HOLMES INSTITUTE FACULTY OF HIGHER EDUCATION HI6008 BUSINESS RESEARCH PROJECT – ASSIGNMENT 4 – REFLECTIVE JOURNAL Assessment Details and Submission Guidelines Trimester T1 2020 Unit Code HI6008 Unit...

HOLMES INSTITUTE FACULTY OF HIGHER EDUCATION

HI6008 BUSINESS RESEARCH PROJECT – ASSIGNMENT 4 – REFLECTIVE JOURNAL

Assessment Details and Submission Guidelines
Trimester	T1 2020
Unit Code	HI6008
Unit Title	Business Research Project
Assessment Type	4. Reflective Journal (Individual), includes a statement indicating which sections of this research project you personally wrote and what you learned from this experience.
Assessment Title	Reflective Journal
Purpose of the assessment (with ULO Mapping)	The purpose of this assessment is to ensure each student is able to document a critical reflection of their personal learning process, as experienced during this unit. Matches to Unit Learning Outcomes 1, 2, 3, 4, 6, 7
Weight	20 % of the total assessments
Total Marks	20
Word limit	At least 1200 words
Due Date	Friday of Week 12 S
Submission Guidelines	 All work must be submitted on Blackboard by 12 midnight on the due date, along with a completed Assignment Cover Page. [No cover page -20%]  The assignment must be in MS Word format, 1.5 spacing, 12-pt Arial font and 2 cm margins on all four sides of your page with appropriate section headings, paragraphing, and page numbers.  Reference sources must be cited in the text of the report, and listed appropriately at the end in a reference list, all using Harvard referencing style.

