Effects of Social Networking Sites to Students Essay Sample

Introduction

The critical function of interaction in acquisition is reinforced by the add-on of Social Networking Sites ( SNSs ) to the academic community. Therefore. the add-on of societal web augments the larning community instead than supplying an alternate to it. ensuing in overall sweetening of the acquisition environment [ 2 ] . Social Networking Sites can be defined as: Sites that allow persons to ( i ) build a public or semi-public profile within a delimited system. ( two ) articulate a list of other users with whom they portion a connexion. and ( three ) position and track their list of connexions with those made by others within the system. The nature of these connexions may change from site to site [ 3 ] . Every technological invention has been a subject of argument and centre of researchers’ attending and same is the instance with the development of SNSs.

Assorted research workers have conducted surveies to nail the several impacts of these sites on their users and findings suggested both bright and dark facets. It has been found that inordinate usage causes many psychological. physical. interpersonal and educational jobs to users [ 4 ] . Numerous surveies have besides been conducted to define the impact of SNSs on immature coevals and pupils [ 5 ] . This current survey specifically aims at researching the effects of SNSs on the life styles of instructors and pupils in higher educational establishments so would be a value add-on to this research country.

1. 1 Academic Benefits of Social Networking Sites
Social networking sites have become progressively incorporate into the manner many people today act. believe. and associate to each other. Social networking has a battalion of deductions in the field of instruction and these impacts on pupils. pedagogues. decision makers. and parents are similar [ 6 ] .

Fig1: Multi-directional communicating enabled by SNSs ; Beginning: [ 26 ] This figure shows that different users have multi-directional communicating with multiple parties. The communicating forms enabled by societal networking engineerings mirror the exact procedure many pedagogues seek to back up in selfdirected acquisition based on constructivist. connectivist. and constructionist [ 7 ] larning theories. These communicating mechanisms are authorising and prosecuting to scholars. and contribute to the on-going development of human society. It is of import to admit that credibleness and expertness in societal networking comes from the extent of engagement in the web. including the sum of engagement. frequence. and the utility of the information provided. Teachers and pupils in practical universes must derive benefits [ 8 ] through ongoing engagement in webs to develop their credibleness as a web member. Bishop. Dubord. Hansen. & A ; Webster [ 9 ] reiterate that Facebook’s online community meets the demands set Forth by Chickering et Al [ 10 ] for an environment that promotes pupil development by supplying regular interaction between pupils and chances for coaction with people from diverse backgrounds and that serves as a societal mention group.

These affordances for collaborative networking and relentless interactions present Facebook as a vantage point for unknoting lecturer-student power dealingss. if faculty members support was rendered via this site [ 11 ] . SNSs platforms allow for the extension of larning treatment outside the formal schoolroom puting. hence advancing deeper acquisition as immature people non merely prosecute with the stuff for longer but are more likely to associate to it and integrate it into their mundane lives [ 12 ] . Another surveies conducted on the usage of manus held devices to present workplace larning demonstrated that regular handiness means immature people can entree resources in a manner that is both convenient and relevant to them. This in bend translates into increased degrees of execution into work pattern [ 13 ] . Many research workers found a positive association between the usage of SNSs and academic public presentation of the pupil users. Students. who used SNSs scored higher on reading accomplishments trial and had higher classs as good.

Besides it has been found that Facebook use is helpful for remedy in instance of some psychological jobs including low life-satisfaction and low self-esteem [ 14 ] . SNSs besides provide a rich mean of interaction between instructors and pupils as stated by Roblyer et Al. [ 15 ] . Ginsburg-Block et Al. [ 16 ] argues that most participant larning experience on SNSs is associated with societal acquisition. As a effect. societal larning results constitute the bulk of larning results. Cognitively. they learn how to creatively work out jobs via information searching and online friends’ aid. Affectively. they feel free to show and present themselves. portion experiencing with others. and derive more assurance from title-holders.

Finally. they improve their societal accomplishment and collaborative accomplishment. and besides more willing to portion their ain cognition with equals. He continues that these are good for their well-being development such as self-esteem and satisfaction with life. Although the pupils do non explain the academic acquisition results from on-line societal networking. it can non deny the impact of on-line societal networking on academic acquisition results [ 16 ] . For junior pupils. they might first see societal acquisition and societal integrating into the university ( e. g. . larning the civilization or subculture of the university and interacting with equals ) . and so experience more comfy interacting with module to make a higher degree of academic integrating and acquisition results. Therefore. students’ academic acquisition results could increase when their societal acquisition results were heightened.

