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.
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 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
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
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.
Copyright (c) 2024 Sarah Honeychurch, Sue Beckingham, Debbie Baff, Suzanne Faulkner, Dawne Irving-Bell https://creativecommons.org/licenses/by-nc-nd/4.0
The Journal of Social Media for Learning Conference 2023 Guest Editors for Conference Edition Dr Sarah Honeychurch University of Glasgow Deb Baff JISC Mark Breslin University of Glasgow Sarah Hallam Edgehill University Professor Glenn Hurst University of York Laura Riella Edgehill University Dr Gabriella Rodolico University of Glasgow Nina Walker University of Hertfordshire. Editoral Team Professor Dawne Irving-Bell BPP University (Editor in Chief) Sue Beckingham Sheffield Hallam University Dr Matt McLain Liverpool John Moores University Professor David Wooff BPP University
Copyright (c) 2024 Dawne Irving-Bell, Sue Beckingham, Matt McLain, David Wooff 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
Social Media Usage for Academic Purpose: A Systematic Literature Review 2010 to 2020.
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.
Social Media, academics purpose, usage impact, literature review, students
Copyright (c) 2021 Njideka-Nwawih Charlotte Ojukwu
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.
The Journal of Social Media for Learning 2021 Editorial
Copyright (c) 2021 Dawne Irving-Bell, David Wooff, Sue Beckingham and Matt McLain
Online Legal Resources and Their Potential for Visual Learning Inclusivity
Abstract The motivation behind this piece is to discuss the factors which relate to forms of legal education. In particular, this poster will examine the concept of the online legal resource. For the purposes of this discussion, the legal research tool under consideration is JustisOne. The argument of this poster is that legal research tools which are available online mark an important milestone in the advancement of legal education. This benefit emanates from the benefits the online resource format imparts on students, and how it affects issues of diversity, inclusivity and equality. By diversity, inclusivity and equality, this poster argues that online resources, and their ability to implement and prioritise visual learning elements. This visual learning approach supplants the traditional, and limited, approach to the teaching of law which many universities follow. Studies have highlighted the importance of visual learning in inclusive education, noting that the use of visuals can help to improve learning opportunities in those suffering from conditions such as Dyslexia. Given the international nature of many courses, and the attempts by many colleges to include non-native English speaking students, a visual depiction of information can also help to combat issues surrounding language proficiency.
Twitter’s integration into Higher Education learning environments has created both challenges and opportunities for teachers. The microblogging site can facilitate backchannels enhancing the active learning of students and enabling them to ask their lecturers and peers questions. Yet, there remain concerns about context collapse, the perceived negative impact on classroom engagement, and the limitations of trying to convey complex ideas using 280 characters. There has also been relatively little empirical evidence about the impact of Twitter use on student learning outcomes, especially within Arts and Humanities and Social Sciences. In this paper, I will add to this literature by exploring the three ‘C’s of using Twitter, curation, connectivity and creativity, with reference to my own experience of teaching digital activism over the past decade. First, the microblogging site provides unprecedented opportunities for teachers to curate resources throughout the module, ranging from peer-reviewed journal articles to blogs and videos. Second, new horizontal and vertical connections can be made within the class, as students follow not only each other but also scholars in fields such as digital activism. Third, Twitter helps promote and highlight the creativity of students during in-class exercises such as subvertisements created to critique consumer brands. Finally, I reflect on the challenges of measuring the effectiveness of using Twitter as a ‘backchannel’ for Higher Education teaching. I argue that ‘watching’ may be an underappreciated response to the use of a class hashtag in light of the privacy concerns raised by the use of corporate social media as learning environments.
social media, Twitter, teaching, Higher Education
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.
Social Media; Nurse Education; Community of Practice; Twitter; 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.
Copyright (c) 2020 Michael Brian Haslam, Emma Grady
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.
Copyright (c) 2020 Rebecca L. Barron, Linda K Kaye
Problematising the use of Snapchat in Higher Education Teaching and Learning
There has been relatively little research exploring how Snapchat can be used within Higher Education teaching to date. In this viewpoint, we draw on extant empirical data to explore the strengths and weaknesses of using the Instant Messaging (IM) app to support student learning and teaching within universities. We conclude by considering whether it is appropriate to fully integrate apps like Snapchat into Higher Education in light of the revelations of data misuse by these platforms. The growth of ‘surveillance realism’, whereby citizens feel increasingly powerless at their personal data being repurposed by these companies for financial gain, arguably supersedes any supposed pedagogical benefits for student learners.
Copyright (c) 2020 Paul Fenn, Paul J Reilly