Social media in education

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Social media in education is the use of social media to enhance education. Social media is "a group of Internet-based applications...that allow the creation and exchange of user-generated content". [1] It is also known as the read/write web. [2] As time went on and technology evolved, social media has been an integral part of people's lives, including students, scholars, and teachers in the form of social media. [3] However, social media is controversial because in addition to providing new means of connection, critics claim that it damages self-esteem, shortens attention spans, and increases mental health issues.

Contents

A 2016 dissertation presented surveys that focused on the impact of social media. It reported that 54.6% of students believed that social media affected their studies positively (38% agree, 16.6% strongly agree). About 40% disagreed, and 4.7% of students strongly disagreed. 53% of female students reported that social media negatively impacted their studies. Among male students, 40% agreed that social media had a negative impact on studies, while 59% disagreed. [4]

History

Students enjoying the usage of technology in a school environment. One Laptop Per Child, Kigali.jpg
Students enjoying the usage of technology in a school environment.

A survey from Cambridge International [5] of nearly 20,000 teachers and students (ages 12–19) from 100 countries found that 48% of students use a desktop computer in class, 42% uses phones, 33% use interactive whiteboards and 20% use tablets. Desktop computers are more used than tablets. Teachers were abandoning the "no phones at school" rule. [6]

United States

The long-running technology boom accelerated after the millennium. As of 2018, 95% of US teenage students had access to a smartphone and 45% said they were online almost constantly. [7]

In the early days of social media, access to technology was a significant issue as many students did not own compatible devices and school budgets were often insufficient to purchase devices for student use.

Despite backlash, Missouri passed a law that prohibited teachers from communicating privately with students over social media in 2011. [8] Supporters were concerned that online communication between underage students and faculty could lead to inappropriate relationships.

Some schools adopted a "Bring Your Own Device" (BYOD) policy, [9] allowing students to bring internet-accessing devices, such as phones or tablets to class. [10] During the pandemic, the federal government offered funds that allowed more schools to purchased devices. Over time, more students acquired phones with social media access. Personal devices increased student satisfaction, but reduced teachers' ability to control device use in their classrooms.

A 2018 Pew Research study reported that 95% of teenagers had a phone and used social media consistently. [11]

Canada

The Peel District School Board (PDSB) in Ontario accepted the use of social media in the classroom. In 2013, the PDSB introduced a "Bring Your Own Device" (BYOD) policy and unblocked many social media sites. That was later replaced by a policy that dealt specifically with social media. [12]

Uses

Classroom

In the classroom, social media offers a way to systematically distribute and gather information from students. Teachers can supply documents, and audio/video media to students for immediate or later use.

One study on higher education reported that devices and social media: [13]

Frustrations included anti-technology instructors, device challenges, and devices as a distraction.

Social media in classrooms can have a negative effect. A Yale University publication reported that students who used laptops in class for non-academic reasons had poorer performance. Students spent most of their time on social media, shopping, and other personal activities. [14]

Social media has helped many educators mentor their students more effectively. [15]

Outside of class

Social media offers a venue for video calls, stories, feeds, and game playing that can enhance the learning process. [16]

Teachers can utilize social media to communicate with their students. [17]

Social media can provide students with resources that they can utilize in essays, projects, and presentations. Students can easily access comments made by teachers and peers and offer feedback to teachers. [18]

Social media can offer students the opportunity to collaborate by sharing information without requiring face to face meetings. [19]

Social media can allow students to more easily connect with experts, to go beyond course materials. Instructors in a 2010 study reported that online technologies (social media) can help students become comfortable having discussions outside the classroom better than traditional means. [20]

Teachers may face some risk when using social media outside the classroom, without appropriate work rules. [21]

Studies explores how college students' engagement with social media platforms influences their communication preferences and habits, particularly in relation to using school email for academic purposes. [22]

Beyond learning

Social media offers another communication channel between teachers and students that is private and confidential.