HOW SOCIAL MEDIA IS CHANGING EXPECTATIONS OF STUDENTS IN AND OUT OF THE CLASSROOM Table of Contents Table of Contents Introduction3 Topic interest3 Initial Literature Search4 Research problem6 Research question7 Conclusion7 References8 Appendix: HI6008 Business Research Project - Team Charter10 Introduction In the modern world, social media has become ubiquitous in the personal lives of teachers and students alike. It plays an indispensable role in mediating learning behaviour of students and has an impelling impact on sustainable education. The world has become a technology-driven global village and has become much smaller using social media. This study aims to explore the impact of social media on student’s expectations in and out of their classrooms. With the help of published literature journals, information on social media and its influence on the student's learning process would also be evaluated in this study. Finally, a research question will be framed based on the identified problem which might pave the pathway to future research. Topic interest According to Jane-Marie and Lansdown, (2017) one of the major benefits of using social media for students is that it encourages interactive participation by means of peer-to-peer dialogue and promotes sharing resources merely through content creation along with providing opportunity of instant communication and giving virtual space to students for collaboration. Students now expect their teachers or instructors to use social media as one of the learning tools. Statistics show that more than 99% of students aged between 18 and 29 years use social media in Australia. Jane-Marie and Lansdown (2017) added that social media helps students to acquire new information as well as improves productivity by establishing a connection between peers and course materials. Students tend to recognise these benefits and wish to take advantage of these. Figure 1: Social media usage in the year 2017 (Source: Sensis, 2017) Various schools do not have proper means or guidelines for implementing social media applications. Furthermore, lack of guidelines in Universities and colleges resulted in fragmented faculty with half engaging in the use of social media while other half adhering to traditional learning processes. Students are spending most of their productive hours glued to their smartphones that impair their physical and mental wellbeing (Anonymous 2015). Explicit contents are shared, read and discussed through social platforms also have detrimental consequences on mental health of students outside their classroom. All these reasons justify the relevance of considering this topic. It is of utmost significance to understand the impact of social media on student's expectations to curve content resources in such a way that could minimise harmful impact of social media on students and could encourage them to become more productive both in and outside of the classroom. Initial Literature Search The social constructivism theory is completely because peer-to-peer interaction and socialization could help students construct knowledge and their learning process. Laura (2017) suggested that social media has been recently considered as a set of constructivist tools that can promote participative learning that has been introduced in education lately. Piller, Vossen and Ihl (2012) argued that there has been a lot of debate concerning the advantages and disadvantages of social media within classroom premises and its impact on the student learning process. Laura (2017) opined that social media often clashes with the current education system which still relies on a traditional hierarchical structure consisting of students and instructors. They believe that education is completely based on quality assurance of the given contents and not on the use of social media. The following diagram shows some of the benefits that social media provides to students- Figure 2: Benefits of using social media for students (Source: Laura 2017) Selwyn (2020) commented that social media does not aim to replace the traditional teacher-student learning process rather supplement this landscape of traditional learning methods by adding some more tools at the disposal. Students expect that apart from using merely a PowerPoint presentation and whiteboard for lecture sessions, online videos, podcasts, blogs and even photos from social networking platforms could also be converted into interactive sessions. Such a form of learning process will not only be highly interactive but will infuse interests among the students. Social media sites are flooded with recorded texts, virtual meetings, discussion boards as well as online forums. Paine (2014) suggest that social media allows students to upload their works and projects that would further promote transparency wherein other students could review and learn from the uploaded projects. This sort of virtual communication interests’ students and encourages them to further upload contents on-time. Interactive sessions with teachers and collaboration with other schools and universities are some other expectations that students get through social networking sites. Another important factor that lures students towards the use of social media is their home environment. Students, as they grow up, witness their parents get involved in social media for prolonged periods of time. They naturally get inclined towards the use of social media and get attracted to it. Figure 3: Social Media Usage in Australian Homes (Source: Gin et al.(2016) Since social media extends the learning environment beyond the classroom and facilitates an inflow of information from social sites to the students, the latter expects that their instructors would frame their lectures accordingly. Piller, Vossen and Ihl (2012) opined that classroom teaching using traditional books sometimes do not infuse interest among students. However, the similar learning materials when presented to them through social media become appealing and presentable. Thus, the presence of social media has greatly influenced student-centric learning and their expectations in as well as outside their classroom. Both parents and instructors required focusing on the use of social media and design learning materials in such a way that could interest students and keep them satisfied to ensure sustainable education. Research problem Despite offering immense benefits to students in terms of widening the margin of learning experience and high availability of collaborating with peers and other schools, use of social media presents an array of disadvantages which instead of benefiting students, might distract them. Although students prefer using social media as a tool to exchange learning materials with peers and as an interactive ground to connect with instructors, students often spend time chatting and reading online stories that are not related to their study materials. Gin et al. (2016) suggested that instead of reading and practicing notes given by instructors, they waste time chatting with families and friends. Social media causes distraction which affects a student’s academic performance. Neglecting families, high dependence on online friends and reduced span of attention are some other issues faced by students under the impact of social media. Research question A research question tends to narrow down the research area towards a specific pathway based on which future research will be carried further. The research question of this study is- · How social media has changed the expectations of students in and out of classrooms Conclusion Henceforth, it can be said that social media has a definite impact on the expectations of the students. They are more inclined towards virtual classes and interactive participation through social media. Instant communication and collaboration with other schools are possible through social media and use of the internet. Spending hours in front of gadgets and scrolling social media influences a student's learning pattern. Schools are more inclined towards their traditional method of teaching while students prefer to consider social platforms as a constructivist tool. Despite these benefits, social media offers distraction and causes health problems for students. Parents complain that students are addicted to social media and instead of learning materials they waste time scrolling stories and chatting with friends. It is imperative for schools to consider this fact and encourage students towards an effective method of learning process. References Anonymous. 2015, ‘E-Learning in Higher Education in Latin America, in OECD Development Centre Studies, Organisation for Economic Cooperation and Development (OECD), Paris, pp. 85-117, viewed 28 April 2020, https://search.proquest.com/docview/1689988626/397D390E1DBA423EPQ/2?accountid=30552 Gin, KJ, Martínez-Alemán, AM, Knight, S & Radimer, S 2016, DEMOCRATIC EDUCATION ONLINE: Combating Racialized Aggressions on Social Media, Change; vol. 48, no. 3, p. 28, https://search.proquest.com/docview/1816843736/D0395B7A645947D8PQ/1?accountid=30552 Jane-Marie F & Lansdown, TC 2017, ‘Group size and personalization’s effect on Facebook message response rates’, Information Technology & People, vol. 30, no. 1, pp. 71-80, viewed 25 April 2020, https://search.proquest.com/docview/1896760882/2354FD2BFCC54958PQ/1?accountid=30552 Laura B 24, MAY 2017, Teach, Learn, Share: the Role of Social Media in eLearning, viewed 30 April 2020, https://www.shiftelearning.com/blog/teach-learn-share-the-role-of-social-media-in-elearning Paine, N 2014, ‘PART 03: The Game Changers - Chapter 10: The importance of technology for learning’, in The Learning Challenge : Dealing with Technology, Innovation and Change in Learning and Development, Kogan Page Ltd, London, pp. 155-174, viewed 27 April 2020, https://search.proquest.com/docview/1812443344/CBD33E7587F94314PQ/3?accountid=30552 Piller, F, Vossen, A & Ihl, C 2012, ‘From Social Media to Social Product Development: The Impact of Social Media on Co-Creation of Innovation’, Unternehmung : Swiss Journal of Business Research and Practice; vol. 66, no. 1, pp. 7-27, viewed 26 April 2020, https://search.proquest.com/docview/2348180264/2354FD2BFCC54958PQ/2?accountid=30552 Selwyn N 30 April 2020, Online learning: Rethinking teachers’ ‘digital competence’ in light of COVID-19, viewed 1 May 2020, https://lens.monash.edu/@education/2020/04/30/1380217/online-learning-rethinking-teachers-digital-competence-in-light-of-covid-19 Appendix: HI6008 Business Research Project - Team Charter Team Member Names Email Mobile Sonam Tamang ID- MMM2016 Sukhdeep Singh ID- AAP3072 Rajat Pandey ID- GIA2035 1. Explain the team’s agreed goals and timeline for completion (Due dates, meetings, milestones, deliverables from individuals) The team members of the project have agreed to attend meetings every Monday via video conferencing for discussing the proceedings and are likely to be submitted after 4 weeks. 1. Who is responsible for each activity? Sonam Tamang will be responsible for designing the plan and research methodology. Sukhdeep Singh will conduct literature review and proofread the project. Rajat Pandey will be finally responsible for collecting data and analysing them. Finally, the entire project will be formatted by Rajat Pandey before submitting it. 1. What particular team-roles will each member contribute to the team? Sonam Tamang will be innovator while Sukhdeep Singh will be the implementer of the team. Finally, Rajat Pandey will be the finisher of the task. 1. What are your team’s expectations regarding meeting attendance (being on time, leaving early, missing meetings, etc.)? At the time of video conferencing, all members are expected to be on-time and have a stable internet connection. 1. What process will team members follow if they have an emergency and cannot attend a team meeting or complete their individual work promised to the team (deliverable)? The team members will be asked to communicate through phone calls as soon as they succumb to any issue. If any team member is absent due to a legitimate issue, meetings will be rescheduled the next day. 1. What are your team’s expectations regarding the quality of team members’ preparation for team meetings? With high diligence and professionalism