References

Bail, C. A. (2016). Emotional feedback and the viral spread of social media messages about autism
spectrum disorders. American Journal of Public Health, 106(7), 1173-1180.
doi:10.2105/AJPH.2016.303181

BASS III, P.,F. (2016). Living life online: Talking to parents about social media. Contemporary
Pediatrics, 33(5), 21-24.

Bennett, D., Rowley, J., Dunbar-Hall, P., Hitchcock, M., & Blom, D. (2016). Electronic portfolios and
learner identity: An ePortfolio case study in music and
writingdoi:10.1080/0309877X.2014.895306
Although the employability of graduates is of concern across further and higher education it is
particularly problematic in the arts disciplines, from which few students transition to a traditional,
full-time position. Arts graduates shape their work to meet personal and professional needs,
and the successful negotiation of this type of career requires a strong sense of identity and an
awareness of diverse opportunities. The challenge for educators is how we might develop these
capacities whilst being mindful of students dreams, which are often focused on artistic
excellence and recognition. This paper reports findings from a collaborative study undertaken at
four Australian universities. With a focus on developing an electronic portfolio (eP), the study
involved students in classical and contemporary music, music education, music technology,
creative writing and professional writing. The combination of music and writing provided points
of comparison to identify issues specific to music, and those that might apply more generally.

This paper reports findings related to learner identity, drawing evidence from survey and
interview data. The study, which was driven by the learning process rather than the
technological tool, revealed that students use of eP transitions from archive to self-portrait.
Moreover, the eP emerged as a vehicle through which identity is negotiated and constructed.
Indeed, the process of developing of an eP prompted students to adopt future-oriented thinking
as they began to redefine their learning in relation to their future lives and careers. These
findings were common to all students, regardless of discipline or technological platform.
ABSTRACT FROM AUTHOR];

Campbell, S., Chong, S., Ewen, V., Toombs, E., Tzalazidis, R., & Maranzan, K. A. (2016). Social
media policy for graduate students: Challenges and opportunities for professional psychology
training programs. Canadian Psychology/Psychologie Canadienne, 57(3), 202-210.
doi:10.1037/cap0000053

Cheng, G., & Chau, J. (2013). Exploring the relationship between students' self-regulated learning
ability and their ePortfolio achievement. The Internet and Higher Education, 17, 9-15.
doi:10.1016/j.iheduc.2012.09.005
This study explores the relationship between students' self-regulated learning (SRL) ability and
their ePortfolio achievement in a language enhancement programme. Undergraduate students
(N=26) were asked to create several ePortfolio showcases to demonstrate their English
language learning experience over a period of three months. Upon completion of the
programme, participants' SRL ability was measured by the Motivated Strategies for Learning
Questionnaire (MSLQ) and their achievement was assessed using an ePortfolio scoring system.

Our findings reveal that higher-order cognitive skills (i.e. elaboration, organization, critical
thinking), metacognitive control strategies (i.e. self-regulation) and collaborative learning
strategies (i.e. peer learning) were positively correlated with the ePortfolio achievement of
participants. The results not only provide evidence to support that ePortfolio development is a
complex process that cannot simply be driven by surface learning strategies, but also suggest
that students should be equipped with appropriate SRL strategies to successfully participate in
and benefit from ePortfolio activities.

Duffett, R. G., & Wakeham, M. (2016). Social media marketing communications effect on attitudes
among millennials in south africa. African Journal of Information Systems, 8(3), 20-44.
Online interpersonal interaction and communication has become an important aspect of social
activities, especially among Millennials (young adults). However, the African continent has the
lowest Internet access across the globe, but the development and rapid adoption of mobile
technology has led to a major increase in the usage of Internet and new online Information and
Communications Technology (ICT) channels, which are collectively referred to as social media.
Social media platforms have become an integral part of everyday life and marketing
communications via these digital channels has become one of the latest trends in South Africa
(SA). The most commonly used social medium in the world is Facebook, whereas Mxit is the
largest locally established online ICT conduit. However, not much is known about Millennials'
attitudes towards social media as an advertising medium. Therefore, several surveys were used
to investigate the effect of social media (Facebook and Mxit) marketing communications have
on each of the hierarchy response model attitude stages among Millennials in SA. The results

confirm that social media marketing communications have a significant influence on all of the
hierarchy response model attitude stages, but on a declining degree as South African
Millennials progress to the higher stages. Furthermore, the findings also reveal that several
online usage and demographic characteristics have a significant influence on attitudes towards
these new interactive ICT conduits. ABSTRACT FROM AUTHOR];

