The potential of social media in the classroom in case of scarce resources: Students’ perspectives
Bibliographic record
Abstract
In a digital age, the question of using social media in the classroom has sparked interests from both researchers and all those involved in education across the globe. While using technology in the classroom and related benefits are unquestionable in developed countries (Klopfer, Osterweil, Groff and Haas 2009), they are less obvious in developing countries. The present study explores the potential of using social media even in case of scarce resources. Results obtained by means of a questionnaire designed to this end and administered to higher education students at a university in Burundi show that students know the widely used social media, which they use in their everyday life activities. Students consider them excellent vehicles for improving their language skills in both English and French. In regards with incorporating social media into the classroom, students are very positive even though they are aware of the challenges this may pose. Based on the results, this study reflects on the potential of social media in the classroom even with scarce resources.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.004 | 0.006 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.002 | 0.001 |
| Science and technology studies | 0.007 | 0.008 |
| Scholarly communication | 0.013 | 0.008 |
| Open science | 0.001 | 0.007 |
| Research integrity | 0.003 | 0.004 |
| Insufficient payload (model declined to judge) | 0.003 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".