Skip to main content

Advertisement

SpringerLink
Log in

Behavior, perceptions and learning experience of undergraduates using social technologies during internship

  • Research Article
  • Published:
Educational Technology Research and Development Aims and scope Submit manuscript

Abstract

Social technologies such as social networking sites, Wikis and blogs have gained popularity not only in social communication but also in other areas, such as in enhancing learning experience among students in tertiary education. This study investigated how blogs and Facebook scaffolded students’ learning during their internships in tertiary education. A mix-method approach was employed to examine students’ perceptions of blogs and Facebook in improving their internship learning experience. The results showed that blogs and Facebook encouraged students and facilitated their engagement in problem solving, information sharing and knowledge construction during their internships. In particular, Facebook showed more promising results, assisting students in reflecting on their experiences. Moreover, students acknowledged that Facebook was a better platform for online interaction and collaborative learning than blogs. This study provides empirical evidence for the use of social media tools in pedagogical scaffolding and collaborative learning during internships.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Similar content being viewed by others

References

  • Ajjan, H., & Hartshorne, R. (2008). Investigating faculty decisions to adopt Web 2.0 technologies: Theory and empirical tests. The Internet and Higher Education, 11, 71–80.

    Article  Google Scholar 

  • Angelaina, S., & Jimoyiannis, A. (2012). Analysing students’ engagement and learning presence in an educational blog community. Educational Media International, 49(3), 183–200.

    Article  Google Scholar 

  • Baecher, L., & McCormack, B. (2015). The impact of video review on supervisory conferencing. Language and Education, 29(2), 153–173.

    Article  Google Scholar 

  • Balakrishnan, V., & Gan, C. L. (2016). Students’ learning styles and their effects on the use of social media technology for learning. Telematics and Informatics, 33(3), 808–821.

    Article  Google Scholar 

  • Balcikanli, C. (2015). Prospective english language teachers’ experiences in Facebook: Adoption, use and educational use in Turkish context. International Journal of Education and Development using Information and Communication Technology, 11(3), 82–99.

    Google Scholar 

  • Bernard, H. R. (2013). Social research methods: Qualitative and quantitative approaches. Thousands Oaks, CA: SAGE Publications Inc.

    Google Scholar 

  • Blood, R. (2002). The weblog handbook: Practical advice on creating and maintaining your blog. USA: Perseus Publishing.

    Google Scholar 

  • Braun, V., & Clarke, V. (2008). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101.

    Article  Google Scholar 

  • Bukaliya, R. (2012). The potential benefits and challenges of internship programmes in an ODL institution: A case for the Zimbabwe Open University. International Journal on New Trends in Education and Their Implications, 3(1), 118–133.

    Google Scholar 

  • Burgess, J. E. (2006). Blogging to learn, learning to blog. In A. Bruns & J. S. Jacobs (Eds.), Uses of blogs. New York: Peter Lang.

    Google Scholar 

  • Cardus, J. (2006). The power of the collective. E.learning Age, 10–11.

  • Carter, C. A. (2008). The Panhellenic project: Assessing learning engagement using Web 2.0 technologies. Malibu: Pepperdine University.

    Google Scholar 

  • Chen, Y. F. (2015). See you on Facebook: exploring influences on Facebook continous usage. Behavious & Information Technology, 33(11), 1208–1218.

    Article  Google Scholar 

  • Chen, B., & Bryer, T. (2012). Investigating instructional strategies for using social media in formal and informal learning. The International Review of Research in Open and Distributed Learning, 13(1), 87–104.

    Article  Google Scholar 

  • Chi, M. T. H. (1997). Quantifying qualitative analyses of verbal data: A practical guide. Journal of the Learning Sciences, 6(3), 271–315.

    Article  Google Scholar 

  • Chu, S. K., Chan, C. K., & Tiwari, A. F. (2012a). Using blogs to support learning during internship. Computers & Education, 58, 989–1000.

    Article  Google Scholar 

  • Chu, S. K.-W., & Kennedy, D. M. (2011). Using online collaborative tools for groups to co-construct knowledge. Online Information Review, 35, 581–597.

    Article  Google Scholar 

  • Chu, S. K., Kwan, A. C., & Warning, P. (2012b). Blogging for information management, learning, and social support during internship. Journal of Educational Technology & Society, 15, 168–178.

