The Journal of Social Media for Learning
Aim and Scope The Journal of Social Media for Learning is a double blind peer-reviewed, open-access, journal that seeks to publish high quality research and scholarly articles at the leading edge of development of theories, practices and pedagogy that increase insight, support understanding and add to the International discourse about all aspects of the use Social Media for Learning. The journal is proactive in seeking to bridge the gap between traditional teaching methods and contemporary digital learning and supports the publication of research and evidence-informed practice to share research which demonstrates tangible, high quality outputs with impact that have brought about real changes for the direct benefit of students. The use of Social Media as a tool for learning is an emergent, rather than an established practice and as such many questions remain unanswered. In addition to the publication of research relating to the nature of the technologies themselves, very little is known about understandings and perceptions of its use as a tool for teaching or learning. There are also important issues to be explored around the preparation for teaching, the assessment of competency and implications on policy. The journal seeks to present a balanced mix of case studies and research articles which relate to learning and teaching and reflect current themes and ideas but also to provide a platform within the context of students and staff as change agents in shaping future developments within the field. Critical, review, and comparative studies are particularly prominent, as are contributions which draw upon other literatures in order to address issues of concern. In addition, the Journal publishes book reviews, editorials and reflection/opinion pieces. Contributions to on-going research debates are encouraged and the Journal welcomes opportunities to publish substantial literature reviews in order to consolidate contributions which have been made within the field of Social Media for Learning. Special Issues and themes within issues, focusing on specific aspects of Social Media are welcome. These can be commissioned by the Editors, or the editorial board are happy to receive proposals from the community.
Authors retain copyright and grant the journal right of first publication with the work. The work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International Licence that allows others to read, download, copy, distribute, print, search, or link to the full text of works in this journal, or to use them for any other lawful purpose in accordance with the license.
From Open-Book Exams to Group Podcasts: A Paradigm Shift in Assessing Pre-Registration Nursing Associate Students' Knowledge of Long-Term Condition Care
The role of Nursing Associates in the English healthcare system has become increasingly significant amid a nursing shortage, necessitating a re-evaluation of traditional higher education assessment methods. This case study critiques high-stakes examinations and advocates for authentic assessment strategies that better reflect real-world scenarios. We explore group podcasting, which foster collaboration, critical thinking, and digital competencies while maintaining a human-centred focus. By integrating digital skills with interpersonal care, this case study highlights the importance of inclusive, effective educational frameworks that prepare pre-registration Nursing Associates for the complexities of modern healthcare delivery.
Pre-Registration Nursing Associate Education
Copyright (c) 2026 Nicole Blythe, Jonatan Berhane, Adam Fowler https://creativecommons.org/licenses/by-nc-nd/4.0
Informational Quality of Retinol Content on Social Media – A Cross-Sectional Analysis
While social media is a popular tool to disseminate dermatologic information, the informational quality of the available retinol content has not been assessed. We conducted a cross-sectional study by querying for Instagram posts about retinol on January 24th, 2023, and analyzed ninety-seven posts using the DISCERN metric, a validated instrument for judging the quality of written consumer health information. The majority of assessed posts had a DISCERN score under 2 (out of 5), with an average score of 1.27/5 (SD of 0.56). This study highlights the lack of high-quality information on the topic of retinol on Instagram and the importance of consumer caution when seeking information online.
Copyright (c) 2026 Trina Nguyen https://creativecommons.org/licenses/by-nc-nd/4.0
Materialism and the De-Influencing Trend: Classroom Applications
A new trend on social media coined “de-influencing” is reshaping the way Generation Z (Gen Z) views mass consumerism. Gen Z’s Shifting position on consumerism, moral values, and relationships with rising influencers is the dominant explanation for the trend's popularity. Like the Hollywood celebrities of the past, micro-influencers are becoming recognizable icons whose endorsement and influence are valued by this generation. Using a meta-analysis of current publications, the article considers the magnitude of Gen Z’s shifting interests and the economic impact this may have on consumer goods. The article extends its findings to the academic world by providing concrete suggestions for teaching the subject in the classroom.
