LMS VS SOCIAL NETWORK: CONTENT ANALYSIS WITH THE SOCIAL PRESENCE THEORY APPROACH

  • Pongrapee Kaewsaiha Suan Sunandha Rajabhat University, Bangkok
Keywords: learning management system; social networks; content analysis; social presence theory

Abstract

The purpose of this research is to study how educators and learners use social networks as part of their teaching and learning, instead of Learning Management Systems (LMSs) that are specifically designed for education. The author uses content analysis with multiple studies to find the influence that leads to the acceptance of social networks as a teaching tool, and what is seen as a disadvantage of LMS that reduces potential benefits. With the social presence theory approach, it is possible to visualize the decisions of educators/learners by defining relationships and positioning within social groups. Other studies show that most students use social networks for discussion, collaboration, sharing resources and finding support (including mental support), while LMS is useful for managing communication between teachers and students (including assessments). The emergence of mobile technologies also helps to increase communication efficiency through social networks. On the other hand, studies have shown that social networks sometimes distract students from the learning process.

Author Biography

Pongrapee Kaewsaiha, Suan Sunandha Rajabhat University, Bangkok

Ph.D. candidate (Learning Innovation and Technology), King Mongkut's University of Technology Thonburi, Thailand

M.Eng. (Control System Engineering), King Mongkut's Institute of Technology Ladkrabang, Thailand

Full-time Lecturer, International College, Suan Sunandha Rajabhat University, Thailand

Area of Interests: engineering (automation, CAD/CAM, Geometric Modelling),  Information Technology & Education

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Published
2020-09-30
How to Cite
Kaewsaiha, P. (2020). LMS VS SOCIAL NETWORK: CONTENT ANALYSIS WITH THE SOCIAL PRESENCE THEORY APPROACH. The EUrASEANs: Journal on Global Socio-Economic Dynamics, (5(24), 28-37. https://doi.org/10.35678/2539-5645.5(24).2020.28-37