1. 2 Arguments against Social Networking Sites in Education
Leach [ 17 ] points out that teacher ought to work their pupils’ bing ICT cognition and utilize the tools to which students are already accustomed. However. Mazer et Al. [ 18 ] suggested that certain affordances of ICT. such as SNSs. can be a possible jeopardy for instructors as some applications allows users to pass on and the content can take to discrediting or calumniatory messages. In add-on. others point out that SNSs can be used for plagiarism. cheating. torment and other types of academic and societal misconduct [ 19 ] . Overall. a image of hazard and danger emerges. As Selwyn [ 20 ] notes. SNSs can put kids at hazard of harming themselves and others. SNSs discourage Face-to-Face Communication. Some pedagogues are concerned that while real-time digital watercourse may make a safe seaport for pupils who are uncomfortable showing themselves. pupils are losing valuable lessons in real-life societal accomplishments.

Students may happen themselves at a disadvantage during college admittance or occupation interviews when they need to command attending and present a consistent message. At societal assemblages and in personal relationships. they need to be able to efficaciously show themselves and link with others [ 21 ] . Spending much clip on SNSs causes an consequence on wellness of persons. This is because the more clip spent while shoping these societal webs can impact the manner the cistrons operate within the human organic structure. and weakens the immune and endocrine degrees. and map of arterias. In add-on. it besides has an impact on mental wellness. Furthermore. the usage of SNSs in instruction can do deficiency of motive towards larning and can be tiring sitting in forepart of computing machine for a long clip. particularly if the scientific stuff presented is free of audio and ocular effects that will pull learner towards larning.

1. 3 Social Networking Sites in the Teachers and Students Social Lifestyle SNSs were integrated exhaustively into instructor and pupil life because of high engineering acceptance rate and of handiness of computing machines. web etc. but more significantly it was integrated because instructor and pupil life lends themselves to non-orderly societal behaviour. Teachers and pupils need reminders for events. inducements for societal assemblages and facilitators for ad-hoc meetings. peculiarly really sporadic 1s. Despite being busy. they are besides extremely societal and SNSs helps them to accomplish that [ 22 ] . SNSs are used to back up offline ties and connexions. Harmonizing to the old surveies. it was found that SNS can be used to leverage other agencies of communicating when lightweight interaction is preferred. Similarly to the manner in which text messages were frequently used in instances where phone calls would non needfully have been placed before [ 23 ] . This does non intend that the communicating is undistinguished as Nathan besides describes in his research experience [ 24 ] .

University pupils are at a phase in life where their societal life is polar to their quality of life. It is besides a clip where friendly relationships are made. maintained. broken and possibly revived. Interestingly. pupils use SNSs to non merely plan socialisation with friends but besides to get the better of their shyness over reaching peripheral friends straight [ 22 ] . As Nathan besides describes. pupils frequently have a set of five or six close friends. but these friends besides had similar sets of close friends that did non needfully overlap. doing friends of friends familiarities or peripheral [ 24 ] . As Boyd [ 3 ] has pointed out antecedently in connexion with other on-line societal webs that friendly relationship is a flexible impression and peripheral friendly relationships can turn into closer friendly relationships and Facebook. in this sense. was a practical facilitator for exactly this procedure [ 3 ] .

2 Methodology
This survey was conducted with the aim of researching the effects of societal networking sites on the life styles of instructors and pupils in higher educational establishments. Students are viewed as the highest client section and the most graphic users of SNSs. A sample of one 100 instructors and one hundred pupils was selected from different private universities both in Bangladesh and Uganda. The universities selected were: Islamic University of Technology ( IUT ) . Asiatic University. Ahsanullah University of Science & A ; Technology. International Islamic University of Chittagong ( IIUC ) from Bangladesh and Islamic University in Uganda ( IUIU ) from Uganda. Therefore. information was supposed to be collected from 200 respondents from these five selected private universities. Random sampling was used to choose both the instructors and pupils form each university.

Out of the entire 100 distributed questionnaires to the instructors. 84 % to the full completed questionnaires were returned. On the other manus. a 100 % response was received from the 100 distributed questionnaires from the students’ side. Two structured questionnaires were developed in order to roll up the information from the instructors and pupils severally. These questionnaires involved both restricted and unfastened ended inquiries with each questionnaire holding three subdivisions. Both qualitative and quantitative methods were applied during informations analysis. Furthermore. leaden mean and chi-square were the techniques used to analyse the information collected.

