Editorial: The Journal of Social Media for Learning 2021 Editorial

The Journal of Social Media for Learning 2021 Editoria

A case study using Instagram to create an online learning environment

Although there is a high prevalence of personal distractions/distractors (e.g., social media) in higher education, only a few instructors are implementing them for educational purposes. The present case study explored how Instagram engaged first year students in a Kinesiology class by utilizing hashtag data. Results suggested that greater than half of the class engaged in the online learning environment. Text analysis revealed nearly half of the data was categorized as good feelings, and Instagram posts revealed that students applied course concepts and met learning outcomes.  Social network analysis revealed a lack of discussion/communication amongst students, however, conversation appeared to be centralized around the opinion leader (i.e., the instructor), and extended beyond those registered in the class. This case study provided an insight into how distractors, such as social media, may be used to elicit agency, deep learning, reflection, and critical thinking among students in higher education

Social Media Usage for Academic Purpose: A Systematic Literature Review 2010 to 2020.: social media use for academic purpose

The purpose of the study is to provide an up to date estimate global usage of social media for academic purpose between 2010 and 2020. The researcher applied systematic literature review, to explore global literatures on social media.  76 empirical studies relating to social media within 2010 to 2020, out of which 35 literatures that met identified minimum standards were utilized for this study. Proceedings of the findings were documented and discussed in thematic analysis. Findings revealed numerous specific SM tools such as Twitter, Facebook, Blogging, Orkut, Badoo, Sky Blog, Google, LinkedIn, Whatsapp, Skype, My Space, Yahoo messenger, zoom, Academic Community Blogs, online article, bookmaking wikis, lib website for academic and social activities, SkyDrive Google group used by students. The purpose of SM usage identified as a determinant factor to academics and the impacts of social media to learning. Study further identified challenges experienced that may affect the use of SM for academic purpose. Research limitations: The article reports findings on SM usage were limited to only empirical research literatures focused on social media and students. The wider scope considered global literatures. However, resources like books and other information resources were not included in this study. Practical implications: The study finding have practical implications in that they can be used as decision and policy model, or a developmental plan in education system to tackle pandemic or related issue in the future considering the 2020 pandemic experience on education system. Social Media use for education purpose can be redesigned into the model of learning in higher institutions. Originality/ value: Use of social media in learning is gathering momentum among researchers globally. The purpose of SM use for academic purpose has not been explored in literature review approach. Finding of the study will, therefore, inform researchers, academics and institution decision makers on possibility of SM tools for academic purpose

It\u27s all about the drama! The necessity of critical media literacy in public education

This paper draws on the experiences of pre-teens and teenagers and their relationships with reality television.  Using the lenses of liquid modernity and critical media literacy, I will examine interactions with reality television, and the ways in which young people construct their own meaning and understanding of different forms of media.&nbsp

An interactive social media workshop using Lego® Serious Play®

Through a #SocMedHE19 conference workshop, the aim was to provide a supportive and open way to discuss the use of social media and to explore any concerns or barriers raised; as well as to gain insights into their professional use of different social media in learning and teaching. A generic overview of Twitter, LinkedIn, Snapchat and Flipgrid were given, drawing on examples of our own learning, teaching and sharing practices in our local institutions. We then wanted to engage the delegates (staff and students) to explore these specific tools themselves and consider how they could be utilised in their own practice. An innovative approach was taken to facilitate and capture this discussion using Lego® Serious Play®, Padlet and Flipgrid. This paper considers how effective this interactive approach was and to what extent it encouraged open discussion about the perceived enablers and barriers to using this selection of social media tools.  Key findings highlight the benefits of using social media tools in a classroom setting, enabling participants to increase understanding and confidence of each available tool and exposing them to utilising it in a pedagogical way. The workshop enabled participants to connect with one another, expanding their network and to share potential ideas for learning and teaching. The need for ongoing support for colleagues who are not familiar with the approaches used and implementation in a classroom setting was strongly recommended by participants

Dog filters & flower crowns: Using Snapchat as a Pedagogical Tool in Higher Education