Copyright (c) 2026 Amiee Shelton, Dominic DeBlasi https://creativecommons.org/licenses/by-nc-nd/4.0
What’s Up with WhatsApp: Reflections on the Evolving Use of a Messaging Service by Students in Higher Education
Students are increasingly using social media with instant messaging, to build educational communities. Personal experience from my own teaching practice suggested the majority of the student cohort were engaged in these groups. When interviewing students about their sense of community in online spaces, the strength of feeling expressed about the risks and benefits of joining WhatsApp groups outweighed all other social media apps. This article uses interview data, in combination with teaching experience, to briefly reflect upon WhatsApp use in education. It concludes with a proposed pathway for further scholarship on this important emerging area of university life.
Copyright (c) 2026 Sharon Mallon https://creativecommons.org/licenses/by-nc-nd/4.0
Using social media safely and appropriately in higher education: A reflection on the last 10 years
The ubiquitous use of mobile technology and easy access to social media apps, and more recently video conferencing software such as Zoom, provide multiple ways for individuals to interact. These technologies have been adopted by both educators and students and provide many useful ways to communicate and collaborate within and beyond the classroom. The acceleration of digital communication tools and widespread use of digital technology in our daily lives’ present tensions as the collection of personal data increasingly gives rise to privacy concerns. Furthermore, inappropriate online communications have resulted in serious situations and significant repercussions for those involved. It is therefore timely to revisit the guidance on appropriate online behaviour in the use of social media, and how we use technology safely, along with being clear about the potential implications if advice is not heeded. In our session we will share the open access resources we have developed at Sheffield Hallam University with suggestions on how these could be used with students. These include “How to use social media responsibly”, “Managing your digital footprint”, “Using social media for learning”, and “Using social media to enhance your employability”. This reflection paper considers the collaborative process undertaken to produce social media guidance for an institution.
Copyright (c) 2026 Alison Purvis, Sue Beckingham https://creativecommons.org/licenses/by-nc-nd/4.0
Globalization, Technologies, and Digital Culture in Graduate Contexts: Intercultural Possibilities and Challenges
This study focused on interculturally juxtaposing different higher education communities’ experiences with digital culture and technologies. The dialogues created among researchers from three different countries – Brazil, Canada, and the UK – contribute to an exchange of reflections and problematizations of what innovative and ubiquitous pedagogical practices are like. For the past few years, especially due to COVID-19, researchers have identified the impact of digital culture on educational practices in different universities, highlighting there is a need to further understand the relationship between the advancements in digital culture and its outcomes for innovative educational practices. The participants in the study helped the research team to consider the possibilities and challenges of digital culture in education by sharing perspectives on: 1) the conception educational communities in universities have about innovation, educational practices and digital culture; and 2) the relationship of instructors, students, and other members of the educational community (e.g.; secretaries, deans, head of departments) toward educational practices that include innovation, and digital culture in their day-to-day practices. Our discussions broadened the notions of innovation, and digital culture in educational practices by inviting professionals from universities from different contexts to reflect on intercultural aspects that shape new dialogues to negotiate tensions among educational practices within digital culture. Keywords
Copyright (c) 2026 Gustavo Moura, Maria Cristina Lima Paniago https://creativecommons.org/licenses/by-nc-nd/4.0
PDT1076 – An Exploration of Foundation Degree Student Experiences of Navigating Digital Communities to Inform Their Undergraduate Studies
Copyright (c) 2026 Adam Chapman https://creativecommons.org/licenses/by-nc-nd/4.0
"Hello, you and I haven't met in person before, but…" Social media for community building and self-development.
Social media has become a significant tool for professional development and community building. This paper reflects on the transformative impact of social media on the author’s career within Higher Education (HE). Navigating the challenges and opportunities in HE has been shaped by engaging with various social media forums. The author shares their personal account of how social media has played a pivotal role in overcoming challenges, building a professional community, and fostering growth.
Copyright (c) 2026 Kiu Sum https://creativecommons.org/licenses/by-nc-nd/4.0
Supporting First Generation Students with Discord.
First-generation students account for almost half of all new student enrolments in some higher education institutions. However their non-continuation rates and final degree classifications are notably lower than that of their continuing generation peers. From a series of focus groups held with first-generation students at Sheffield Hallam University several issues were identified that were unique to this particular student group, notably a lack of process knowledge, lower than average participation, a limited sense of belonging and difficultly managing their multiple roles. Through a practitioner-led design research methodology the platform Discord was chosen in consultation with the students to investigate how the platform can be used to improve their sense of belonging and course community. These were measured against a series of defined metrics to provide both qualitative and quantitative data for analysis. Initial results have demonstrated a higher than anticipated student engagement with the technology platform and regular communication between peers without academic staff involvement.