3 Analysis of the Data and Findingss
Figure 2 below shows the findings on several factors related to internet and SNSs use. Students were asked where they accessed the cyberspace. Majority of them ( 52 % ) responded that they accessed the cyberspace from their inns. 43 % from computing machine research lab. 8 % from their categories and 3 % from the library. Some pupils accessed the cyberspace from more than one topographic point such as categories and inns. inns and computing machine research lab. When respondents were asked which SNSs they used. bulk ( 90 % ) of them used Facebook. followed by ( 15 % ) Chirrup. ( 9 % ) Google Plus. whereas others ( 6 % ) indicated that they used other SNSs. Students used different devices to entree the cyberspace. This survey shows that 87 % used computing machines. 22 % used their nomadic phones and 2 % used other devices. When responses were taken about the clip being spent on SNSs. bulk ( 47 % ) of the pupils indicated that they logged in one time in a twenty-four hours. 36 % spent 2-5times a twenty-four hours. 10 % spent a twosome of hours and merely 7 % were ever logged on.

Fig 2: Students’ experience with societal networking sites and internet use Sing the effects of societal networking sites responses obtained from the pupils which are depicted in the undermentioned table 1. The tabular array indicates bulk of the pupils agreed that societal networking sites helped them to have information about prep. stuffs. undertakings. resources etc. Harmonizing to old research. Heavin ( 2007 ) and Pearson ( 2009 ) found that a secondary school instructor was reported to hold successfully used SNSs in reminding pupils of upcoming prep deadlines. These findings continue to demo that pupils used SNSs for pass oning with their instructors outside school hours.

This claim is supported by Trzeszkowski ( 2007 ) who suggested that her profile on Facebook has allowed her to set up deeper relationships with and apprehensions of her pupils because she can pass on with them beyond the four walls of the schoolroom. Table 1: Effectss of societal networking sites to pupils Statement Positive Effects Sharing prep. information of survey stuffs. undertakings. resources or thoughts Communicating to instructors General group treatment and interchanging thoughts Assignment readying and argument Communication among pupils and their teachers. following proclamations about categories and classs Negative Effects Paying more attending towards SNS than using this clip for their surveies Poor public presentation ( lower classs ) Failure to run into study marks Missing categories due to SNS Reduction in face to confront human contact WA Chi Square value. 000. 000. 000. 000. 000

3. 87 3. 55 3. 51 3. 58 3. 53

3. 85 3. 17 2. 94 2. 66 3. 36

. 000. 001. 002. 368. 001

While reacting to question whether they used SNSs to pass on with each other and to their teachers. follow proclamations about categories and classs. bulk of the pupils admitted that they used SNSs for that intent as clearly indicated by the leaden norm. The qi square values are less than the critical value ( 0. 05 ) which indicates that the void hypotheses are rejected and the research hypothesis is accepted. So the responses on all the statements are statistically important. Sing the negative effects of utilizing Social Networking sites. research findings indicated that pupils get lesser clip for their survey due to over use of SNSs. Harmonizing to Karpinski et Al ( 2009 ) . he stated that Facebook users devoted lesser clip to their surveies than the nonusers did and later had lower GPAs. Based on the findings of this survey. bulk of the pupils agreed that they paid more attending towards SNS than using this clip for their surveies. They went in front to demo that as a consequence of this. they scored lower classs.

Hameed et Al. ( 2008 ) stated that SNS lead to miscommunication in that it does non afford the pupil with the same chances of account and elucidation that occur in face-to-face interaction. This is in line with the findings of this survey where pupils affirmed that the usage of SNSs reduces their chances of face-to-face contact with their instructors. The pupils were further unable to give sentiments on the claim whether their frequent use of SNSs fails them to run into their survey marks every bit good as losing their categories. In most instances. the qi square values are less than the critical value ( 0. 05 ) except for ‘missing categories due to SNS’ which clarifies that the void hypothesis is accepted and the research hypothesis is rejected. This shows that the responses on most of the statements are statistically important.

