 2008

Hall, R. Towards a resilient strategy for technology-enhanced learning, Campus-Wide Information Systems. 2011, 28(4): 234–249.

Johnson, J.; Smyth, K. Diversity, value and technology: exposing value pluralism in institutional strategy, Campus-Wide Information Systems. 2011, 28(4), 211-230.

Judson, E. How teachers integrate technology and their beliefs about learning: Is there a connection? Journal of Technology and Teacher Education. 2006, 14: 581–597.

Kaplan, A. M., Haenlein, M. 2010. Users of the world, unite! The challenges and opportunities of social media, Business Horizons, Vol. 53, Issue 1. 67, p. 59-68

Laurillard, D. Rethinking University Teaching: A Conversation Framework for the Effective Use of Learning Technologies. Routledge. 2001.

Lawless, K. A.; Pellegrino, J. W. Professional development in integrating technology into teaching and learning: Knowns, unknowns, and ways to pursue better questions and answers, Review of Educational Research. 2007, 77: 575–614.

Lee, Y. The role of perceived resources in online learning adoption, Computers & Education. 2008, 50: 1423–1438.

Moustakas, C. Phenomenological research methods, Thousand Oaks, CA: Sage Publications, 1994.

Maguire, L. Literature Review – Faculty Participation in Online Distance Education: Barriers and Motivators. Online Journal of Distance Learning Administration. 2005, VIII(I).

Marshall, S. An analytic framework to support e-learning strategy development, Campus-Wide Information Systems. 2012, 29(3):177–188.

Rossier, D.; Crock, M. Embedding e-learning: a new perspectives on change and innovation, International Journal of Learning Technology. 2006, 2(4).

Stockman, C.; Truyen, F. The Danger of the Downward Spiral: Teachers and Digital Literacy Proceedings of the 10th European Conference on e-Learning, Reading: Academic Publishing Ltd., 2011.

Van Manen, M. Researching lived experience: human science for an action sensitive pedagogy, London: The Althouse Press, 1990.




DOI: https://doi.org/10.13165/VPA-14-13-4-11

Refbacks

  • There are currently no refbacks.


Bookmark and Share


"Public Policy and Administration" ISSN online 2029-2872 / ISSN print 1648-2603