Fasina, O., Srivastava, P., Dougherty, M., Adhikari, S., McDonald, T., Taylor, S., & Marshall, M.
(2015). Incorporating ePortfolios into student learning. Resource: Engineering & Technology for
a Sustainable World, (6), 10.
The process of job hunting for a student typically starts with preparation of a resume that
contains the student's degree and major, courses taken, and work-related experience. The
resume encapsulates ...]

Hinojosa, J., & Howe, T. (2016). EPortfolio: The scholarly capstone for the practice doctoral degree
in occupational therapy. Open Journal of Occupational Therapy, (3) doi:10.15453/21686408.1203
Professional practice doctoral degrees are common in health care professions, such as physical
therapy, nursing, and psychology (Willis, Inman, Valenti, 2010). Many academic programs in
occupational therapy are currently developing ...]; A critical decision doctoral faculty must make
is deciding what is the most appropriate capstone or terminal requirement for the practice
doctorate degree that is consistent with the program's curriculum. EPortfolios are a viable option
for documenting doctoral students' advanced knowledge and competence. After creating a
professional development plan, the students record individual experiences and reflections

framed by a self-selected metaphor, provide objective documentation of achievements, and

verify advanced competence in a specific area in their ePortfolios. As the students construct
their ePortfolios, they must engage in self-directed learning that is grounded in evidence-based
and reflective practice, with a focus on developing professional characteristics. The purpose of
this article is to describe the rationale and process of using an ePortfolio as the terminal
requirement for a practice doctorate degree in occupational therapy. Keywords Education,
Profession competence, Reflection, Learner-centered education

HOLT, D. (2016). Branding in the age of social media. Harvard Business Review, 94(3), 40-50.
Social media was supposed to usher in a golden age of branding. But things didnt turn out that
way. Marketers originally thought that Facebook, YouTube, and Twitter would let them bypass
mainstream media and connect directly with customers. Hoping to attract huge audiences to
their brands, they spent billions producing their own creative content. But consumers never
showed up. In fact, social media seems to have made brands less significant. What happened?
The issue is, social media has transformed how culture works, in a way that weakens certain
branding techniques. It has united once-isolated communities into influential crowdcultures.
Crowdcultures are very prolific cultural innovators. Their members produce their own contentso
well that companies simply cant compete. Consider that people making videos in their living
rooms top the charts on YouTube, which few companies have managed to crack. While they
diminish the impact of branded content, crowdcultures grease the wheels for an alternative
approach, cultural branding. In it, a brand sets itself apart by promoting a new ideology that
springs from the crowd. Chipotle did this successfully when it made two short films critiquing

industrial food, tapping into a movement that began in the organic-farming subculture and blew
up into a mainstream concern on social media. Other good examples come from personal care.
Axe revived its brand by becoming an over-the-top cheerleader for the lad crowd that arose as a
response to politically correct gender politics. Dove championed the other side of the divide,
with campaigns that spoke to crowdculture concerns about unhealthy beauty standards for
women. Brands succeed when they break through in culture, and crowdcultures are a great
vehicle for doing that. But firms cant identify the critical opportunities by relying on traditional
segmentation and trend reports. INSETS: How Cultural Branding Builds Icons.;How One Brand
Uses Celebrities to Break Through. ABSTRACT FROM AUTHOR]; (Copyright applies to all
Abstracts.)

Jones, S., Downs, E., & Jenkins, S. (2015). Transparency in the ePortfolio creation
process. TechTrends: Linking Research & Practice to Improve Learning, 59(3), 64-70.
doi:10.1007/s11528-015-0854-x
This paper presents the findings of a study examining the effect of transparency on the
ePortfolio creation process. The purpose of the study was to examine whether increased
awareness of other students' ePortfolios through the implementation of transparency and peer
review would positively affect the quality of performance of school library media candidates'
ePortfolios ABSTRACT FROM AUTHOR]; Copyright of TechTrends: Linking Research &
Practice to Improve Learning is the property of Springer Science & Business Media B.V. and its
content may not be copied or emailed to multiple sites or posted to a listserv without the
copyright holder's express written permission. However, users may print, download, or email

articles for individual use. This abstract may be abridged. No warranty is given about the
accuracy of the copy. Users should refer to the original published version of the material for the
full abstract. (Copyright applies to all Abstracts.)

