sadegh hamedinasab; Masoumeh Azizi; Rezvan Mohammadi
Abstract
The purpose of this study was to investigate the content of student-teacher learning in social networks and their perception of the validity of the content shared in these networks. The method of this research was qualitative and phenomenological. The study population was all student teachers in the ...
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The purpose of this study was to investigate the content of student-teacher learning in social networks and their perception of the validity of the content shared in these networks. The method of this research was qualitative and phenomenological. The study population was all student teachers in the field of primary education of Farhangian University of Birjand who were studying in the academic year 2021-2022. Semi-structured interviews were conducted with 15 students (7 males and 8 females) using purposive sampling method until the theoretical saturation of the data and the obtained data were analyzed by content analysis method. For data reliability, the method of agreement between coders and for the validity of the findings, the method of review by experts was used. Findings showed that the content of student-teacher learning in social networks includes university-related content (discipline-based, skill-based and English language), school (teaching method, classroom management and elementary course content) and general information (news, medical information and technological information). ) Is. Also, student teachers do not have a positive view of the content shared on social networks, and in their view, the content on social networks is disproportionate, unreliable and incomplete. Based on this, it is suggested that Farhangian University provide credible, categorized and appropriate content for each field of study in social networks to help the development of student-teacher professions and their positive attitude towards the content of these networks.
The purpose of this study was to investigate the content of student-teacher learning in social networks and their perception of the validity of the content shared in these networks. The method of this research was qualitative and phenomenological. The study population was all student teachers in the field of primary education of Farhangian University of Birjand who were studying in the academic year 2021-2022. Semi-structured interviews were conducted with 15 students (7 males and 8 females) using purposive sampling method until the theoretical saturation of the data and the obtained data were analyzed by content analysis method. For data reliability, the method of agreement between coders and for the validity of the findings, the method of review by experts was used. Findings showed that the content of student-teacher learning in social networks includes university-related content (discipline-based, skill-based and English language), school (teaching method, classroom management and elementary course content) and general information (news, medical information and technological information). ) Is. Also, student teachers do not have a positive view of the content shared on social networks, and in their view, the content on social networks is disproportionate, unreliable and incomplete. Based on this, it is suggested that Farhangian University provide credible, categorized and appropriate content for each field of study in social networks to help the development of student-teacher professions and their positive attitude towards the content of these networks.
The purpose of this study was to investigate the content of student-teacher learning in social networks and their perception of the validity of the content shared in these networks. The method of this research was qualitative and phenomenological. The study population was all student teachers in the field of primary education of Farhangian University of Birjand who were studying in the academic year 2021-2022. Semi-structured interviews were conducted with 15 students (7 males and 8 females) using purposive sampling method until the theoretical saturation of the data and the obtained data were analyzed by content analysis method. For data reliability, the method of agreement between coders and for the validity of the findings, the method of review by experts was used. Findings showed that the content of student-teacher learning in social networks includes university-related content (discipline-based, skill-based and English language), school (teaching method, classroom management and elementary course content) and general information (news, medical information and technological information). ) Is. Also, student teachers do not have a positive view of the content shared on social networks, and in their view, the content on social networks is disproportionate, unreliable and incomplete. Based on this, it is suggested that Farhangian University provide credible, categorized and appropriate content for each field of study in social networks to help the development of student-teacher professions and their positive attitude towards the content of these networks.
The purpose of this study was to investigate the content of student-teacher learning in social networks and their perception of the validity of the content shared in these networks. The method of this research was qualitative and phenomenological. The study population was all student teachers in the field of primary education of Farhangian University of Birjand who were studying in the academic year 2021-2022. Semi-structured interviews were conducted with 15 students (7 males and 8 females) using purposive sampling method until the theoretical saturation of the data and the obtained data were analyzed by content analysis method. For data reliability, the method of agreement between coders and for the validity of the findings, the method of review by experts was used. Findings showed that the content of student-teacher learning in social networks includes university-related content (discipline-based, skill-based and English language), school (teaching method, classroom management and elementary course content) and general information (news, medical information and technological information). ) Is. Also, student teachers do not have a positive view of the content shared on social networks, and in their view, the content on social networks is disproportionate, unreliable and incomplete. Based on this, it is suggested that Farhangian University provide credible, categorized and appropriate content for each field of study in social networks to help the development of student-teacher professions and their positive attitude towards the content of these networks.
sadolah ezati; zabiholah sadafi
Abstract
Using social networks has become a social problem in our country. The present study titled "Sociological Explanation of the use of Social Networking among students of the Farhangian University of Ilam aimed to investigate this problem amongst college students. The method of this study was a survey and ...
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Using social networks has become a social problem in our country. The present study titled "Sociological Explanation of the use of Social Networking among students of the Farhangian University of Ilam aimed to investigate this problem amongst college students. The method of this study was a survey and a researcher-made questionnaire was used to collect data. The instrument validity was determined using Cronbach’s Alpha coefficient. The statistical society included all 600 students from the Farhangian University of Ilam and the sample size was determined 234 people and examined by the Morgan table. Findings show that there is a meaningful relationship between Self-Disclosure (/65), Spending Leisure Time (/57), Democratic Structure of Networks (/55), Learning and Exchange Experiences (/56), Attachment and Maintenance of Relationships (/56), Feeling of Social Isolation (/54), The Role of Reference Groups (/50), Need for Information (/42), Promoting Innovation (/47), and Media Persuasion (/42). Regression analysis shows that 57% of the total variance of the use of social networks among students of Farhangian University of Ilam (R2=%57), with self-closure, spending leisure time, learning and exchange of experiences, familiarity with the concept of social networks, the role of the reference groups, democratic structure of social networks and place of residence is predictable.
