Assessing the link between learning modes and social media use for learning in first-year undergraduate students

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dc.contributor.advisorKouzekanani, Kamiar
dc.contributor.authorBrott, Jan Brashears
dc.contributor.committeeMemberLucido, Frank
dc.contributor.committeeMemberElwood, Susan
dc.contributor.committeeMemberBland, Eugene
dc.date.accessioned2022-12-06T20:51:24Z
dc.date.available2022-12-06T20:51:24Z
dc.date.issued2019-05
dc.descriptionA dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Education in Educational Leadership from Texas A&M University-Corpus Christi in Corpus Christi, Texas.en_US
dc.description.abstractThe purpose of the study was to examine the relationship between learning modes and the use of social media for learning in undergraduate college students. Social media use among students has continued to grow for the past 10 years, yet, not many have been exposed to using it in an academic setting. The study was guided by Kolb’s (1984) Experiential Learning Model, which categorizes learning mode preferences into a cycle of concrete experience (CE), reflective observation (RO), abstract conceptualization (AC), and active experimentation (AE). The non-probability sample included 143 undergraduate students enrolled at a federally-designated Hispanic-serving institution of higher education in South Texas. The study was correlational and retrospective in nature. A paper-based survey instrument was used to collect the data. The results showed that participants aligned most frequently with the concrete experience mode as a predictor of using social media to support learning. Google and YouTube were the most frequently used social media platforms that were utilized passively to search for information to support learning. Participants were least likely to use social media to collaborate with others or create their own content. While passive use of social media can be helpful in gaining academic information, its social aspect should be further explored. Integrating social media use in the classroom may provide the skills students need to fully realize its use as a collaborative and creative tool.en_US
dc.description.collegeCollege of Education and Human Developmenten_US
dc.description.departmentEducational Leadership, Curriculum & Instructionen_US
dc.format.extent85 pagesen_US
dc.identifier1969.6/1139
dc.identifier.urihttps://hdl.handle.net/1969.6/94528
dc.language.isoen_USen_US
dc.rightsThis material is made available for use in research, teaching, and private study, pursuant to U.S. Copyright law. The user assumes full responsibility for any use of the materials, including but not limited to, infringement of copyright and publication rights of reproduced materials. Any materials used should be fully credited with its source. All rights are reserved and retained regardless of current or future development or laws that may apply to fair use standards. Permission for publication of this material, in part or in full, must be secured with the author and/or publisher.
dc.rightsThis material is made available for use in research, teaching, and private study, pursuant to U.S. Copyright law. The user assumes full responsibility for any use of the materials, including but not limited to, infringement of copyright and publication rights of reproduced materials. Any materials used should be fully credited with its source. All rights are reserved and retained regardless of current or future development or laws that may apply to fair use standards. Permission for publication of this material, in part or in full, must be secured with the author and/or publisher.en_US
dc.rights.urihttp://creativecommons.org/licenses/by-nc-sa/3.0/us/*
dc.subjecteducational leadershipen_US
dc.subjecteducational technologyen_US
dc.subjectmass communicationen_US
dc.subjectsocial learningen_US
dc.subjectsocial media educationen_US
dc.subjectsocial media for learningen_US
dc.titleAssessing the link between learning modes and social media use for learning in first-year undergraduate studentsen_US
dc.typeTexten_US
dc.type.genreDissertation
dc.type.genreDissertationen_US
dcterms.typeText
thesis.degree.disciplineEducational Leadershipen_US
thesis.degree.grantorTexas A & M University--Corpus Christi
thesis.degree.grantorTexas A & M University--Corpus Christien_US
thesis.degree.levelDoctoralen_US
thesis.degree.nameDoctor of Educationen_US

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