دورية أكاديمية
Social Networking Sites as Affordable Tools for High-Potential Personal Learning Networks: The Case of Teachers as Learners in Vietnam
| العنوان: | Social Networking Sites as Affordable Tools for High-Potential Personal Learning Networks: The Case of Teachers as Learners in Vietnam |
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| اللغة: | English |
| المؤلفون: | Van H. Le (ORCID |
| المصدر: | Educational Research for Policy and Practice. 2024 23(2):313-335. |
| الإتاحة: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 23 |
| تاريخ النشر: | 2024 |
| نوع الوثيقة: | Journal Articles Reports - Research Tests/Questionnaires |
| Descriptors: | Social Networks Social Media Technology Uses in Education Teacher Education Foreign Countries Informal Education Language Teachers Second Language Instruction English (Second Language) Technological Literacy Teaching Experience Classroom Techniques Time Management Information Security Privacy Learning Motivation Faculty Development |
| مصطلحات جغرافية: | Vietnam |
| DOI: | 10.1007/s10671-024-09369-4 |
| تدمد: | 1570-2081 1573-1723 |
| مستخلص: | While a great deal has been published about the educational value of social networking sites (SNSs) for teachers, less has focused on teachers who are arguably more dependent on these virtual platforms for informal professional learning due to financial constraints and a lack of regular in-service professional development. Situating this study in Vietnam and focusing on teachers teaching English as a foreign language, we examined how these teachers have adapted SNSs, a tool typically used in leisure and social life, into online personal learning networks. The evidence was collected from 393 teachers' responses to an online survey. The results from descriptive and non-parametric inferential tests revealed three main findings: (1) Teachers engage in a variety of professional learning activities using SNSs with high frequency, regardless of their self-perceived levels of technology competence or teaching experience; (2) Teachers make use of online groups on SNSs for professional topics and their preferences of topics are not likely to be determined by their experience, except for the topics of classroom management techniques and knowledge about learners; (3) The most decisive factors these teachers associated with effective professional learning on SNSs include time availability, reliability of information and materials, personal information privacy and desire to learn. Teachers' perceptions about these factors are influenced by the frequency of their SNS use and professional work experience. The implications of these findings for teacher professional development in Vietnam, and other countries in similar economic circumstances, are also discussed. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| رقم الأكسشن: | EJ1425463 |
| قاعدة البيانات: | ERIC |
Find this article in full text from Springer Verlag. 
Full Text Finder | تدمد: | 1570-2081 1573-1723 |
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| DOI: | 10.1007/s10671-024-09369-4 |