Face-lift: Social computing in higher education

Hussein, KAN, Arayici, Y and Yusof, SAM 2013, Face-lift: Social computing in higher education , in: Exploring ICT in Education Conference 2013, 2-4 March 2013, Doha, Qatar.

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There is no doubt that the world of elearning is growing everyday and the stakeholders of Higher education are looking to empower education with technology. Social Computing represents one of these tools that can help those stakeholders to attain their goal. The purpose of this research paper is to understand the behavior of individuals when they are using these Social Computing tools then propose a model with which the universities can guarantee perfect implementation of Social Computing in their learning environments to leverage the students’ learning and enhance the teaching styles as well. Eight factors have been highlighted to be considered when adopting the Social Computing tools in higher education to help in the adoption of such tools. Some examples of these factors are Reputation, Expected Relationships, and Privacy Concerns. By integrating these factors with the performance expectancy and the behavioural intention, a new model will be formulated to predict the reasons stakeholders should consider for the adoption of the Social Computing tools in higher education. This research depends mainly on interacting with stakeholders having different roles in Higher education to generate accurate findings that can help decision makers to realize the real benefits of adopting Social Computing in their institutions.

Item Type: Conference or Workshop Item (Paper)
Themes: Built and Human Environment
Media, Digital Technology and the Creative Economy
Schools: Schools > School of the Built Environment
Schools > School of the Built Environment > Centre for Urban Processes, Resilient Infrastructures & Sustainable Environments
Refereed: Yes
Funders: Non funded research
Depositing User: Y Arayici
Date Deposited: 30 Apr 2014 11:01
Last Modified: 16 Feb 2022 15:31
URI: http://usir.salford.ac.uk/id/eprint/31778

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