مقاله انگلیسی رایگان در مورد مدیریت فناوری رسانه های اجتماعی در کالج فناوری در عمان – امرالد ۲۰۱۷

emerald

 

مشخصات مقاله
ترجمه عنوان مقاله مدیریت فناوری رسانه های اجتماعی در کالج فناوری در عمان: یک تحلیل تجربی
عنوان انگلیسی مقاله Social media technology management in College of Technology in Oman: An empirical analysis
انتشار مقاله سال ۲۰۱۷
تعداد صفحات مقاله انگلیسی ۱۸ صفحه
هزینه دانلود مقاله انگلیسی رایگان میباشد.
منتشر شده در نشریه امرالد
نوع نگارش مقاله مقاله پژوهشی (Research article)
مقاله بیس این مقاله بیس میباشد
نوع مقاله ISI
فرمت مقاله انگلیسی  PDF
رشته های مرتبط مدیریت، مهندسی فناوری اطلاعات
گرایش های مرتبط مدیریت فناوری اطلاعات، اینترنت و شبکه های گسترده
مجله مجله آموزش بین المللی در کسب و کار – Journal of International Education in Business
دانشگاه Department of Information Technology – Nizwa College of Technology – Oman
کلمات کلیدی فناوری رسانه های اجتماعی، مديريت، آموزش عالی، Hedonic، سودمند، ارزش اجتماعی
کلمات کلیدی انگلیسی Social media technology, Management, Higher education, Hedonic, Utilitarian, Social value
شناسه دیجیتال – doi
https://doi.org/10.1108/JIEB-09-2016-0029
کد محصول E9152
وضعیت ترجمه مقاله  ترجمه آماده این مقاله موجود نمیباشد. میتوانید از طریق دکمه پایین سفارش دهید.
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بخشی از متن مقاله:
۱٫ Introduction

The expansion of a web 2.0 offers various social networking platforms for exchanging ideas, contents, and information via digital text, photos or videos. Over two billion internet users are now active on social networking platforms with increasing number of daily new active users worldwide (Statista.com, 2016). Facebook, WhatsApp, Instagram, YouTube and Google+ are some most popular examples of web 2.0 internet-based application (Statista.com, 2016). Adoption of these platforms depends upon individuals’ priority and perception. People adopt these technologies for both personal and work related interests (Brooks, 2015). Various organizations whether academics institutions, banks, health care or insurance motivate their employees to use network-based platforms in order to exchange work related information, develop connections with their clients and/or co-workers, share and promote ideas and resources, improve knowledge, and make connections for recruitment purposes (Behringer and Sassenberg, 2015; Zhang et al., 2015; Cao et al., 2012; Skeels and Grudin, 2009; Yardi et al., 2009; DiMicco et al., 2008). Kelly Global Workforce Index (KGWI) conducted a survey in over 30 countries for 230,000 participants. Survey results showed that “more than a third (thirty four percent) of workers globally adopts social media in their job and career decisions.” According to the survey, the countries of Asia-Pacific (APAC) region has shown the most intensive use of social media for career building purposes led by China with seventy percent, India with sixty four percent, Thailand with sixty percent and Indonesia with fifty seven percent (Kelly Services, 2014). Several educational practitioners and researchers established the fact that social media empowered academia users (teachers and students) with innovative and dynamic interaction for collaborative knowledge development. They also believe and support socio-constructivist model as an essential pedagogical tool for the learners (Lytras et al., 2014; Liu, 2010; Barbour and Plough, 2009; Drexler et al., 2008; Dawson, 2006).Therefore, several academic institutions are now employing and promoting online educational model(s) which are inspired by social networking platforms. One of such known models is Massive Open Online Course (MOOC), adopted by many private and public academic institutions to facilitate their students and instructors for educational purposes. MOOC provides free online contents and allows to create user networks, communicate with others (students or educators) online, complete activities in groups and many other academic activities (Allison et al., 2012). It is also important to state that MOOC is not developed for every category of student or institution because of its socializing limitations (Mackness et al., 2013; Hyman, 2012).

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