Research delves into the global reach of social media, emphasizing its role in transcending geographical boundaries and fostering cross-cultural exchanges. [23]

Professional development

Social media can aid professional development, as teachers become students, enhancing knowledge transfer, skill master, and collaboration. [24]

Non-academic uses

Schools can use social media to make public announcements. Teachers and administrators can communicate other important information to parents and students and to receive feedback from them. [25] Families can keep up with school events and policies. [26]

Apps and services

Social media can allow students to participate in their field by working with organizations outside the classroom. [27] By offering easier access to peers outside the classroom, students can broaden their perspectives and find support resources. [28]

Social media aided learning outside of the classroom through collaboration and innovation. One specific study, "Exploring education-related use of social media," called this "audience connectors". Audience connectors bring students together while studying with WhatsApp and Facebook. This study reported that "60 percent [of students in the study] agreed that technology changes education for the better." While social media can promote a beneficial education platform, downsides exist. Students may become skilled at "lifting material from the internet" rather than enhancing their personal understanding. Another downside is student attention spans decline. A concern raised by the students of this study showed how many use spell-check as a crutch and will see a trend of points taken off when spell-check is not an option. [29]

Apps like X allowed teachers to make classroom accounts where students can learn about social media in a controlled context. Teachers can post assignments on the class account and students can practice commenting on, reposting, and liking posts. [30]

Some researchers report that social media applications such as blogging may help kids become creative. Some studies particularly refer to the convenience that social media offers for shy students and youngsters who are thus enabled to exchange and express views. [31]

College institutions are adapting social media into their educational systems to improve communication with students and the overall quality of student life. [32] It provides colleges with an easy and fast method of communication and provides another medium for giving and receiving feedback to/from students. Almost all college students use some form of social media. Studies reported that 99% of college students who use social media use Facebook and 35% use X. Other popular services include Instagram, Reddit, and Tumblr. [33] Many American classrooms created social media pages where teachers post assignments and interact with students. Schools have made rules for how students and faculty interact online. [34] A 2013 study reported that students and young adults are using newer social media platforms more than ever before. [35] They are using these platforms to connect with other students and to keep up with their school. Many schools adapted to using social media outlets by 2021. Outlets such asYouTube and Zoom can record classes and lectures and post them to allow students to watch them outside class and dedicate more class time to other activities. [36] Newer services include Zoom, Slack, Instagram, Google Classroom, Canva, and Canvas. [37]

Facebook

Using Facebook in class allows for both asynchronous and synchronous speech via a familiar medium that supports multimodal content such as photographs, video, and links to other pages and sites. Further, it allows students to ask questions that they might not otherwise feel motivated to ask in person. [38] Students manage their own privacy settings. Facebook is an alternative means for students to be able to voice their thoughts in and outside the classroom. Students can organize their thoughts in writing before expressing them. [38] Further, the level of informality typical to Facebook can aid self-expression and encourage more frequent student-and-instructor and student-and-student interactions. Towner and Munoz note that such informality may not be comfortable for all educators and students.

Facebook may be less efficient than conventional course management systems, both because of its limitations in uploading assignments and due to resistance to its use in education. Specifically, some features of student-to-student collaboration may be conducted more efficiently on dedicated systems that support organization of posts in a nested/linked format. That said, several studies suggest that students post to discussion forums more frequently and are generally more active participants on Facebook posts versus conventional (WebCT, Blackboard). [39] [40] [41]

However, students with parents who have college experience are more likely to be active users than others. [42] The latter students may benefit from additional support in adapting to online activities. [43] [44]

X

A chart showing the content of "Tweets"-messages posted online on X. By far, the largest categories of "Tweeting" were "pointless babble" and "controversial" topics. Content of tweets pie chart.png
A chart showing the content of "Tweets"–messages posted online on X. By far, the largest categories of "Tweeting" were "pointless babble" and "controversial" topics.

X can be used to enhance communication building and critical thinking. A 2013 study utilized X in a graduate seminar, requiring students to post weekly to extend classroom discussions. Students reportedly used X to connect with content and other students. Students reported it "to be useful professionally and personally". [45] A 2011 study of 132 students examined the link between social media and student engagement and social media and grades. They divided the students into two groups in which one used X while the other group did not. X was used to discuss material, organize study groups, post class announcements, and connect with classmates. Students in the X group achieved higher GPAs and greater engagement scores. [46]

A 2012 review examined literature about X published between 2008 and 2011. They concluded that X allowed students to participate with each other in class (by creating an informal "back channel") and extend discussion outside of class time. They reported that students used X to get news and connect with professionals in their field. Students reported that X-style microblogging encouraged students to "participate at a higher level" and that because posts could not exceed 140 characters, students were required to communicate concisely. [47] Some students found microblogging to produce information overload. The research reported that many students did not participate in the discussions, limiting themselves to reading other participants' posts. [47]

YouTube

Michael Pollan is pictured on the TED stage to give his presentation "A plant's-eye view". In this discussion of looking at society from the point of view of a plant, he reveals his radical views on politics, the economy, and the world in general. TED talk Michael Pollan.jpg
Michael Pollan is pictured on the TED stage to give his presentation "A plant's-eye view". In this discussion of looking at society from the point of view of a plant, he reveals his radical views on politics, the economy, and the world in general.