KHOSROVANI, M., & DESAI, M. S. (2016). Implications of social media on african-american college
students' communication regarding sex partners. Education, 136(4), 490.
The advent of mobile phone technologies and the emergence of new social media websites
created a new platform for social interactions. This new phenomenon has positive features that
allow individuals to interact socially and to conduct business. The use of social media also
allows its users to share or exchange valuable knowledge and information, including those
related to the health issues. Nonetheless, there are dark sides to this social phenomenon. For
instance, the openness and widespread use of the various forms of social media may allow
easy access to sexual partners on those websites. This study investigates whether AfricanAmerican college students utilize social media or text messaging to solicit sex partners, and to
seek romantic dates. In addition, it examines whether student participants share or exchange
information on sexually transferable diseases on social media websites. Data indicated that the
majority of the students did not use social media to seek sex partner(s), nor utilized phone text
messaging to facilitate sexual encounters. Furthermore, an overwhelming majority believed that
social media is a useful tool for spreading health information on STDs/HTV. ABSTRACT FROM
AUTHOR]; Copyright of Education is the property of Project Innovation, Inc. and its content may
not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's
express written permission. However, users may print, download, or email articles for individual

use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users
should refer to the original published version of the material for the full abstract. (Copyright
applies to all Abstracts.)

Linder, C., Myers, J. S., Riggle, C., & Lacy, M. (2016). From margins to mainstream: Social media as
a tool for campus sexual violence activism. Journal of Diversity in Higher Education,9(3), 231244. doi:10.1037/dhe0000038

Mohammed, A., Mohssine, B., Mhammed, E. K., Mohammed, T., & Abdelouahed, N. (2015).
Eportfolio as a tool of learning, presentation, orientation and evaluation skills. Procedia - Social
and Behavioral Sciences, 197(7), 328-333. doi:10.1016/j.sbspro.2015.07.145
These last years drove to many mutations of learning in training terms throughout life. The
Moroccan universities began changing paradigm of education. This change consists in passing
from a purely transmissive teaching paradigm to a learning paradigm where learners become
the main actors of learning process and acquiring new skills and knowledge. Most of learning
tools have adapted to this paradigm. Among these tools, there are the learning management
system (LMS) and the electronic portfolio (ePortfolio). Our work focuses on monitoring and
periodic evaluation of the formation of a student in higher education, particularly, the skills
acquired by the student during his university education. Also we will show you other uses of the
e-portfolio. From this perspective we suggest a computer device ISIFePortfolio which not only
allows monitoring of learners, but also acts as an ePortfolio (electronic portfolio) assessment
skills, and a social network combined systems. Based on the Mahara technology,
ISIFePortfolio is an application set up by the team ORDIPU University Hassan II Mohammedia

- Casablanca. It has been integrated into the platform of distance education Education Master
ISIF for the master Engineering Information Systems and Training.

Nguyen, L. T., & Ikeda, M. (2015). The effects of ePortfolio-based learning model on student selfregulated learning. Active Learning in Higher Education, 16(3), 197.
Self-regulated learners are aware of their knowledge and skills and proactive in learning. They
view learning as a controllable process and accept more responsibility for the results of this
process. The research described in this article proposes, implements, and evaluates an
ePortfolio-based self-regulated learning model. An ePortfolio system was developed based on
self-regulated learning theories. This ePortfolio system was used in designing a learning model
for fostering self-regulated learning in higher education. Two surveys were conducted with the
Motivated Strategies for Learning Questionnaire at the beginning and at the end of the courses.
The differences in Motivated Strategies for Learning Questionnaire scales between pre-test and
post-test, or control group and experimental group were evaluated. The trace data of learning
activity were also analyzed to evaluate the effects of the learning model on students selfregulated learning. The results show that students implemented self-regulated learning
processes, and their intrinsic goal orientation, metacognitive self-regulation, effort regulation,
elaboration, rehearsal, and critical thinking improved after applying ePortfolio-based learning
model in the courses. In conclusion, the ePortfolio system and the proposed learning model had
positive effects on students self-regulated learning skills. ABSTRACT FROM AUTHOR];
Copyright of Active Learning in Higher Education is the property of Sage Publications, Ltd. and
its content may not be copied or emailed to multiple sites or posted to a listserv without the

copyright holder's express written permission. However, users may print, download, or email
articles for individual use. This abstract may be abridged. No warranty is given about the
accuracy of the copy. Users should refer to the original published version of the material for the
full abstract. (Copyright applies to all Abstracts.)