    Google Scholar 

  • Chugh, R., & Ruhi, U. (2018). Social media in higher education: A literature review of Facebook. Education and Information Technologies, 23(2), 605–616.

    Article  Google Scholar 

  • Churchill, D. (2007). Web 2.0 and possibilities for educational applications. Educational Technology, 47, 24–29.

    Google Scholar 

  • Churchill, D. (2009). Educational applications of Web 2.0: Using blogs to support teaching and learning. British Journal of Educational Technology, 40, 179–183.

    Article  Google Scholar 

  • Ciampa, K., & Gallagher, T. L. (2015). Blogging to enhance in-service teachers’ professional learning and development during collaborative inquiry. Educational Technology Research and Development, 63(6), 883–913.

    Article  Google Scholar 

  • Clingerman, T. L., & Bernard, J. M. (2011). An investigation of the use of e-mail as a supplemental modality for clinical supervision. Counselor Education and Supervision, 44(2), 82–95.

    Article  Google Scholar 

  • Creswell, J. W., & Clark, V. L. P. (2007). Designing and conducting mixed methods research. Thousand Oaks, CA: Sage publications.

    Google Scholar 

  • Dale, C., & Pymm, J. M. (2009). Podagogy The iPod as a learning technology. Active Learning in Higher Education, 10, 84–96.

    Article  Google Scholar 

  • Deng, L., & Yuen, A. H. (2011). Towards a framework for educational affordances of blogs. Computers & Education, 56, 441–451.

    Article  Google Scholar 

  • Du, H. S., & Wagner, C. (2007). Learning with weblogs: Enhancing cognitive and social knowledge construction. IEEE Transactions on Professional Communication, 50, 1–16.

    Article  Google Scholar 

  • Duarte, P. (2015). The use of a group blog to actively support learning activities. Active Learning in Higher Education, 16(2), 103–117.

    Article  Google Scholar 

  • Ellison, N., & Wu, Y. (2008). Blogging in the classroom: A preliminary exploration of student attitudes and impact on comprehension. Journal of Educational Multimedia and Hypermedia, 17, 99–122.

    Google Scholar 

  • Farmer, B., Yue, A., & Brooks, C. (2008). Using blogging for higher order learning in large cohort university teaching: A case study. Australasian Journal of Educational Technology, 24, 123–136.

    Article  Google Scholar 

  • Ferguson, J. L., Makarem, S. C., & Jones, R. E. (2016). Using a class blog for student experiential learning reflection in business courses. Journal of Education for Business, 91(1), 1–10.

    Article  Google Scholar 

  • Flatley, M. E. (2005). Blogging for enhanced teaching and learning. Business Communication Quarterly, 68, 77–80.

    Article  Google Scholar 

  • Forgey, M. A., Loughran, H., & Hansen, J. (2013). Utilizing video conferencing to introduce an international perspective to foundation practice. Journal of Teaching in Social Work, 33, 449–466.

    Article  Google Scholar 

  • Fountain, J. E. (2001). Building the virtual state: Information technology and institutional change. Washington, DC: Brookings Institution Press.

    Google Scholar 

  • Gan, C. L., & Balakrishnan, V. (2016). An empirical study of factors affecting mobile wireless technology adoption for promoting interactive lectures in higher education. The International Review of Research in Open and Distributed Learning. https://doi.org/10.19173/irrodl.v17i1.2111.

    Article  Google Scholar 

  • Group Features. (n.d.). Help Center [Facebook page]. Retrieved April 2, 20 2015 from https://www.facebook.com/help/265435626889287/.

  • Halic, O., Lee, D., Paulus, T., & Spence, M. (2010). To blog or not to blog: Student perceptions of blog effectiveness for learning in a college-level course. The Internet and Higher Education, 13(4), 206–213.

    Article  Google Scholar 

  • Hamid, S., Chang, S. & Kurnia, S. (2009). Identifying the use of online social networking in higher education. Proceedings ascilite Auckland, 2009 Conference: 26th Annual ascilite International Conference (pp. 419–422). Auckland, New Zealand.

  • Hamid, S., Chang, S., Waycott, J. & Kurnia, S. (2012). A systematic appropriation of social technologies for educational activities: Empirical study of Australian lecturers. Proceedings of the Americas Conference on Information Systems: 18th Americas Conference on Information Systems (pp. 1–11). Seattle, USA.

  • Hamid, S., Waycott, J., Kurnia, S., & Chang, S. (2015). Understanding students’ perceptions of the benefits of online social networking use for teaching and learning. The Internet and Higher Education, 26, 1–9.