YouTube is frequently used as a classroom tool. [48] Students can watch videos, comment, and discuss content. Students and teachers can also create videos. A 2011 study reported that YouTube increased participation, personalization (customization), and productivity. Students' digital skills improved and peer learning and problem-solving increased. [49] A 2012 study reported that videos kept students' attention, generated subject matter interest, and clarified course content. [50] Students reported that videos helped them recall information and visualize real-world applications.

In the early 2000s, Salman Khan began uploading short educational videos to YouTube. His videos grew popular, leading to the formation Khan Academy, which formalized and commercialized the project. [51] Another popular YouTube channel is TED that posts TED Talks, (videos of presentations and discussions). Professionals such as scientists, researchers, doctors, and others present concise lectures aimed at a general audience. [52] A 2021 study reported that YouTube caters to diverse learning styles. Videos on YouTube have proliferated to the extent that in-depth content is available on essentially every topic. [53]

Learning management systems

Blackboard, Moodle, and Slack created platforms to enhance learning and monitor assignments. For instance, LMSs provide communication tools such as forums and chat rooms. Forums create a space where students can share ideas, ask questions, and collaborate. While these systems support social functions, they are somewhat distinct from conventional social media as their primary goal is to support learning and teaching rather than social interaction.

Slack

Slack (2007) has been a communication device that has been used by employees and jobs worldwide. It has the basic features of any social media site - writing, videos, replies and messages are the main usages by workers. It has a similar design like Twitter and Discord and with the familiar design used by students alike, creating networks for teachers and students to use for writing and connecting with their peers. [54]

Slack's design makes it user friendly for both students and teachers to use on any assignments or projects they might have to do. The way it's used makes it easy for students to be "involved and energetic" about writing. This comes from the usability of social media. Via a smartphone option, it allows students to be mindful about how they can use an app to do learning in a classroom. Schools, ultimately, have an inexpensive option that provides students with another way to access learning. [54]

However, there are a few problematic issues with Slack. Data protection is updated infrequently, and complete issues with online work as interactions could be lessened. [55]

Impacts

Communication skills

A 2010 study reported that students were using social media more, and that this was positively impacting their communications. Studies by Maqableh, Quteshat, Masadeh, and Huda Karajeh in 2015 did not demonstrate negative impacts of social media on students. [4] It has led to a deeper understanding of class material. [17] [56]

Weisberger hypothesized that social media can increase learning engagement levels (student-student, student-instructor, and student-content) and the development of learning skills, such as reflection, critical thinking, construction of knowledge and understanding of one's learning process. According to a 2014 review this was supported by Junco, Heiberger, and Loken (2011) and Blaschke, Porto, and Kurtz (2010). [57]

Distraction

As the use of technology and social media has become more prevalent, some educators and parents have argued that they distract students in the classroom. [58] [17] This led many schools to block Internet access (including social media), or to ban phones in the classroom. [59]

Inappropriate posting

Since the 2010s, debate has continued about whether phones and social media have a place in the classroom. Many parents and educators are concerned about the potential negative impact of social media use, and a possibility that disturbing images can be sent and more negative opinions and events could be shared throughout interactions with one another. [60] Concerns include cyberbullying and distribution of other inappropriate content. [61] Cyberbullying can lead to legal consequences for the perpetrator and emotional and physical harm that can lead to fatal consequences. [62] In higher education privacy concerns, anti-social interactions, and discriminatory behaviour have been observed. [63]

Indiscreet posting can end careers or limit future options for students. [64] Some young people remove themselves from social media to reduce such risks.

Mental health

One study reported that overuse of social media can harm the expression of critical thought. [65] Social media use for education can be detrimental to students' mental health. One survey of teens and young adults reported that increased use of social media led to anxiety, depression, and lack of self-esteem, disrupting learning. [66]

Anxiety and depression in adolescents are rapidly increasing, which multiple studies attributed to growing social media usage by teens. Teenagers may lack the life experience to handle social media. Participating in social media puts people at risk of cyberbullying and cyberstalking. Communicating on social media may lack the social cues that moderate behavior during face-to-face communication. [67]

Student-teacher interactions

Personalized communication can be misconstrued. In some settings teachers are required to maintain professionalism in social media communication with students. [68]

Other challenges have been observed. Some students may be more proficient at using social media than their teachers. [69] Teachers may have limited time to dedicate to mastering a new technology. [64] Statistics show about 40% of teachers don't use social media as a day-to-day learning device. [70]

Social media makes students view their fellow teachers and school system more positively when it becomes present that it was a part of their curriculum. [60]

See

Related Research Articles

Multimedia is a form of communication that uses a combination of different content forms, such as writing, audio, images, animations, or video, into a single interactive presentation, in contrast to traditional mass media, such as printed material or audio recordings, which feature little to no interaction between users. Popular examples of multimedia include video podcasts, audio slideshows, and animated videos. Multimedia also contains the principles and application of effective interactive communication, such as the building blocks of software, hardware, and other technologies.

