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The Importance of Social Media in Education and Prioritizing Process
Alaa Kutbi1 and Madani Alomar2
1Faculty of Education, University of Windsor, Windsor, Canada and 2Faculty of Engineering, King Abdulaziz University, Jeddah, Saudi Arabia
Abstract. Social media plays a significant role because most schools take advantage of modern technologies. However, the real challenge facing instructors is the selection of the right tool to improve the effectiveness and efficiency of educational outputs. Many factors affect the selection of social media in education. Some of them are related to the ability of instructors and students to deal with different kinds of social media. The authors of this study intend to reduce the challenges that face instructors regarding the selection of the correct social media tools for educational purposes. The authors explore the judgments of a university instructor about choosing the right tool for a particular class by introducing a model that helps increase outputs. A model was constructed using multi-criteria decision analysis (MCDA) following a systematic approach to decomposing and comparing alternatives. The judgments of that instructor resulted in the selection of YouTube, Google Plus, and Twitter.
Keywords: Social media, E-learning, Multi-criteria decision making and analysis, Improving educational outputs.
1. Introduction
Scholars believe that the emersion of Web 2.0 facilitates communication between individuals in the structure of a virtual community [1]. Dr.
Mohammed Khalf-Allah, an assistant professor in educational technology, defines social media as technological applications based on Web 2.0 [2]. The goal of these applications is to achieve communication and interaction between different individuals who live around the world. As a result of this interaction and cooperation, the members of these groups can receive the maximum number of benefits from this visual community [2]. Taking this further, Web 2.0 is a tool that provides second-generation internet services.
This technology supports communication
between internet users and maximizes the user’s part in the enrichment of digital content on the internet and the cooperation between the various users of the internet to build visual communities [3]. Paul Grabowicz believes that
“Web 2.0 means moving away from using the internet to draw a passive audience to a static publishing platform, and instead embracing the broader network, where communication, collaboration, interaction and user-created content are paramount” [4]. Again, the rise of Web 2.0, or social media, has facilitated the communication and interaction between internet users and transformed the users from passive receivers to active learners.
This paper discusses the advantages of social media when it is used as a teaching tool.
The paper begins with previous studies on e- learning and the usage of social media in teaching. The paper also presents a methodology and a model that helps instructors in selecting the right tool. Finally, the paper discusses the results, limitations and future works.
2. e-learning
Some people argue that using social media as a form of e-learning can help improve the outcomes of the education system.
Wegerif finds that “individual success or failure on the course depended upon the extent to which students were able to cross a threshold from feeling like outsiders to feeling like insiders.” [5]. In his study, Wegerif gives an example of a student who found the e- learning method to be more difficult than the face-to-face meetings because she could not cross this threshold and found the e-learning experience cold and unfriendly [5].
However, most of the students in Wegerif’s study enjoyed using social media in their education. At the end of the course, students were asked: “What did you like most about the course?” Students responses included statements that e-learning was
“particularly good at supporting collaborative learning” [5]. Moreover, Väljataga and Fiedler agree with Wagerif’s study. They believe that e-learning is an “essential aspect of today’s postmodern, technologically rich society which is to develop the ability to take control and responsibility for our own education, learning, and change” [6].
2.1 Self-Directed Learning
Hayes claims that, to control our lives, people need to take control of their education
[7]. In other words, “the self-directing intentional learning that can be achieved through social media is necessary for acquiring knowledge and remembering it” [3]. In their study about supporting students to self-direct
intentional learning projects with social media, Väljataga and Fiedler state that all their participating students declared that “they had a positive experience regarding the acquisition of useful theoretical knowledge and practical skills in respect to the use of social media tools and services and self-directing their own learning projects within formal educational settings and beyond” [6]. They say that the students’ reports show that they gained considerable knowledge and skills regarding the use of social media to support a range of activities.
Väljataga and Fiedler conclude that students acquired some expertise regarding the meaningful combination and the selection of a diverse set of social media for their own purposes [6]. Therefore, it can be said that, by using social media as a learning technique, students will have the feeling that they have earned their knowledge, and that will make them never forget the knowledge they have acquired [3].
In addition to all the excitement and self- acquisition features that can be found in social media as a learning tool, e-learning is considered to be a student-friendly environment [3]. Following this further, social media, or e-learning in general, is a very convenient tool. It allows students to think and take their time before posting and participating. Moreover, social media is an educational tool that provides students with the opportunity to participate whenever it is convenient for them.
As a matter of fact, in a study of Saudi students’ perceptions of the use of social media as a learning tool, some students stated that e-learning is better than traditional face- to-face classes [3].