Copyright (c) 2026 Mike https://creativecommons.org/licenses/by-nc-nd/4.0
Copyright (c) 2024 Sarah Honeychurch; Deb Baff, Mark Breslin, Sarah Hallam, Glenn Hurst, Laura Riella, Gabriella Rodolico, Nina Walker https://creativecommons.org/licenses/by-nc-nd/4.0
Using SocMedHE as a case study, in this paper we provide some examples of extracting and analysing information from tweets and we introduce some example tools for doing this. We also use these tools in order to explore some different ways in which we can play with this type of data. This paper is an extension of a conference presentation to SocMedHE21 (Turner 2021a).
Copyright (c) 2024 Scott Turner, Dr, Sarah Honeychurch, Dr https://creativecommons.org/licenses/by-nc-nd/4.0
Social Media in History Learning: Findings from a Project Involving Active Engagement
This paper reports on an experimental study involving active social media engagement to explore its potential for increasing efficiency in history teaching and learning. To this end, a two-stage work program was implemented. In the first stage, a series of videos were created by blending three traditional forms: historical documentary, drama, and educational video. These videos were shot at various locations, including Göbeklitepe, a UNESCO World Heritage site. The videos were then published on YouTube and their links were shared on Facebook. In the second stage, the impact of the videos was measured based on viewer interactions such as watching, liking, expressing emotions, re-sharing, and commenting on both platforms. The Göbeklitepe series, consisting of 11 videos published over 11 weeks, received more than 255,000 views on YouTube. Analysis of user interaction data showed that 82,19% of the users who went beyond just viewing found the work successful. The overall conclusion is that social media can be a useful tool for increasing the efficiency in history teaching and learning, provided that care is given to conceptual design as well as to content quality. This study is expected to lead to further research using the same model to improve these results.
Copyright (c) 2026 Ramazan Acun https://creativecommons.org/licenses/by-nc-nd/4.0
Social Media as a Pedagogical Tool in Class: Tiktok Case Study
Social media has been an ever-growing medium with the expansion of multiple platforms and user adoption around the globe. According to Hootsuite’s Annual Digital Data Report for the year 2022, there are 4.62 billion users of social media across the globe, with a 10.1% increase from the subsequent year. This paper aims to explore Tiktok platform as a pedagogical tool for learning in the classroom for University Students in an "Online Behavior Class" at the American University in Cairo. Results show that Gen-Z University students indeed prefer integrating social media to their educational experience, and even prefer expressing through short video content over other assessment alternatives. Beyond that, short video content creation allowed them to express more creatively, and also reflecting on the class curriculum through using short video content production, was a more effective method of material reflection than other reflective methods.
Using Learning Management Systems to Scaffold Collaborative and Interactive Teaching and Learning
The Sustainable Development Goal 4 of the United Nations advocates for inclusive and equitable quality education for all despite the unique circumstances faced by the learners and the teachers. Such circumstances could be economic, social or natural such as the COVID-19 Pandemic, which led to disruptions on the school calendar. Although several institutions of Higher Learning transited to online teaching using Learning Management Systems (LMS), the use of technology in ensuring interactivity and collaboration, which are crucial aspects of learning, needs to be examined more closely to establish its effectiveness. Given the fact that COVID -19 will be with us in the unforeseeable future, online teaching is here to stay. It is thus imperative to improve it so that the quality of education is not compromised. Previous research has shown the importance of Technology, Pedagogy and Content knowledge in effective delivery. LMS and related tools have been used to change the view of technology in the classroom, and the facilitator’s role is being re-evaluated. Successful facilitators look for innovative ways to scaffold the learning process. Instructional scaffolding is the process of supporting students in order to enhance learning and aid in the mastery of tasks. The aim of this study was to establish how LMS tools are used to improve collaboration and interaction in online teaching. The objectives were to establish which LMS tools are used to aid in interactivity and collaboration, how these tools are used to scaffold the teaching and learning process and how different elements interact to complete the scaffolding process. This study used a qualitative methodology where two virtual focus groups consisting of faculty and students in online graduate courses were used to review the scaffolding process. The findings were analyzed qualitatively and the results indicate that synchronous and asynchronous tools found in LMS and their plugins are used to scaffold collaboration and interaction. LMS tools were found to improve learning outcomes and to build a sense of community. The need for flexibility and the ability for LMS to be integrated with other tools and plugins was identified as crucial. The study established the need for both learners and faculty to be trained on the use of the tools was proposed as an additional requirement for the success of the scaffolding process.