Fig 3: Teachers’ experience with societal networking sites and internet use Figure 3 shows the findings on several factors related to internet and SNSs use. Teachers were asked which SNSs they used. bulk ( 82. 1 % ) of them used Facebook. followed by ( 28. 6 % ) Chirrup. ( 21. 4 % ) Google Plus. others ( 9. 5 % ) indicated that they used other SNSs whereas the least figure ( 1. 2 % ) used Flickr. Teachers used different devices to entree the cyberspace. This survey shows that 96. 4 % used computing machines. 36. 9 % used their nomadic phones and 1. 4 % used other devices. When responses were taken about the clip being spent on SNSs. bulk ( 57. 1 % ) of the instructors indicated that they logged in one time in a twenty-four hours. 16. 7 % spent 25times a twenty-four hours. 15. 5 % spent a twosome of hours and merely 7. 1 % were ever logged on. The findings sing the positive effects show that instructors utilize the chance of societal networking sites to portion information and other class related stuffs with their pupils which is depicted in the tabular array 5. Mentioning to old research. Yan ( 2008 ) confirmed that online larning communities give instructors and pupils the ability to personalise and portion their content.

Carter et al. 2008 in his research work pointed out some illustrations of instructors integrating SNSs straight into their pedagogical pattern which concluded that there may be benefits in carefully considered usage of societal web media. When reacting to this question. bulk of the instructors indicated that with the usage of SNSs. they managed to larn how to integrate it into learning. Table 2: Effectss of societal networking sites to instructors Statement Positive Effects Share information and resources with pupils Learn how societal networking can be incorporated into learning Creates pupil groups to join forces on undertakings Increases instructors handiness to pupils outside school hours Enables research through the exchange of different stuffs Negative Effects Devotes small clip to go to to pupils category related jobs Reduction in face-to-face human contact due to SNS Reducing the clip of making research to better on your profession Affects profession repute and calling Causes emphasis and affects your wellness WA Chi Square value.

Harmonizing to the present findings. bulk of the instructors showed that they used SNSs to make pupil groups so as to join forces in undertakings and to direct messages to pupils about their Markss or work as cited by Heavin ( 2007 ) . Besides Pearson ( 2009 ) in his work indicated that he has successfully used SNSs such as Twitter and Facebook. for a assortment of grounds including reminding pupils of upcoming prep deadlines. Markss etc. Teacher’s chances of carry oning their research work are improved since SNSs permit the exchange of different stuffs and thoughts. Alexander ( 2006 ) described the value of societal networking tools such as societal bookmarking for collaborative information find and authorship.

The responses in all the instances are statistically important based on the qi square values which are less than 0. 05. So we reject the void hypothesis and we accept the research hypothesis. On the contrary. it was found that instructors devoted small clip to go to to students’ category related jobs. Harmonizing to the research conducted by Greenfield et Al. ( 2008 ) . SNSs every bit good as other new signifiers of communicating engineering are concerns to many school professionals because of the degree of distraction they create within the school. The survey continued to demo that instructors were unable to give their sentiments whether SNSs cut down their clip of making research so as to better on their professions and callings. causes emphasis and affects their encephalon etc. Furthermore. instructors disagreed with the claim that their use of SNSs affects their profession and bearer. This indicated that their profession and calling is affected by other factors but non SNSs. In all the instances. the qi square values are less than the critical value of 0. 05. Therefore. it can be concluded that the responses on all the statements were statistically important.

4 Decision
Social networking sites are deriving a batch of popularity these yearss with about all the pedagogues and educated young person utilizing one or the other such site. These have played a important function in bridging boundaries. traversing the seas and enabling them to pass on on a common platform [ 25 ] . The purpose of this survey was to look into the effects that societal networking sites have to the life styles of instructors and pupils in higher educational establishments. The findings show that most of the pupils normally spend small clip on their societal networking sites by logging in one time a twenty-four hours. Majority of them use Facebook as their favourite SNS and largely entree it on their computing machines while in their inns. It can be clearly seen that pupils give small clip to these SNSs. The findings continue to demo that pupils use SNSs for academic and non-academic intents but with academic intents outweighing the non-academic. Students can explicate group treatments so as to interchange their thoughts. portion class related stuffs with their co-workers communicate to their instructors. entreaty to their friends about assignments etc.

However. there are some drawbacks that SNSs come with. Such drawbacks include passing a batch of valuable clip on SNSs which consequences into hapless public presentation. paying more attending towards SNSs than using this clip for their surveies. decrease in face to confront contact with their instructors. failure to run into their survey marks etc. Their responses indicate that SNSs have a batch of positive influence on their life style as compared to its negative side. However. pedagogues are besides among the vivid users of SNSs. Harmonizing to the findings of this research. bulk of the instructors prefer to utilize Facebook than any other SNSs. They largely login one time a twenty-four hours and they get entree to the cyberspace while utilizing their computing machines.