    Article  Google Scholar 

  • Harran, M., & Olamijulo, C. (2014). Social media communication spaces to develop literacies in a higher education language classroom context. South African Journal of Higher Education, 28(2), 410–435.

    Google Scholar 

  • Hemmi, A., Bayne, S., & Land, R. (2009). The appropriation and repurposing of social technologies in higher education. Journal of Computer Assisted Learning, 25, 19–30.

    Article  Google Scholar 

  • Hmelo-Silver, C. E. (2003). Analyzing collaborative knowledge construction: Multiple methods for integrated understanding. Computers & Education, 41, 397–420.

    Article  Google Scholar 

  • Huang, W. D., Yoo, S. J. & Choi, J. H. (2008). Correlating college students’ learning styles and how they use Web 2.0 applications for learning. In C. Bonk et al. (Eds.), Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 2752–2759). Chesapeake, VA: AACE.

  • Huann, T. Y., John, O. E. G. & Yuen, J. (2005). WEblogs in education. Educational Technology Division, Ministry of Education, Singapore. Retrieved from http://www.edublog.net/files/papers/weblogs%20in%20education.pdf.

  • Johnston, K., Chen, M. M., & Hauman, M. (2013a). Use, perception and attitude of university students towards Facebook and Twitter. The Electronic Journal Information Systems Evaluation, 16(3), 201–211.

    Google Scholar 

  • Johnston, K., Tanner, M., & Laila, N. (2013b). Social capital: The benefit of Facebook ‘friends’. Behaviour & Information Technology, 32(1), 24–36.

    Article  Google Scholar 

  • Junco, R., Heiberger, G., & Loken, E. (2011). The effect of Twitter on college student engagement and grades. Journal of Computer Assisted Learning, 27, 119–132.

    Article  Google Scholar 

  • Kabilan, M. K., Ahmad, N., & Abidin, M. J. Z. (2010). Facebook: An online environment for learning of English in institutions of higher education? The Internet and Higher Education, 13, 179–187.

    Article  Google Scholar 

  • Kaplan, A. M., & Haenlein, M. (2010). Users of the world, unite! The challenges and opportunities of Social Media. Business Horizons, 53(1), 59–68.

    Article  Google Scholar 

  • Koc, I. (2012). Preservice science teachers reflect on their practicum experiences. Educational Studies, 38(1), 31–38.

    Article  Google Scholar 

  • Lampe, C., Ellison, N.B. & Steinfield, C. (2008). Changes in use and perception of Facebook. Proceedings of the, 2008 ACM conference on computer supported cooperative work (pp. 721–730). California, USA.

  • Land, R. & Bayne, S. (2008). Social technologies in higher education: Authorship, subjectivity and temporality. Proceedings of the 6th international conference on networked learning: Networked Learning Conference, 2008 (pp. 675–681). Halkidiki, Greece.

  • Lee, E. Y. C., Chan, C. K. K., & van Aalst, J. (2006). Student assessing their own collaborative knowledge building. International Journal of Computer-Supported Collaborative Learning, 1(1), 57–87.

    Article  Google Scholar 

  • Lloyd, S., & Bristol, S. (2006). Modelling mentorship and collaboration for BSN and MSN students in a community clinical practicum. Journal of Nursing Education, 45(4), 129–132.

    Google Scholar 

  • Maloney, E. (2007). What Web 2.0 can teach us about learning. Chronicle of Higher Education, 53(18), B26.

    Google Scholar 

  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Thousand Oaks, CA: Sage.

    Google Scholar 

  • Murray-Harvey, R. (2001). How teacher education students cope with practicum concerns. The Teacher Educator, 37(2), 117–133.

    Article  Google Scholar 

  • Murray-Harvey, R., Slee, P. T., Lawson, M. J., Silins, H., Banfield, G., & Russell, A. (2010). Under stress: The concerns and coping strategies of teacher education students. European Journal of Teacher Education, 23(1), 19–35.

    Article  Google Scholar 

  • Ogle, D. M. (1986). K-W-L: A teaching model that develops active reading of expository text. Reading Teacher, 39, 564–570.

    Article  Google Scholar 

  • Parr, G., & Chan, J. (2015). Identity work in a dialogic international teaching practicum. Teaching Education, 26(1), 38–54.