Copyright (c) 2022 Alice Macharia Njuguna, Joyce Gikandi
The Cross-platform Social Engagement of Students
With social media being a ubiquitous part of the way students engage with each other, this study explores how media, journalism, and publishing students use social media both in and outwith the classroom. It focuses on how cohorts use social media during class times – how they are speaking to each other and scrolling social feeds – and how they communicate about course related content after class. This research highlights the obligation that some students feel to answer questions that come into the group social channels, while linking that obligation to a sense of reciprocity. It shows how these issues are embedded it in the value exchange of emotional labour and its relationship to gender. Not all students feel obligated to take part and many indicate levels of frustration at the stream of questions, which can, in turn, exacerbate negative mental health issues in students.
The Jounral of Social Media for Learning: Winter Edition
Copyright (c) 2022 Dawne Irving-Bell, David Wooff, Sarah Honeychurch, Sue Beckingham, Matt McLain
Computer Science Educators’ Use of Twitter for Conference Engagements: A Grounded Theory Analysis
This study explored how computer science education community used Twitter as a conference backchannel. Using Constructivist Grounded Theory methodology, four themes and ten categories emerged. These themes are: Promote Scholarship; Connect, Promote and Extend the Research Community; Engage in Professional Learning; Humanise the Conference Space. Participants using the conference backchannel contributed to the scholarly discourse, extended the reach of the conferences they attended. They benefitted from various discourses, gained publicity, engaged in networking opportunities, enhanced their own professional learning while extending care for other participants. The findings of this study have implications for the computer science education research community. The study provides insights to organisers on how to extend and enhance conference experiences. For researchers, attendees and users of research output, the study demonstrates tangible benefits of connecting, networking and professional learning. For those responsible for assessing researchers’ contribution to scholarship, this study highlights researchers’ engagement in public scholarship. Opportunities for future research are identified.
Utilization of social media for different business purposes: A social media age?
The utilization of social networking sites (SNSs) and social networking information (SNI) as parts of broader social media (SM) for various business purposes and practices have gained substantive importance from the academicians and practitioners in recent years. This paper theoretically aims to highlight some of such utilization based on published papers. We carefully selected 132 such papers from “Google Scholar” searching for most frequently used keywords such as SM, SNS, SNI, business, human resource management (HRM), marketing, branding, talent search & acquisition, recruitment & selection etc. After reviewing those papers, we identified that, in general, SM is an increasingly used platform for different business purposes. We anticipate that, despite of several flaws, SNSs will continue to gain momentous attention of all types of users in upcoming years creating a social media based business world. We are hopeful that the paper will be useful for the academicians, practitioners and policymakers from a number of viewpoints.
Copyright (c) 2022 Md Sajjad Hosain, Nazmus Shoeb Jamil, Mahbubun Nabi Rasel
Copyright (c) 2024 Sarah Honeychurch, Sue Beckingham, Debbie Baff, Suzanne Faulkner, Dawne Irving-Bell https://creativecommons.org/licenses/by-nc-nd/4.0
The co-creation of a digital escape room designed to develop students’ digital confidence
In this paper we set out the design and delivery of a digital, text-based escape room designed to provide a virtual induction and help to build students’ digital confidence. We begin by briefly explaining the reasoning behind our choice of game and platform and describing the staff-student partnership that delivered the project. We then describe the game itself, providing examples of some of the tasks, and showing how we embedded this in a large undergraduate class. We talk through our experiences of the process and present the results of the student evaluation and feedback. We end by reflecting on our experience and giving some practical suggestions for practitioners wishing to adapt this game for use in their own teaching.
Copyright (c) 2024 Sarah Honeychurch, Dr, Matt Offord, Dr https://creativecommons.org/licenses/by-nc-nd/4.0
Using qualitative content analysis of social presence indicators within the Community of Inquiry model
In 2000, Garrison et al. developed the Community of Inquiry (CoI) framework with the aim of structuring the process of learning in an online environment which consists of social, cognitive and teaching presence. Two approaches have been developed and applied to analyse data for the CoI framework: content analysis of Computer Mediated Communication (CMC) and the more regularly used CoI survey. However, these were developed just as social media was in its infancy. The CoI framework has been used regularly for Twitter analysis, but this paper argues that more qualitative content analysis is required and presents an updated coding table for qualitative content analysis of social presence in tweets.
