Credibility and Involvement of Social Media in Education—Recommendations for Mitigating the Negative Effects of the Pandemic among High School Students
2. Credibility and Involvement of Social Media in Education-Related Research
2.1. Social Media Credibility Factors
2.2. Involvement of Credible Social Media in Education to Reduce the Negative Consequences of the COVID-19 Pandemic
- Secondary school teachers see current opportunities for the positive involvement of credible social media in education; and, simultaneously,
- High school students see the use of social media as a tool for maintaining their own interest in online education.
3.1. Qualitative Research Procedure
3.1.1. Design of the Qualitative Research
- currently possible in online education;
- attractive from the teachers’ point of view.
3.1.3. Research Method
3.2. Quantitative Research Procedure
3.2.1. Design of the Quantitative Research
3.2.3. Research Method
4.1. Identification of the Currently Possible as Well as Attractive Uses of Credible Social Media in Education—The View of Teachers
4.2. Identification and Evaluation of Opportunities for the Involvement of Credible Social Media in Education—High School Students
- The other desires of the students were that social media in online education during a pandemic should also be more attractive to the individual approaches of teachers to their students. This opinion represented answers that pointed to “teacher’s conversations with the student outside the group’s view, “or, for example, the student’s desire for the teacher to “use the messenger more often for personal communication with the student” (this type of answer was recorded in 40 students—39.2%).
- According to students, social media in online education during a pandemic should also be used with a greater involvement of smartphone educational applications in subjects in online education. Research students have relatively specific ideas about how this would be possible; for example, during online education, students suggested the use of smartphone applications that develop language skills, help with 3D graphics, or even make “boring subjects like chemistry or physics” fun (this type of answer was recorded in 34 students—33.32%).
4.3. Common Interpretation of Research Findings
- Really change the way teachers interact with students;
- Help to involve students in the educational process and thus contribute to mitigating different negative effects of the pandemic;
- Change the status of students from often passive contributors (sitting on benches) to co-workers (sharing their ideas and results with classmates and students from other countries);
- Help teachers to link formal education with information that interests students, with attractive forms of knowledge presentation, and real-world things;
- Help teachers to implement forms of online education in which individual computer-based learning can also be understood as a social activity and act as elements for reducing the negative consequences of the COVID-19 pandemic.
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
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|Identification of Forms of Online Education During the Pandemic (Research Categories)||Identification of Educational Activities|
(Research Variables)/Number of Teachers who Agreed (n = 9, in %)
|Information education||(1) Poster creation (88.8%)|
(2) Production of video presentations and short films (100%)
(3) Creation of thought maps (77.8%)
(4) Creation of cartoon collages and comics (88.8%)
|Collaborative education||(1) Interactive online quizzes (100%)|
(2) Online lectures and courses from partner educational institutions (100%)
(3) Online lectures and courses on YouTube (88.8%)
(4) Project teaching (work in pairs or smaller groups; 100%)
|Education aimed at developing technological skills||(1) Information retrieval (77.8%)|
(2) Use of communication tools (88.8%)
(3) Working with productive online tools (88.8%)
(4) Working with graphic online tools (100%)
|Education using social networks||(1) Information coming from educational institutions (Facebook; 100%)|
(2) Messenger as a communication channel for experiential learning activities and group projects (Facebook; 100%)
(3) Student’s own research via questionnaire (Twitter; 88.8%)
(4) Official websites of cultural institutions (100%)
|Active self-education (constructivism)||(1) Project teaching (individual; 88.8%)|
(2) Education using podcasts (100%)
(3) Education using brainstorming, group reflection (100%)
(4) Education with an emphasis on practical learning (i.e., learning by doing; 100%)
|Education with an emphasis on relationship behavior||(1) Community education and social assistance (100%)|
(2) Experiential learning (indoor activities; 88.8%)
(3) Online workshops (88.8%)
(4) Synchronous (online) communication (100%)
|Forms of Online Education during a Pandemic||Maximum Number of Students Agreeing with the Value “I Find Attractive”|
(n = 102, in %)
|Education using social networks||76.44%|
|Education with emphasis on relationship behavior||74.44%|
|Education aimed at developing technological skills||7.84%|
|Individual approach of teachers to students||39.2%|
|Greater involvement of smartphone learning applications||33.32%|
|Forms of Online Education during a Pandemic (Research Categories)||Educational Activities (Research Variables)||Maximum Number of Students Agreeing with the Value “I Find Attractive” |
(n = 102, in %)
|Collaborative education||Online lectures and courses within the YouTube channel||34.3%|
|Project teaching (working in pairs or small groups)||31.36%|
|Interactive online quizzes||12.74%|
|Online lectures and courses of partner educational institutions||10.78%|
|Active self-education (constructivism)||Learning by doing||32.34%|
|Brainstorming and group reflection education||20.58%|
|Project teaching (individual)||16.66%|
|Education using social networks||Information from educational institutions (Facebook)||29.4%|
|Official websites of cultural institutions||20.58%|
|Messenger as a communication channel for experiential learning activities and group projects (Facebook)||18.62%|
|Own student research through a questionnaire (Twitter)||7.84%|
|Education with emphasis on relationship behavior||Experiential learning (within indoor activities)||25.48%|
|Community education and social assistance||17.64%|
|Synchronous (online) communication||16.66%|
|Information education||Creation of cartoon collages and comics||5.88%|
|Creation of thought maps||1.96%|
|Production of video presentations and short films||0.98%|
|Education aimed at developing technological skills||Working with productive online tools||3.92%|
|Use of communication tools||1.96%|
|Working with graphic online tools||0.98%|
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Tkacová, H.; Králik, R.; Tvrdoň, M.; Jenisová, Z.; Martin, J.G. Credibility and Involvement of Social Media in Education—Recommendations for Mitigating the Negative Effects of the Pandemic among High School Students. Int. J. Environ. Res. Public Health 2022, 19, 2767. https://doi.org/10.3390/ijerph19052767
Tkacová H, Králik R, Tvrdoň M, Jenisová Z, Martin JG. Credibility and Involvement of Social Media in Education—Recommendations for Mitigating the Negative Effects of the Pandemic among High School Students. International Journal of Environmental Research and Public Health. 2022; 19(5):2767. https://doi.org/10.3390/ijerph19052767Chicago/Turabian Style
Tkacová, Hedviga, Roman Králik, Miroslav Tvrdoň, Zita Jenisová, and José García Martin. 2022. "Credibility and Involvement of Social Media in Education—Recommendations for Mitigating the Negative Effects of the Pandemic among High School Students" International Journal of Environmental Research and Public Health 19, no. 5: 2767. https://doi.org/10.3390/ijerph19052767