Academics overwhelmingly value social media as a tool for enhancing student learning (Moran et al, 2011). Generally, academics use information technologies and social media to engage with students in a top-down fashion i.e. it is the norm to use whatever the learning technologists deem appropriate (Liu, 2010). Snapchat is a social networking platform that is reserved for communicating with close relationships and, unlike Twitter, is generally not a method for communicating with strangers (Vaterlaus et al, 2016). Thus, any effective use of Snapchat within a learning environment must finely balance engaging with students on social media to facilitate their learning on one hand, and invading their private space on the other (Woodley & Meredith, 2012). After all, the main reason that students use social media is for social engagement, not classroom engagement (Liu, 2010).   In this paper, we discuss the use of Snapchat as a learning tool, our own experiences of using this platform to engage students from two very different academic disciplines – Festival Management and Prosthetics and Orthotics, using this platform to enhance student learning and engagement in different ways. From creating ‘stories’ that help package concepts and theories to make them more accessible; to curating learning and observations from field trips; in addition to creation of learning resources, discussion groups; the possibilities of Snapchat usage within the learning environment are endless.   This paper sets out to provide participants with practical advice on how to use Snapchat within the learning environment. We encourage teachers in higher education to think about how they can creatively use the app to make learning more accessible. Ultimately, Snapchat is a playful app, and the facilitation of playful learning can help promote creativity, engagement and academic achievement among students (Kangas, 2010)

Self-regulation strategies of smartphone use during university self-study

The role of smartphones within education has received a lot of media and academic attention. This has typically focused on their use in the classroom, within tutor-directed sessions. However, less has been focused on how smartphone use is negotiated within self-study. Using semi-structured interviews, the current study sought to explore final year undergraduate students’ (N = 6) strategies for smartphone self-regulation during self-study time and the extent to which these strategies were effective. IPA revealed three main themes: “Urgency, Context and Consistency”, “Learned Helplessness” and “Fear of Missing out (FoMO)”. The findings extend our understanding of how conceptual frameworks such as self-regulation apply to smartphone regulation during self-study, and provide insight into the barriers for effective regulatory behaviour. Implications for both self-study efficacy and smartphone regulation are discussed

Crossing Boundaries: Twitter and online Communities of Practice for Nursing Students

Nurse education in the United Kingdom is undergoing its biggest transformation in decades.  Widening participation has presented challenges for Higher Education Institutions, increasing numbers of Nursing Students from a diverse range of backgrounds. Changes also to the new NMC standards mean that those nurses qualifying from 2020, will need to be better prepared to deliver care to people with increasingly complex needs, thus requiring a wider range of skills, proficiency in those skills and a breadth of knowledge to support their practice. Social media (SocMe) has the potential to enhance the delivery of Nurse education, providing increasing opportunities to engage Nursing Students whilst also contributing to the development of student knowledge and skills.  Online Communities of Practice (OCoPs), via platforms such as Twitter, support the creation and exchange of knowledge through an active engagement and a shared discourse with expert clinicians and Academics in the field. This paper considers the benefits of OCoPs in the education of Nursing Students. Whilst formal practices of engaging Students using SocMe currently vary from institution to institution, increasingly undergraduate Nursing Students are engaging with OCoPs, contributing both to the development of their online professional identities and to their socialisation into the nursing role.  A recent student-led conference at a University in the north of England is used to illustrate how Twitter as an OCoP, has the potential to benefit Nursing Students, contributing to an increase in their social capital and the development of professional identities. Despite potential reservations around the use of SocMe, such as the blurring of social boundaries, this paper argues that both Students and Academics, alike may benefit from its innovative use and that further research is needed to establish how SocMe may be incorporated into new pre-registration Nursing programmes.&nbsp

Collaborative Conference Reflections: A Visual Journey

Using imagery from social media in this short piece we present a ‘visual feast’ of fond memories from the Social Media for Learning in Higher Education Conference held on 19th December at Edge Hill University 2019

How Virtual Communities of Practice via Social Media might enhance Nurse Education

Nurse education in the United Kingdom is undergoing its biggest transformation in decades.  Changes to educational standards mean that future nurses, will require a wider range of skills; proficiency in those skills; and a breadth of knowledge to support practice. Meanwhile, widening participation initiatives have increased the numbers of Nursing Students from a wider range of backgrounds with more diverse academic abilities. Potential challenges for Higher Education Institutions, may therefore arise from increased numbers entering programmes and the tensions between Learners’ prior educational experience and the demands and expectations of new curricula. Whilst Social Media is already widely used by Academics for the purposes of research, debate and self-promotion, its use as an education tool varies from institution to institution. Social Media platforms such as Twitter, promote active connections with peers, and have the potential to encourage a shared discourse with expert Clinicians and Academics alike. If harnessed correctly, Social Media may be used to develop Virtual Learning Communities which may address these emerging challenges in Nurse Education, supporting a wide-scale exchange of knowledge, reflection and the development of academic skills such as writing and critical thinking. This paper considers the benefits of Social Media, specifically Twitter, and how it can be used to support the education of Nursing Students. A recent student-led conference is used to illustrate how Twitter has the potential to increase student’s social capital whilst contributing to the development of professional identity. This paper argues that both Students and Academics alike, may benefit from the innovative use of Social Media and that further research is needed to establish how it can be incorporated into new pre-registration Nursing programmes.&nbsp