چكيده لاتين :
The purpose of this study was to explain the creation of electronic content by teachers in social networks. Phenomenological method used in this qualitative research. In this study, conducted a semi-structured interview with 30 teachers active in social networks who all jointly managed different channels and super groups in social networks using the method of Purpose-based sampling was selected. Then, with two focus group sessions, teachers with active content creation groups selected, after 10 discussions, and interviews started. Data analysis presented using content analysis method in the form of universal themes, organizers and basic themes. Research findings show that teachers create four types of content in virtual social networks: written, visual, interactive, and digital content. Teachers' motivation for creating content in virtual networks also includes skills such as training, communicating and meeting user needs, and targeted self-improvement. On the other hand, the results showed that teachers needed intellectual, artistic, and computer skills to create electronic content in virtual social networks.
Abstract
The purpose of this study was to explain the creation of electronic content by teachers in social networks. Phenomenological method used in this qualitative research. In this study, conducted a semi-structured interview with 30 teachers active in social networks who all jointly managed different channels and super groups in social networks using the method of Purpose-based sampling was selected. Then, with two focus group sessions, teachers with active content creation groups selected, after 10 discussions, and interviews started. Data analysis presented using content analysis method in the form of universal themes, organizers and basic themes. Research findings show that teachers create four types of content in virtual social networks: written, visual, interactive, and digital content. Teachers' motivation for creating content in virtual networks also includes skills such as training, communicating and meeting user needs, and targeted self-improvement. On the other hand, the results showed that teachers needed intellectual, artistic, and computer skills to create electronic content in virtual social networks.
Abstract
The purpose of this study was to explain the creation of electronic content by teachers in social networks. Phenomenological method used in this qualitative research. In this study, conducted a semi-structured interview with 30 teachers active in social networks who all jointly managed different channels and super groups in social networks using the method of Purpose-based sampling was selected. Then, with two focus group sessions, teachers with active content creation groups selected, after 10 discussions, and interviews started. Data analysis presented using content analysis method in the form of universal themes, organizers and basic themes. Research findings show that teachers create four types of content in virtual social networks: written, visual, interactive, and digital content. Teachers' motivation for creating content in virtual networks also includes skills such as training, communicating and meeting user needs, and targeted self-improvement. On the other hand, the results showed that teachers needed intellectual, artistic, and computer skills to create electronic content in virtual social networks.
Abstract
The purpose of this study was to explain the creation of electronic content by teachers in social networks. Phenomenological method used in this qualitative research. In this study, conducted a semi-structured interview with 30 teachers active in social networks who all jointly managed different channels and super groups in social networks using the method of Purpose-based sampling was selected. Then, with two focus group sessions, teachers with active content creation groups selected, after 10 discussions, and interviews started. Data analysis presented using content analysis method in the form of universal themes, organizers and basic themes. Research findings show that teachers create four types of content in virtual social networks: written, visual, interactive, and digital content. Teachers' motivation for creating content in virtual networks also includes skills such as training, communicating and meeting user needs, and targeted self-improvement. On the other hand, the results showed that teachers needed intellectual, artistic, and computer skills to create electronic content in virtual social networks.
Abstract
The purpose of this study was to explain the creation of electronic content by teachers in social networks. Phenomenological method used in this qualitative research. In this study, conducted a semi-structured interview with 30 teachers active in social networks who all jointly managed different channels and super groups in social networks using the method of Purpose-based sampling was selected. Then, with two focus group sessions, teachers with active content creation groups selected, after 10 discussions, and interviews started. Data analysis presented using content analysis method in the form of universal themes, organizers and basic themes. Research findings show that teachers create four types of content in virtual social networks: written, visual, interactive, and digital content. Teachers' motivation for creating content in virtual networks also includes skills such as training, communicating and meeting user needs, and targeted self-improvement. On the other hand, the results showed that teachers needed intellectual, artistic, and computer skills to create electronic content in virtual social networks.
Abstract
The purpose of this study was to explain the creation of electronic content by teachers in social networks. Phenomenological method used in this qualitative research. In this study, conducted a semi-structured interview with 30 teachers active in social networks who all jointly managed different channels and super groups in social networks using the method of Purpose-based sampling was selected. Then, with two focus group sessions, teachers with active content creation groups selected, after 10 discussions, and interviews started. Data analysis presented using content analysis method in the form of universal themes, organizers and basic themes. Research findings show that teachers create four types of content in virtual social networks: written, visual, interactive, and digital content. Teachers' motivation for creating content in virtual networks also includes skills such as training, communicating and meeting user needs, and targeted self-improvement. On the other hand, the results showed that teachers needed intellectual, artistic, and computer skills to create electronic content in virtual social networks.
Abstract
The purpose of this study was to explain the creation of electronic content by teachers in social networks. Phenomenological method used in this qualitative research. In this study, conducted a semi-structured interview with 30 teachers active in social networks who all jointly managed different channels and super groups in social networks using the method of Purpose-based sampling was selected.