A teaching method is a set of principles and methods used by teachers to enable student learning. These strategies are determined partly on subject matter to be taught, partly by the relative expertise of the learners, and partly by constraints caused by the learning environment. For a particular teaching method to be appropriate and efficient it has take into account the learner, the nature of the subject matter, and the type of learning it is supposed to bring about.

Blended learning or hybrid learning, also known as technology-mediated instruction, web-enhanced instruction, or mixed-mode instruction, is an approach to education that combines online educational materials and opportunities for interaction online with physical place-based classroom methods.

<span class="mw-page-title-main">Information and communications technology</span> Extensional term for information technology

Information and communications technology (ICT) is an extensional term for information technology (IT) that stresses the role of unified communications and the integration of telecommunications and computers, as well as necessary enterprise software, middleware, storage and audiovisual, that enable users to access, store, transmit, understand and manipulate information.

M-learning, or mobile learning, is a form of distance education where learners use portable devices such as mobile phones to learn anywhere and anytime. The portability that mobile devices provide allows for learning anywhere, hence the term "mobile" in "mobile learning." M-learning devices include computers, MP3 players, mobile phones, and tablets. M-learning can be an important part of informal learning.

A learning management system (LMS) or virtual learning environment (VLE) is a software application for the administration, documentation, tracking, reporting, automation, and delivery of educational courses, training programs, materials or learning and development programs. The learning management system concept emerged directly from e-Learning. Learning management systems make up the largest segment of the learning system market. The first introduction of the LMS was in the late 1990s. LMSs have been adopted by almost all higher education institutions in the English-speaking world. Learning management systems have faced a massive growth in usage due to the emphasis on remote learning during the COVID-19 pandemic.

<span class="mw-page-title-main">Online school</span> School that teaches students entirely or primarily online or through the Internet

An online school teaches students entirely or primarily online or through the Internet. It has been defined as "education that uses one or more technologies to deliver instruction to students who are separated from the instructor and to support regular and substantive interaction between the students. Online education exists all around the world and is used for all levels of education. This type of learning enables the individuals to earn transferable credits, take recognized examinations, and advance to the next level of education over the Internet.

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Technology integration is defined as the use of technology to enhance and support the educational environment. Technology integration in the classroom can also support classroom instruction by creating opportunities for students to complete assignments on the computer rather than with normal pencil and paper. In a larger sense, technology integration can also refer to the use of an integration platform and application programming interface (API) in the management of a school, to integrate disparate SaaS applications, databases, and programs used by an educational institution so that their data can be shared in real-time across all systems on campus, thus supporting students' education by improving data quality and access for faculty and staff.

"Curriculum integration with the use of technology involves the infusion of technology as a tool to enhance the learning in a content area or multidisciplinary setting... Effective technology integration is achieved when students can select technology tools to help them obtain information on time, analyze and synthesize it, and present it professionally to an authentic audience. Technology should become an integral part of how the classroom functions—as accessible as all other classroom tools. The focus in each lesson or unit is the curriculum outcome, not the technology."

Universal Design for Learning (UDL) is an educational framework based on research in the learning sciences, including cognitive neuroscience, that guides the development of flexible learning environments and learning spaces that can accommodate individual learning differences.

<span class="mw-page-title-main">Media multitasking</span> Concurrent use of multiple media streams

Media multitasking is the concurrent use of multiple digital media streams. Media multitasking has been associated with depressive symptoms and social anxiety by a study involving 318 participants. A 2018 review found that while the literature is sparse and inconclusive, people who do a heavy amount of media multitasking have worse performance in several cognitive domains. One of the authors commented that while the data does not "unambiguously show that media multitasking causes a change in attention and memory," media multitasking is an inefficient practice that requires "task switching" costs including "limitations in auditory and visual processing".

