Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.764422
Title: Engaging higher education students with social media : MIB module case study
Author: Pg Hj Besar, Dk Hjh Siti Norainna
ISNI:       0000 0004 7655 9054
Awarding Body: University of Manchester
Current Institution: University of Manchester
Date of Award: 2016
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Abstract:
This thesis reports on a study which investigated the application of social media in teaching Malay Islamic Monarchy (MIB) in a University of Brunei. The aim was to complement the on-campus delivery of this module, encourage student engagement and produce more active than passive learners. However, tensions existed between social media and the content of the course because of the potential of social media to drown and influence Bruneian Malay cultures and Islamic beliefs in a way that is not consistent with MIB. A questionnaire to 362 undergraduate students at the University of Brunei Darussalam taking the PB1501 MIB module in the semester 1 2012/2013 provided an initial sense of social media use and expectations. Six MIB teachers were also selected to represent different perspective of using social media in MIB module. Furthermore, the observation of ten MIB Facebook groups spaces and content analysis of ten MIB Facebook groups' transcripts produced information on teaching and learning activities as well as findings as to how teachers facilitate student engagement. The findings of the study indicate that whilst social media is a tool that should be able to solve the pedagogical problems in the MIB course, at the same time cultural obstacles are perceived by some teachers in this particular setting, impacting on its acceptance. Findings suggest that the implementation of social media such as Facebook in order to solve a pedagogical problem have raised tensions in this specific cultural environment. The research also shows the MIB teachers have mixed feelings about the fact that social media could complement MIB education. A way of conceiving the tensions between these issues is provided by the Technological Pedagogical Content Knowledge (TPACK) framework developed by Koehler and Mishra (2009), which is used to understand teacher decisions with respect to MIB, MIB pedagogy and social media (TPACK). This shows the connections and interactions between the content of MIB, the MIB pedagogy and social media.
Supervisor: Slaouti, Diane ; Whitworth, Andrew Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.764422  DOI: Not available
Keywords: MIB ; TPACK ; social media ; higher education ; COI
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