Teachers have integrated societal networking sites into their instruction methods. They use SNSs to portion class related stuffs with their pupils. communicate to their pupils sing their coursework’s. assignments or any approaching event. communicate with their fellow instructors from other universities something that has enabled them to better on their research hence bettering their callings. Much as societal networking sites have been so good to the instructors. to a lesser extent. they have besides caused some drawbacks. Sing the findings of this survey. instructors spend a batch of valuable clip on SNSs while reading and replying unneeded posters thereby giving small clip to go to to student category related jobs. decrease in face to confront contact with their pupils. causes emphasis and affects their wellness etc. Therefore this research survey suggests that instructors every bit good as pupils should go on to utilize SNSs so as to work more benefits that are associated with them.

5 Recommendation
Due to the clip restraints. the research worker could non carry on in deepness survey on this topic. To this respect he proposes that farther in depth extra research should be conducted on the effects of societal networking to the instructors and pupils life styles in higher educational establishments. This survey has provided some information on how the societal networking sites benefit the pupils and instructors every bit good as the drawbacks it causes to them. Further probes on whether societal networking sites positively or negatively affect instructors and pupils should be done in the undermentioned countries: ( a ) How to to the full incorporate societal networking sites into teaching-learning. ( B ) How to minimise or extinguish the jobs caused by societal networking sites to pupils and instructors. ( degree Celsius ) Identify measures on how to command pupils and instructors over use of societal networking sites and ( vitamin D ) How to actuate the instructors who are still immune to this new engineering ( societal networking sites ) .

Recognitions
We thank to Islamic University of Technology. for back uping us in carry oning this research. In add-on. we are thankful to Mr. Mokhter Ahmed. Mr. Shahed Harun. Mr. Jubaid Abdul Qauiyum and Mr. Shoeb Shahriar for the considerable aid throughout this survey.

Mentions

[ 1 ] Boogart. M. R. V. . “Uncovering The Social Impacts of Facebook on a College Campus” . Master’s Thesis. University of Wisconsin. Madison. 2006. hypertext transfer protocol: //krex. K province. edu/dspace/bitstream/2097/181/4/MatthewVandenBoogart2006. pdf. Accessed 08 August. 2012 [ 2 ] Network. Ed. . “Teaching and Learning with Social Networks: Advantages and Disadvantages” . 2012. hypertext transfer protocol: //www. josepicardo. com/tag/case/ . Accessed 29 July. 2012 [ 3 ] Boyd. d. Friends. “Friendsters. and MySpace Top 8: Writing Community Into Being on Social Network Sites” . 2006.
hypertext transfer protocol: //www. danah. org/papers/FriendsFriendsterTop8. pdf. Accessed 11 August. 2012