They said that, in a face-to-face class, there is pressure to think fast and share answers or comments with their peers. With e-
learning, on the contrary, students can take as much time as they need before responding and sharing without worrying about waiting for their turn or being interrupted by others because this technology supports an egalitarian style of communication in which everyone can easily participate [3].
2.2 Instructors and e-Learning
In its various platforms, social media takes into account students’ individual differences. Different platforms offer multiple ways to participate that suit most students.
Moreover, the fact that teachers ask their students to use multiple mediums (like Twitter, Facebook, and YouTube) in their learning could have a positive impact on the students’ learning processes.
According to Edward Spooner,
“multimedia learning seeks to give instructors the ability to stimulate both the visual and auditory channels of the learner, resulting in better progress” [8]. Taking this further, according to the dual encoding theory, Ruth Clark believes that the combination of text and graphics in educational content can affect student’s long-term memory and, thus, the learning process in general [9].
Many studies show that the integration of social media tools has a positive impact on teaching and learning by allowing teachers to involve learners by creating knowledge, sharing actively, and collaborating in the learning process [10]. Moran, Seaman, and Tinti-Kane investigate how today’s higher education faculty use social media for teaching, learning, and sharing. According to them, social media sites can be valuable tools for collaborative learning. Their results show that online videos from sites like YouTube are valuable tools for teaching [11].
Moreover, Ishtaiwa and Dukmak investigate pre-service teachers’ perceptions toward using blog and wiki applications to
enhance their learning. They also examine pre- service teachers’ perceptions toward the application that is most effective in their learning. Qualitative data collected from 15 pre-service teachers using semi-structured interviews reveals that web applications, such as blogs and wikis, are useful tools with which to facilitate collaborative learning instead of the competitive learning that dominates traditional classes.
The participants regarded web applications as effective tools with which to enhance interaction, facilitate the creation, sharing, and dissemination of knowledge, as well as develop reflective and critical thinking skills [12]. Yakin and Gencel explore the utilization of social media tools for informal learning activities. They find that Facebook is an important social media tool with which to fulfill their learning activities that is preferred most students. They indicate that networking, mentoring, learning from experts, information distribution, and self-analysis activities are managed through Facebook [13].
The world of the internet or the worldwide web (www) involves many websites that provide different kinds of social media. Table 1 shows the most used social media platforms within different contexts and for various purposes [14]. However, selecting the best tool can be a real challenge for both instructors and students.
The selection of the right tool depends on multiple factors that relate to subject and content, student and instructor abilities, and the overall preparations and capabilities.
Therefore, the authors of this study construct a systematic model that allows instructors (sometimes with the help of students) to choose the best tool or tools with which to improve educational outputs and increase the efficiency and effectiveness of classes and educational institutions. In the next section, the
authors propose a methodology and a model that can be used to overcome this selection problem.
Table 1: Types of social media.
Social networking
Facebook LinkedIn Google Plus Blogging
WordPress Blogger Live Journal Video Sharing YouTube
Vimeo Live Streaming Periscope
Blab Microblogging Twitter
Tumblr Social News
Digg Reddit
3. Methodlogy
The necessity of conducting multi- dimensional decision analysis implies the need to solve a multi-criteria decision-making (MCDM) and Multi-criteria decision analysis (MCDA) problems. MCDM or MCDA helps with the organization and simplification of multi-criteria decision problems into a systematic structure, which allows decision- makers to visualize problems in an understandable structure. An MCDA is a sub- discipline of operations research that considers multiple levels, clusters, and criteria in decision-making situations.
3.1 The Analytical Hierarchy Process (AHP) Several MCDA techniques are available, such as value engineering (VE), the analytical hierarchy process (AHP), multi-attribute utility theory (MAUT), and the Analytical Network Process (ANP). Such techniques provide effective approaches that allow for the quantification of decisions and prioritization of factors and elements that are crucial to the
analysis, control, and improvement of performance. According to Saaty, the AHP approach assists in the following:
1. Structuring a problem as a hierarchy or system
2. Eliciting judgments that reflect subjective decisions
3. Representing those judgments with meaningful numbers
4. Using these numbers to calculate the priorities of the elements of the system or hierarchy
5. Synthesizing these results to determine overall outcomes
6. Analyzing the sensitivity to changes in judgment
Saaty introduced the AHP in 1971. It has become one of the most broadly used methods of MCDM [15]. It is a decision approach that was designed to aid in the solution of complex multiple criteria problems in a number of application areas. AHP is a problem-solving framework and flexible, systematic method that is employed to represent the elements of a complex problem hierarchically [16]. It is known as an essential tool that is used to conduct research about making business decisions and examining management theories by both practicing managers and academic researchers [17].