A nurse's guide to social media. (2016). Alaska Nurse, 67(3), 12-15.

Qiu, L., Tang, Q., & Whinston, A. B. (2015). Two formulas for success in social media: Learning and
network effects. Journal of Management Information Systems, 32(4), 78-108.
doi:10.1080/07421222.2015.1138368
Recent years have witnessed an unprecedented explosion in information technology that
enables dynamic diffusion of user-generated content in social networks. Online videos, in
particular, have changed the landscape of marketing and entertainment, competing with
premium content and spurring business innovations. In the present study, we examine how
learning and network effects drive the diffusion of online videos. While learning happens
through informational externalities, network effects are direct payoff externalities. Using a unique
data set from YouTube, we empirically identify learning and network effects separately, and find
that both mechanisms have statistically and economically significant effects on video views;
furthermore, the mechanism that dominates depends on the video type. Specifically, although
learning primarily drives the popularity of quality-oriented content, network effects also make it
possible for attention-grabbing content to go viral. Theoretically, we show that, unlike the
diffusion of movies, it is the combination of both learning and network effects that generate the
multiplier effect for the diffusion of online videos. From a managerial perspective, providers can

adopt different strategies to promote their videos accordingly, that is, signaling the quality or
featuring the viewer base depending on the video type. Our results also suggest that YouTube
can play a much greater role in encouraging the creation of original content by leveraging the
multiplier effect. ABSTRACT FROM AUTHOR]; Copyright of Journal of Management
Information Systems is the property of Taylor & Francis Ltd and its content may not be copied or
emailed to multiple sites or posted to a listserv without the copyright holder's express written
permission. However, users may print, download, or email articles for individual use. This
abstract may be abridged. No warranty is given about the accuracy of the copy. Users should
refer to the original published version of the material for the full abstract. (Copyright applies to all
Abstracts.)

Ring, G. L., Waugaman, C., Brackett, R., & Jackson, D. B. (2015). Using eportfolios to assess and
improve the general education curriculum. JGE: The Journal of General Education, 64(4), 310333.
The article provides a comprehensive examination of the use of ePortfolios to assess and
improve the General Education Program in a public university in the southeastern United States.
The implementation process, six years of assessment data, findings from the recent
reaffirmation of accreditation conducted by the Southern Association of Colleges and Schools
Commission on Colleges, and an extensive faculty development initiative were studied to
understand their impact on the general education curriculum. In addition, a case study of two
professors is included to learn the direct impact that participation in extensive faculty
development had on the quality of artifacts generated by their students. Though our assessment

strategy contains multiple measures, including ePortfolios, ets testing, and courses and grades,
we understand that it is not enough to simply assess learning outcomes: we must engage in the
recursive process of data collection, analysis, and continuous improvement. ABSTRACT FROM
AUTHOR]; Copyright of JGE: The Journal of General Education is the property of Pennsylvania
State University Press and its content may not be copied or emailed to multiple sites or posted
to a listserv without the copyright holder's express written permission. However, users may print,
download, or email articles for individual use. This abstract may be abridged. No warranty is
given about the accuracy of the copy. Users should refer to the original published version of the
material for the full abstract. (Copyright applies to all Abstracts.)

Rude, H. N., & Vodeb, K. (2015). Students' use of social media during the travel process. Tourism &
Hospitality Management, 21(2), 179-190.
Purpose - The purpose of the study is to explore how students as an important travel segment
are involved in social media during the travel process and explore the underlying dimensions of
social media use by students during the travel process. Design/methodology/approach - The
quantitative research focuses on the students' use of social media in the three phrases of the
travel process - before travel, during travel and after travel separately. Survey instrument was a
structured questionnaire. Data were collected through online survey using Google Drive.
Descriptive statistics and principal component analysis are performed in the study to
comprehend the students' use of social media during the travel process. Findings - The findings
of the study give an insight into the use of social media among students. They use mostly
Facebook during the travel process, but traditional sources of information remain still relevant.