[ 4 ] Suhail. K. & A ; Bargees. Z. “Effects of Excessive Internet Use on Undergraduate Students in Pakistan” . CyberPhsychology & A ; Behavior. Vol 9 ( 3 ) . ( 2006 ) . pp. 297-307 [ 5 ] Ahmed. I & A ; Qazi. F. T. . “A expression out for academic impacts of Social networking sites ( SNSs ) : A pupil based perspective” . 2011 hypertext transfer protocol: //www. academicjournals. org/AJBM/PDF/pdf2011/18June/Ahmed % 20a neodymium % 20Qazi. pdf. Accessed 8 August. 2012 [ 6 ] Wikia. . “Social networking in instruction wiki” . 2012. hypertext transfer protocol: //socialnetworkingeducation. wikia. com/wiki/Social_Networking_in_Ed ucation_Wiki. Accessed 8 August 2012 [ 7 ] Harel. I. & A ; Papert. S. . “Situating Constructionism & A ; Constructionism” . Ablex Publishing Corporation. New York. 1991 [ 8 ] Castronova. E. . “Synthetic Universes: The Business and Culture of Online Games” . University of Chicago Press. Chicago. 2006 [ 9 ] Bishop. R. J. . Dubord. M. . Hansen. E. . & A ; Webster. K. . “Acknowledging a campus. community: the facebook and diverseness college” . 2010. hypertext transfer protocol: //studentaffairs. com/vcs/2006entries/EasternMichiganUniversity. ppt. Accessed 11 August. 2012 [ 10 ] Chickering. M. . & A ; Reisser. L. . “Education and identity” ( 2nd ed. ) . San Francisco: Jossey Bass. 1993 [ 11 ] Rambe. P. . “Exploring the impacts of societal networking sites on academic dealingss in the university” . 2011. hypertext transfer protocol: //independent. academe. edu. Accessed 8 August 2012. [ 12 ] Notley. T. M. . & A ; Tacchi. J. A. . “Online Youth Networks: Researching the Experiences of Peripheral Young People in Using New Media Tools for Creative Participation & A ; Representation in 3CMedia” . Journal of Community. Citizens and Third Sector Media and Communication. Vol 1 ( 1 ) . ( 2005 ) . pp. 73-81 [ 13 ] Huffstutler. S. . Wyatt. T. H. . & A ; Wright. C. P. . “The Use of Handheld Technology in Nursing Education” . Nurse Educator. Vol 27 ( 6 ) . ( 2002 ) . pp. 271-275 [ 14 ] Ellison. N. B. . Steinfield. C. . & A ; Lampe. C. . “The benefits of Facebook “friends: ” Social capital and college students’ usage of on-line societal web site” . Journal of Computer Mediated Communication. Vol
11 ( 2 ) . ( 2007 ) . article 2. hypertext transfer protocol: //jcmc. Indiana. edu/vol11/issue2/ellison. hypertext markup language. Accessed 12 August. 2012 [ 15 ] Roblyer. M. D. . McDaniel. M. . Webb. M. . Hermann. J. . & A ; Witty. J. V. . “Findings on Facebook in higher instruction: A comparing of college module and pupil utilizations and perceptual experiences of societal networking sites” . The Internet & A ; Higher Education. Vol 13 ( 3 ) . ( 2010 ) . pp. 134-140 [ 16 ] Ginsburg-Block. M. D. . Rohrbeck. C. A. . & A ; Fantuzzo. J. W. . “A metaanalytic reappraisal of societal. self-concept. and behavioural results of peerassisted learning” . Journal of Educational Psychology. Vol 98. ( 2006 ) . pp. 732-749

[ 17 ] Leach. J. . “Teaching. acquisition and the digital age” . In: B. Moon. A. Shelton Mayes. S. Hutchinson ( eds. ) Teaching. acquisition and the course of study in secondary schools. London: RoutledgeFalmer. ( 2002 ) . pp. 142-164 [ 18 ] Mazer. J. P. . Murphy. R. E. . & A ; Simonds. C. J. . “I’ll see you on Facebook: The Effectss of Computer-Mediated Teacher Self-Disclosure on Student Motivation. Affective Learning. and Classroom Climate” . Communication Education. Vol 56 ( 1 ) . ( 2007 ) . pp. 1-17 [ 19 ] Anderson. T. . “Social Networking. ” In S. Mishra ( Ed. ) . E-Learning: STRIDE Handbook Vol 8 ( pp. 96-101 ) . New Delhi. 2010. [ 20 ] Selwyn. N. . “The digital indigen: myth and reality” . ASLIB. Vol 61 ( 4 ) . ( 2009 ) . pp. 364-379 [ 21 ] ITS. . “Pros and cons of societal media in the schoolroom. Information engineering and services” . 2012. hypertext transfer protocol: //ols. syr. edu/archives/category/socialmedia. Accessed 5 August. 2012 [ 22 ] Barkhuus. L. & A ; Tashiro. J. . “Student Socialization in the Age of Facebook” . 2010 hypertext transfer protocol: //citeseerx. ist. psu. edu/viewdoc/download? doi=10. 1. 1. 178. 5784 & A ; rep=rep 1 & A ; type=pdf. Accessed 8 August 2012 [ 23 ] Ling. R. . “The Mobile Connections. Morgan Kaufmann Publishers” . San Francisco. 2004. [ 24 ] Nathan. R. . “My Freshman Year. What a professor Learned by Becoming a Student” . Cornell University Press. New York. 2005 [ 25 ] National Computer Board ( NCB ) . “Guideline on societal networks” . 2011 hypertext transfer protocol: //www. gov. mu/portal/sites/cybersecurity/documents/Guideline % 20on %
20Social % 20Networks. pdf. Accessed 8 August 2012 [ 26 ] Dawley. L. ( 2009 ) . Social web cognition building: emerging practical universe teaching method. hypertext transfer protocol: //www. emeraldinsight. com/journals. htm? articleid=1793740 & A ; show=abst ract. Accessed 14 August 2012