One of the major strengths of the AHP is the use of pairwise comparisons to derive accurate ratio-scale priorities, as opposed to using the traditional approach of assigning weights, which can be difficult to justify. The procedure of solving a complex problem using the AHP involves the steps in Fig. 1.
3.2 Problem Decomposition
Decomposing the complexity of a problem into levels or components and synthesizing the relations among the components are the underlying concepts of the
AHP. Level One involves the goal cluster and the selection of the right social media platform.
The second level includes the six categories of social media: Blogging, video sharing, live streaming, microblogging, social news, and social networking. The third level includes nodes for each cluster (i.e., blogging with WordPress, Blogger, and Live Journal).
Figure 2 shows the construction of the model with all clusters and nodes.
3.3 Pairwise Comparison
Pairwise comparison aims to determine the relative importance of the elements at each level of the hierarchy. It starts from the second level and ends at the bottom level.
A set of comparison matrices of all elements in a level of the hierarchy, with respect to an element at the immediately higher level, are constructed to prioritize and convert individual comparative judgments into ratio-scale measurements. The preferences are quantified using a nine-point scale. The meaning of each scale measurement is explained in Table 2. The decision-maker needs to express a preference between each pair of elements regarding how much more important one element is than another element.
This means that, for each and every level in the hierarchy, a pairwise comparison matrix is required to expresses individual and subjective judgments and preferences about all elements in the level with respect to the upper-level criteria.
Fig. 1. Analytical Hierarchy Process and steps.
Fig. 2.Clusters and nodes structure.
Table 2. Pairwise ranking and scale[15]. Intensity of
importance
Definition Explanation
1
Equal Importance
The two activities/factors contribute equally to the objective.
3 Somewhat More
Important
Experience and judgment slightly favor one over the other.
5 Strong
Importance
Experience and judgment strongly favor one over the other.
7 Very Strong
Importance
Experience and judgment very strongly favor one over the other. Its importance is demonstrated in practice.
9 Absolutely
More/Extremely Important
The evidence favouring one over the other is of the highest possible validity.
2, 4, 6, 8 Intermediate Values
When compromise is needed
Reciprocal Opposite Value When activity i has one of the above numbers assigned to it with activity j, j has the reciprocal value when compared to i.
According to Saaty, the relative ratio scale derived from a pairwise comparison’s reciprocal matrix of judgments is derived by solving the following equation:
, is equal to the trace of the matrix which consists of unit entries or the average of computed values .where aji = 1/aij or aij aji = 1 (the reciprocal property), aij >0 Thus, a is known as a positive matrix whose solution, which is known as the principal right eigenvector, is normalized using the following equation: . However, a relative ratio scale does not require a unit of measurement. When aij ajk = aik, Matrix A is said to be consistent, and its principal eigenvalue is equal to n. The general eigenvalue formulation given above is obtained by perturbation of the following consistent formulation [15]:
(1)
After the hierarchy of the problem is constructed, the matrices of pair-wise comparisons are obtained using the nine-point comparison scale in Table 2, see equation 1. In this matrix, the element aij=1/aij and thus, when i=j, aij=1. The value of wi may vary from 1 to 9, and 1/1 indicates equal importance while 9/1 indicates extreme or absolute importance. In this regard, the decision-maker has to decide on the importance of each
element over the others. For instance, with respect to the overall, which item (N1orN2) is more important/likely/preferable than the other (see Table 3). Each cell in the table refers to the personal judgment (i.e. N2 is extremely more important than N1).
Table 3. Pairwise comparison within N number of elements.
N1 N2 N3 N4 NI
N1 1 … … … …
N2 … 1 … … …
N3 … … 1 …
N4 … … … 1 …
NI … … … … 1
After the pairwise comparison matrix is developed, a vector of priorities (i.e.
eigenvector) in the matrix is calculated and is then normalized to sum to 1.0, or 100 percent.
This is done by dividing the elements of each column of the matrix by the sum of that column (i.e. normalizing the column). Then, the eigenvector is obtained by adding the elements in each resulting row to obtain a row sum and dividing this sum by the number of elements in the row to obtain a relative weight.
Additionally, a consistency ratio (CR) is used to measure the consistency in the pairwise comparison. The purpose is to ensure that the judgments of decision-makers are consistent.