    Article  Google Scholar 

  • Perez, J. B. P. (2000). Participation, interaction and meaning construction in a university-level course using a computer bulletin board as a supplement to regular class discussions: A case study. Ithaca: Cornell University.

    Google Scholar 

  • Popescu, E. (2014). Providing collaborative learning support with social media in an integrated environment. World Wide Web, 17, 199–212.

    Article  Google Scholar 

  • Prescott, J., Wilson, S., & Becket, G. (2015). Facebook use in the learning environment: Do students want this? Learning, Media and Technology, 38(3), 345–350.

    Article  Google Scholar 

  • Resta, P., & Laferrière, T. (2007). Technology in support of collaborative learning. Educational Psychology Review, 19(1), 65–83.

    Article  Google Scholar 

  • Rocca, C. L., Margottini, M., & Capobianco, R. (2014). Collaborative learning in higher education. Open Journal of Social Sciences, 2, 61–66.

    Article  Google Scholar 

  • Rose, C. (2011). The security implications of ubiquitous social media. International Journal of Management and Information Systems, 15(1), 35.

    Google Scholar 

  • Selwyn, N. (2007). Web 2.0 applications as alternative environments for informal learning-a critical review. Paper for CERI-KERIS International Expert Meeting on ICT and Educational Performance (pp. 16–17).

  • Selwyn, N. (2009). Faceworking: Exploring students’ education-related use of Facebook. Learning, Media and Technology, 34, 157–174.

    Article  Google Scholar 

  • Tang, E., & Lam, C. (2014). Building an effective online learning community (OLC) in blog-based teaching portfolios. The Internet and Higher Education, 20, 79–85.

    Article  Google Scholar 

  • Tay, E., & Allen, M. (2011). Designing social media into university learning: Technology of collaboration or collaboration for technology? Educational Media International, 48, 151–163.

    Article  Google Scholar 

  • van Aalst, J. (2009). Distinguishing knowledge-sharing, knowledge-construction, and knowledge-creation discourses. International Journal of Computer-Supported Collaborative Learning, 4(3), 259–287.

    Article  Google Scholar 

  • Wang, Q., Woo, H. L., Quek, C. L., Yang, Y., & Liu, M. (2012). Using the Facebook group as a learning management system: An exploratory study. British Journal of Educational Technology, 43, 428–438.

    Article  Google Scholar 

  • Warren, P. (2008). Inside internships. College & Undergraduate Libraries, 4(1), 117–123.

    Article  Google Scholar 

  • Weible, R. (2010). Are universities reaping the available benefits internship programs offer? Journal of Education for Business, 85, 59–63.

    Article  Google Scholar 

  • Whittaker, A. L., Howarth, G. S., & Lymn, K. A. (2014). Evaluation of Facebook© to create an online learning community in an undergraduate animal science class. Educational Media International, 51(2), 135–145.

    Article  Google Scholar 

  • Wiley, C., & Sisson, M. (2006). Ethics, accuracy and assumption: The use of Facebook by students and employers. Dayton, OH: Southwestern Ohio Council for Higher Education Special Topics Forum.

    Google Scholar 

Download references

Acknowledgements

This research was supported by University of Malaya Research Grant Programme (UMRG Grant No.: RP059A-17SBS).

Author information

Authors and Affiliations

  1. Faculty of Education, The University of Hong Kong, Pokfulam, Hong Kong

    Samuel K. W. Chu & Sanny S. W. Mok

  2. Department of Information Systems, Faculty of Computer Science & Information Technology, University of Malaya, 50603, Kula Lumpur, Malaysia

    Sri Devi Ravana

  3. Department of Special Education and Counseling, The Education University of Hong Kong, Hong Kong, Hong Kong

    Randolph C. H. Chan

Authors
  1. Samuel K. W. Chu
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Sri Devi Ravana
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Sanny S. W. Mok
    View author publications

    You can also search for this author in PubMed Google Scholar

  4. Randolph C. H. Chan
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Sri Devi Ravana.

Electronic supplementary material

Below is the link to the electronic supplementary material.

Supplementary material 1 (DOCX 38 kb)

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Chu, S.K.W., Ravana, S.D., Mok, S.S.W. et al. Behavior, perceptions and learning experience of undergraduates using social technologies during internship. Education Tech Research Dev 67, 881–906 (2019). https://doi.org/10.1007/s11423-018-9638-2

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s11423-018-9638-2

Keywords

Search

Navigation