Twitter; Community of Inquiry; Social Presence
Copyright (c) 2024 Olivia Kelly https://creativecommons.org/licenses/by-nc-nd/4.0
A reflection on the #SocMedHE20 Tweetposium.
Copyright (c) 2022 Catriona (Nina) Walker
Copyright (c) 2022 Sarah Honeychurch, Dr, Suzannne Faulkner, Ms
In this short piece I talk about identity on social media and compare it to a performance. I highlight the importance of an audience for online learners and emphasise that the connections that we forge in our online interactions are as real as the ones that we make in our off-line lives. I end by thanking my online communities for all of the support they continue to give me.
Accessibility Matters: Supporting Inclusive Social Media in Academic Libraries
While visual content provides a fun and expressive outlet for people, the experience isn’t the same for everyone, particularly when it comes to social media. For a large portion of the population, some kinds of content are inaccessible. The Open University’s mission is to be open to people, places, methods, and ideas, and this means that a commitment to equality is embedded in all that we do, including our social media activity. People of all ages, backgrounds, and abilities study with The OU – for instance, 30,791 students declaring a disability studied with us in 2019/20 – so it is crucial that we consider inclusive design practices on social media to benefit as many people as possible. This reflective piece will look at the journey taken by the OU Library’s Engagement and Insight team to create an ‘Inclusive & Accessible Social Media’ guide, that can be shared amongst other academic libraries and beyond, to help them also use social media in a way that promotes diversity, equality, and inclusion. If the effort is made to make content inclusive and accessible, then more people can enjoy it, feel connected with it, and engage with it.
From tweeting to tweetposium. So what? A reflection.
In this reflection, a learner shares their experience of engaging with other like-minded individuals in the online higher education community, @SocMedHE. Furthermore, how engaging the community has enabled their development from observing from a distance to active participation (e.g. #SocMedHE20 tweeposium) and subsequently using that knowledge and experience for other online activities.
Social Media Usage and Coping Strategies among University of Ghana Undergraduate Students
The emergence of the internet has propelled the influence of social media among tertiary students all over the world. This study investigates the effect of social media on the academic lives of University of Ghana undergraduate students as well as their coping strategies in dealing with the social media pressures. By relying on a mixed method approach and a sample of 420 students from the University of Ghana, the study shows that WhatsApp is the mostly used social media platform among University of Ghana students for academic purposes. Also, the study showed that social media platforms are often used to communicate with their family and friends rather than for academic purposes. While the use of social media positively impacted on academic performance through research, the study also showed that it impacts negatively on academic lives given its addictive nature. Thus, to cope with this effect, the study revealed that respondents prefer to put off their mobile data or WiFi when studying. It is recommended that the University of Ghana must embark on sensitization to educate students on how to balance their studies with social media usage so that they can use the internet productively.
University of Ghana, social media, coping strategies, Facebook, WhatsApp
Copyright (c) 2021 Joseph Bawa, Ebenezer Darkwah Odame, Abdul Hamid Kwarteng, Anthony Ayim; Michael Kojo Kolugu
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.
Copyright (c) 2021 Sara Santarossa, Paige Coyne and Sarah J Woodruff.
Facebook has the potential to be used as an educational tool that supports the formation of a cohort identity, improving engagement which can potentially positively impact on retention and performance. An in-house initiative created staff-maintained Facebook groups for each cohort within the Psychology suite of programmes, utilising staff engagement to add an additional learning resource for students during the duration of their course. The groups were positively received by 99% of students, showing that students immensely valued the additional learning resource available to them. Thematic analysis revealed key positive themes sense of community and support, ease of communication and the breaking down of barriers between staff and students; key negative themes involved concern around the potential for students to miss out on a valuable resource. The staff-maintained Facebook groups achieved their aim of creating a socially-oriented learning space that fostered a sense of community and cohort identity; the groups have been integrated into the permanent provision within the School of Psychology. This type of initiative has the potential to improve engagement, performance and retention in a world where blended learning is increasingly utilised.
Copyright (c) 2021 Vanessa Parson and Hannah Bain