Inconsistency may arise when max deviates from n due to inconsistent responses in pair-wise comparisons. Therefore, the matrix A should be tested for consistency using index “CI” where CI = (λ max-n). To obtain consistency ratio of matrix A, CR=
CI/RI, where RI is the consistency index of a randomly generated pairwise comparison matrix. The value of RI depends on the number of items being compared as in Table 4.
Table 4: Values of RI and n number of compared items [18].
n 3 4 5 6 7
RI 0.58 0.90 1.12 1.24 1.32
3.4 Analysis and Results
The Super Decisions software is decision-making software based on the AHP and the ANP [18]. In this study, the Super Decisions software is used for multiple reasons. The software provides the users with a platform that has the capabilities of constructing a model, making pairwise comparisons, calculating values, checking inconsistency, and obtaining final results.
After constructing the model, the user or the practitioner must make judgments using pairwise comparisons between clusters and nodes. Super Decisions software is used to insert judgments and pairwise comparisons for all clusters and nodes and obtain final priorities. The pairwise comparison process starts with the goal cluster. The judgment process begins with a comparison process between blogging and live streaming clusters in regard to the overall goal. For example, the user inputs a value of 5 for microblogging over blogging. The user here prefers to use microblogging over blogging as a teaching tool. Similarly, the user inputs judgment values to compare all clusters. Table 5 and Fig.
3 show the values and pairwise comparisons among clusters. They show that the user prefers video sharing, social networking, and microblogging.
Table 5. Pairwise comparison process.
Blo ggi ng
Live strea m
Micro bloggi ng
Social netwo rking
Soci al news
Video sharin Blogg g
ing
1 1 1/5 1/7 1/4 1/8
Live stream ing
1 1 1/5 1/8 1/6 1/9
Micro bloggi ng
5 5 1 1/2 1/2 1
Social netwo rk
7 8 2 1 5 1/4
Social news
4 6 2 1/5 1 1/3
Video sharin g
8 9 1 4 3 1
Fig. 3. Pairwise comparisons of clusters.
With similar comparison process as above, users also conduct node comparisons allocated in cluster. For instance, practitioners make judgments about Facebook, Google Plus, and LinkedIn regarding which kind of social networking tool or media has the highest priority, is most important, or most effective and efficient to use.
Figure 4 shows the results of the node comparisons within the social networking cluster. The instructor likes to share important learning materials using Google Plus and Facebook. Likewise, judgments must be done for all nodes in each cluster to complete all pairwise comparison processes and to complete the circle.
The overall ranking is shown in Table 6, with an overall inconsistency or consistency ratio of (CR=0.957). The presence of inconsistency among multiple pairwise comparisons does not necessarily mean wrong judgments unless it exceeds 0.10. Thus, if the consistency ratio is 0.10 or less, the consistency of the pairwise comparisons is considered reasonable.
Fig. 4. Pairwise comparison process within social networking.
The user prefers to use Google Plus and Facebook as social networking tools/media.
He also indicates a preference for WordPress as a blogging tool and YouTube as a video sharing tool. However, because the user started the comparison by comparing clusters to identify the importance of each kind, the final nodes’ comparison results and weights can be affected by the weight of its parent/cluster.
In other words, the limiting values, the cluster or parent weight multiplied by the node weight, reveal the importance and ranking of several types of social media to the user. For instance, the limiting result, which incorporates the weight of each cluster and node, shows that YouTube, Google Plus, and Twitter are the best tools in each category and among other nodes.
Table 6. Overall comparison results of nodes and clusters.
Cluster Node Normalized
by cluster Limiting Social
networking
Facebook 0.36135 .101153 LinkedIn .06504 .018206 Google Plus .57361 .160570 Blogging
WordPress .60000 .019248
Blogger .20000 .006416
Live Journal .20000 .006416 Video
sharing
YouTube .88889 .325822
Vimeo .11111 .040728
Live streaming
Periscope .87500 .025235
Blab .12500 .003605
Microbloggi ng
Twitter .88889 .139289
Tumblr .11111 .017411
Social news Digg .12500 .016988
Reddit .87500 .118913
4. Conclusion, Limitation and Future Work The use of social media in the classroom and in education is no longer a hot topic in many countries because most schools already take advantage of modern technologies.
However, the real challenges facing instructors and students are which social media tools are the best to improve the effectiveness and efficiency of educational processes and outputs. According to Ertmer and Ottenbreit- Leftwich, “teaching is not effective without the appropriate use of information and communication technologies (ICT) resources to facilitate student learning” [19].