Study findings reveal that social media are mostly used before travel begins and less during and
after travel. There are identified two dimensions - "search for opinions" and "information and
comparison" - that drive students to use social media before travel and two dimensions "sociability" and "information" - that drive students to use social media during travel. Just one
dimension labelled "sociability" emerged in relation to the use of social media after travel.
Originality of the paper - The paper enhances the slim body of research on the use of social
media among students during the travel process and raises awareness on social media use
during the three phases of the travel process. ABSTRACT FROM AUTHOR]; Copyright of
Tourism & Hospitality Management is the property of Tourism & Hospitality Management and its
content may not be copied or emailed to multiple sites or posted to a listserv without the
copyright holder's express written permission. However, users may print, download, or email
articles for individual use. This abstract may be abridged. No warranty is given about the
accuracy of the copy. Users should refer to the original published version of the material for the
full abstract. (Copyright applies to all Abstracts.)

Wakimoto, D. K., & Lewis, R. E. (2014). Graduate student perceptions of eportfolios: Uses for
reflection, development, and assessment. The Internet and Higher Education, 21, 53-58.
doi:10.1016/j.iheduc.2014.01.002
While there is discussion of eportfolios in many fields in higher education, there is little literature
on eportfolios in the helping professions fields of school counselor and school psychology
education. This study sought to explore graduate students' perceptions of the value of creating
eportfolios and ways of improving the eportfolio process. Overall, the students found the

construction of their eportfolios to be useful in reflecting on their competencies and in gaining

confidence in using technology. The students also valued the hands-on training sessions, peer
review opportunities and model portfolios, and technological skills built by creating the
eportfolios, which they stated may be useful in job searches. Suggestions for improving the
eportfolio process for future students include having all students only create eportfolios, being
more explicit about reflection, and meeting with students earlier to expose them to the eportfolio
platform in order to lessen technology anxiety and increase time for reflection.; Eportfolios can
be a valuable developmental and assessment experience.Students value the ability to show
their technological skills and competencies.Students value eportfolios for reflection and sharing
of their work.Technical support is a key component of successful eportfolio creation.Eportfolio
process may be improved by explicit emphasis on reflection.

Wozniak, N. M. (2012). Enhancing inquiry, evidence-based reflection, and integrative learning with
the lifelong ePortfolio process: The implementation of integrative ePortfolios at stony brook
university. Journal of Educational Technology Systems, 41(3), 209-230. doi:10.2190/ET.41.3.b
Reflection plays a critical role in moving learning to the next level of inquiry. Stony Brook
University has adopted an approach to using ePortfolios within the curriculum that emphasizes
reflection. Stony Brook University successfully piloted eportfolios in the Fall 2010 Semester and
discovered their use facilitated the inquiry process for the students. Integrative ePortfolios have
been used successfully over the past 3 years in colleges and programs such as Writing and
Rhetoric, Engineering, Business, Leadership and Service, and Technology Systems
Management. Within these programs, the process of inquiry takes center stage as educators

embrace learner-centered course delivery and curriculum design in which the student is an
active participant in the instruction. The learner-centered educator partners with the students,
encouraging them to continue their quest for discovery while building knowledge connections to
the next levels of learning. This inquiry process is the foundation for high impact learning
practices such as 1st-year experiences, learning communities, capstone projects, internships,
and service learning that research has shown to increase student engagement and retention.
The main outcome for learner-centered instruction is to engage students in the inquiry process
and integrate their learning in all areas of their lives. The inquiry process and integrative
learning need to become a habit of thought and connection that ignites learning and the
construction of knowledge throughout a lifetime. The Lifelong ePortfolio Process is becoming a
recognized method to facilitate inquiry, evidence-based reflection, and integrative learning. This
process helps the student to connect learning with knowledge and develop the habit of lifelong
learning. ABSTRACT FROM AUTHOR]; Copyright of Journal of Educational Technology
Systems is the property of Sage Publications Inc. and its content may not be copied or emailed
to multiple sites or posted to a listserv without the copyright holder's express written permission.
However, users may print, download, or email articles for individual use. This abstract may be
abridged. No warranty is given about the accuracy of the copy. Users should refer to the original
published version of the material for the full abstract. (Copyright applies to all Abstracts.)