1. Social Media in Higher Education Ibri College of Technology Social media tools in the teaching-learning domain of the Business Studies Department, Ibra College of Technology- A Case Study Abdul Rahman Saeed Mansoor Al-Naafie & Mohammed Shaghil Titoon Al-Malki Supervisor Dr. Manishankar Chakraborty Business Studies Department Ibra College of Technology

2. Contents Abstract Introduction Objective Literature Review Methodology Trigger and Initiation Findings Conclusion Bibliography

3. Abstract Social Media in Teaching-Learning Business Studies Department Social Media Tools and its impact on students learning

4. Introduction The usage of social media in higher education. Challenges, opportunities and barriers. Using social media as a teaching-learning tool in Ibra college of technology.

5. Objective To explore social media as a teaching- learning tool for the Business Studies Department. To understand the Challenges and Opportunities associated with social media in the teaching-learning domain.

6. Literature Review-Snapshot It is paramount for the trainer or the lecturer to identify and use the right social networking resources in line with the student’s teaching- learning requirements (Baird & Fisher, 2005- 2006). Needs to give importance to instructional strategies, emerging technologies and evaluation techniques for blended learning (Kim, Bonk & Oh, 2008).

7. Methodology Secondary data from various social media tools used in teaching and learning. Primary data from students.

8. Trigger and Initiation Dr. Azzah Al Maskeri, Acting College Dean and Assistant Dean for Academic Affairs the change catalyst. Teacher centered learning to Student center learning. Innovation, creativity gets a momentum especially in teaching and learning.

9. Findings The findings along with the observation of the supervisor of this paper are being presented in the subsequent slides.

10. Findings Name of the Tool : Facebook Role in Teaching-Learning: Dedicated Pages on the basis of courses/sections/levels/tutors. Can be used as knowledge reinforcement tool. Situations, Indirect questions, applied questions can be asked as a follow up to the classroom session. Preferential and Popularity Percentage : 87%

11. Findings Name of the Tool : YouTube Role in Teaching-Learning: Audio-visual tool for teaching and learning. Lecture recording and presenting to the students for future review possible. Movie based teaching for subjects related to management and behavioral sciences. Preferential and Popularity Percentage : 98%

12. Findings Name of the Tool : Twitter Role in Teaching-Learning: Search additional related contents to the ones taught in the class with #Tags Generate contents for discussion with specific # tags for virtual discussion. Share important news/happenings/cases related to the courses. Preferential and Popularity Percentage : 32%

13. Findings Name of the Tool : Wikipedia Role in Teaching-Learning: Read course related contents Upload and share course related contents Discuss on the course related contents Edit course related contents. Preferential and Popularity Percentage : 52%

14. Findings Name of the Tool : Whatsapp Role in Teaching-Learning: Forum to discuss to course related activities over telephone. Sharing knowledge Making announcements The sharing of numbers especially of the female students is a deterrent to use the same. Preferential and Popularity Percentage :100%

15. Conclusion The enhancement of the teaching-learning environment within the college. Majority of the students possessing smart phones. Removing the mental cobwebs and experiment with the new methodologies.

16. Bibliography Alexander, B. (2006). Web 2.0: A New Wave of Innovation for Teaching and Learning?. Educause Review. 41 (2), p32-44 Al-Musawi, A. (2007). Current status of educational technologies at Omani higher education institutions and their future prospective. Educational Technology Research and Development. 55 (4), p395-410 Al-Senaidi,S;Lin,L;Poirot,J. (2009). Barriers to adopting technology for teaching and learning in Oman. Computers & Education. 53 (3), p575-590 Baird,ED; Fisher,M. (2005-2006). Neomillennial User Experience Design Strategies: Utilizing Social Networking Media to Support “Always on” Learning Styles, Journal of Educational Technology Systems. 34 (1), p5-32 Bonk, C (2002) "Online Teaching in an Online World" (executive summary), USDLA Journal, Vol. 16, No. 1, January 2002, (accessed March 8, 2014); and C. J. Bonk, "Online Training in an Online World" (executive summary), USDLA Journal, Vol. 16, No. 3, March 2002, (accessed March 20, 2014) Bonk,C. (2006). The Future of Online Teaching and Learning in Higher Education: The Survey Says. Educause Review Online. 1 (2), p3-12 Chakraborty, M; Maskari Al, A. (2014). Overcoming Gender related Challenges through Social Media driven Teaching and Learning: Omani Perspective. Working paper submitted to Learning and Teaching in Higher Education: Gulf Perspective. 12 (1), p.... Chakraborty M. (2008). Facebook. Available: https://www.facebook.com/pages/manishankarthetrainerblogspotcom/200629686674250. Last accessed 28th April 2014 Chakraborty, M. (2008). Facebook. Available: https://www.facebook.com/DrManisPageForHisLearnerAndTrainees?ref=hl. Last accessed 28th April 2014 Greenhow, C; Robelia, B; Hughes, J. (2009). Learning, Teaching, and Scholarship in a Digital Age Web 2.0 and Classroom Research: What Path Should We Take Now?. Educational Researcher. 38 (4), p246-259 Kim, JK; Bonk C; Oh,E. (2008). The present and future state of blended learning in workplace learning settings in the United States. Wiley Subscription Services, Inc., A Wiley Company. 47 (8), p5-16 Morgan,M;Seaman, J;Tinti-Kane,H (April' 2011). Teaching, Learning, and Sharing: How Today’s Higher Education Faculty Use Social Media. Boston: Pearson Learning Solutions. p1-3 Prescott, J. (2014). Teaching style and attitudes towards Facebook as an educational tool. Active Learning in Higher Education. 15 (1), p9-21