However, many factors affect the selection of social media in education. Some of them are related to the ability of instructors and students to deal with different kinds of social media. Previous studies revealed that
“teachers need to be able to select the most appropriate ICT resources to enable their students to meet the required learning goals”
[19]. Consequently, this study intended to reduce the number of challenges that face instructors when selecting the correct and best social media tools and platforms for
educational purpose when they use social media in education. It also explored the judgments of a university instructor regarding choosing the right tools for a particular class by introducing a model that helps in increasing the outputs of the education process.
A model was constructed using MCDA that follows a systematic and scientific approach to decompose and compare alternatives. Different kinds of platforms and social media were plugged into the model and tested by a university level instructor as shown in the previous sections. The final pair-wise comparisons indicated that You Tube, Google Plus and Twitter are the most important and supportive social media for this particular class. The results of this study are supporting the previous studies that revealed the importance of social media in improving the educational outputs.
However, it is hard to generalize these findings because classrooms’ resources, instructors’ and students’ capabilities, accessibilities and availabilities of technology are varying. Moreover, the social media and platforms are the other types of variables that change overtime.
Nevertheless, the model was designed to be flexible enough to accommodate different judgments by several instructors and users in different circumstances. It allows users to insert new important nodes/items and eliminate any needless items/nodes when necessary.
The proposed model in this study can be improved by implementing the same idea in different circumstances or within different educational institutions. The model can also be used in the future to compare judgments of different educational levels in several countries, which will help in providing a clear picture of the implementation of different kinds of social media in education worldwide.
Finally, the illustrated case in this paper can be improved by conducting a study based on opinions and judgments of more than one instructor.
References
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تايولولأا ديدحتو ميلعتلا يف يعامتجلاا لصاوتلا طئاسو ةيمهأ
يبتك ءلاآ و
1رمع لآ يندم
2
و ،ادنك ،روسدنو ،روسدنو ةعماج ،ةيبرتلا ةيلك1
كلمملا ،ةدج ،زيزعلا دبع كلملا ةعماج ،ةسدنهلا ةيلك2
ةيدوعسلا ةيبرعلا ة
صلختسملا .
لاا لصاوتلا طئاسو بعلت رود ةيعامتج
ا مهم ميلعتلا يف ا
، ثيح إ سرادملا مظعم ن
وتت تاعماجلاو ا
ءاضعأ هجاوي يذلا يقيقحلا يدحتلا نإف ،كلذ عمو .ةثيدحلا تاينقتلا اهيدل رف
نملا ةادلأا رايتخا وه مهمكح يف نمو سيردتلا تائيه ةيلمعلا ةءافكو ةيلاعف نيسحتل ةبسا
ىلع رثؤت ةريثك لماوع كانه .اهتاجرخمو ةيميلعتلا ا
يف يعامتجلاا لصاوتلا طئاسو رايتخ
ميلعتلا
، عم لماعتلا ىلع بلاطلاو مهمكح يف نمو سيردتلا تائيه ءاضعأ ةردقب طبتري اهضعبو
دهي .ةيعامتجلاا لصاوتلا طئاسو نم ةفلتخم عاونأ نم دحلا ىلإ ةساردلا هذه يف نوثحابلا ف
طئاسو رايتخاب قلعتي اميف مهمكح يف نمو سيردتلا تائيه ءاضعأ هجاوت يتلا تايدحتلا ةساردلا هذه يف نوثحابلا مدقي .ةيميلعتلا ضارغلأل ةبسانملاو ةحيحصلا ةيعامتجلاا لصاوتلا جذومن ا لأ ةيميلعتلا تاجرخملا ةدايز ىلع دعاسي اررقملا دح
لئادبلا ةنراقم قيرط نع ةيعماجلا ت
لااو ب جذومنلا اذه ءاشنإ مت .رايتخ ا
تارارقلل ريياعملا ددعتم ليلحت مادختس
، ب كلذو ا جهن عابت
ررقمل سيردت ةئيه وضع قيرط نع حرتقملا جذومنلا ةبرجت تمت .لئادبلا ةنراقمو ليلحتل مظتنم يعماج
، اردلا هذه يف حرتقملا جذومنلا ةبرجت تدأ دقو سولب لغوغو بوتوي رايتخا ىلإ ةس
رتيوتو . ةيحاتفم تاملك :
ريياعملا ددعتم رارقلا عنص ،ينورتكللإا ملعتلا ،يعامتجلاا لصاوتلا طئاسو و لا ةيميلعتلا تاجرخملا نيسحت ،ليلحت .