Computer-supported collaborative learning (CSCL) is a pedagogical approach wherein learning takes place via social interaction using a computer or through the Internet. This kind of learning is characterized by the sharing and construction of knowledge among participants using technology as their primary means of communication or as a common resource. CSCL can be implemented in online and classroom learning environments and can take place synchronously or asynchronously.

<span class="mw-page-title-main">Digital literacy</span> Competency in using digital technology

Digital literacy is an individual's ability to find, evaluate, and communicate information using typing or digital media platforms. It is a combination of both technical and cognitive abilities in using information and communication technologies to create, evaluate, and share information.

Podcasting refers to the creation and regular distribution of podcasts through the Internet. Podcasts, which can include audio, video, PDF, and ePub files, are subscribed to and downloaded through web syndication or streamed online to a computer or mobile device. Subscribers are then able to view, listen to, and transfer the episodes to a variety of media players, or podcatchers. Though similar to radio, there is no larger regulatory group or oversight with podcasts. Instead, podcasts simply consist of the creators and their listeners. As the technology gained popularity in the early 2000s, the uses of podcasting grew from simply the delivery of content to also creative and responsive purposes.

<span class="mw-page-title-main">Educational video game</span> Video game genre

An educational video game is a video game that provides learning or training value to the player. Edutainment describes an intentional merger of video games and educational software into a single product. In the narrower sense used here, the term describes educational software which is primarily about entertainment, but tends to educate as well and sells itself partly under the educational umbrella. Normally software of this kind is not structured towards school curricula and does not involve educational advisors.

<span class="mw-page-title-main">Australian Computers in Education Conference</span>

This National Conference is the biennial conference of the Australian Council for Computers in Education (ACCE). The conference opens to anyone who in interested in sharing their digital teaching experiences. The first conference took place in Melbourne, 1983. Between 1983 and 1996, the conference was held annually across Australia. After 1996, the conference became biennial. From 1994, a series of frameworks were launched in Australia to integrate Information and Communication Technology (ICT) into education. Western Australia's 2001 Competency framework for Teachers identified teachers as an important component in developing computer education. In 2010, Education Minister Julia Gillard, proposed an education agenda to provide Australia a better education system. Besides ACCE, there are many organizations and conferences supporting the development of computer education in Australia. Technology in education consists of two major approaches: Learning with technology and learning from technology. Technology in education learning and traditional classroom learning have different focuses and defining features. There are also four types of computer education: Bring your own device(BYOD), blended learning, online learning, and flipped learning.

Social learning tools are tools used for pedagogical and andragogical purposes that utilize social software and/or social media in order to facilitate learning through interactions between individuals and systems. The idea of setting up "social learning tools" is to make education more convenient and widespread. It also allows an interaction between users and/or the software which can bring a different aspect to learning. People can acquire knowledge by distance learning tools, for instance, Facebook, Twitter, Khan Academy and so on. Social learning tools may mediate in formal or informal learning environments to help create connections between learners, instructors and information. These connections form dynamic knowledge networks. Social learning tools are used in schools for teaching/learning and in businesses for training. Within a school environment, the use of social learning tools can affect not only the user (student) but his/her caretaker as well as his/her instructor. It brings a different approach to the traditional way of learning which affects the student and his/her support circle. Companies also use social learning tools. They used them to improve knowledge transfer within departments and across teams. Businesses use a variety of these tools to create a social learning environment. They are also used in company settings to help improve team work, problem solving, and performance in stressful situations.

<span class="mw-page-title-main">Flipped classroom</span> Instructional strategy and a type of blended learning

A flipped classroom is an instructional strategy and a type of blended learning, which aims to increase student engagement and learning by having pupils complete readings at home and work on live problem-solving during class time. This pedagogical style moves activities, including those that may have traditionally been considered homework, into the classroom. With a flipped classroom, students watch online lectures, collaborate in online discussions, or carry out research at home, while actively engaging concepts in the classroom, with a mentor's guidance.

Google Classroom is a free blended learning platform developed by Google for educational institutions that aims to simplify creating, distributing, and grading assignments. The primary purpose of Google Classroom is to streamline the process of sharing files between teachers and students. As of 2021, approximately 150 million users use Google Classroom.

<span class="mw-page-title-main">Digital media in education</span>

Digital Media in education is measured by a person's ability to access, analyze, evaluate, and produce media content and communication in a variety of forms. These media may involve incorporating multiple digital softwares, devices, and platforms as a tool for learning. The use of digital media in education is growing rapidly in today's age, competing with books for the leading form of communication. This form of education is slowly combating the traditional forms of education that have been around for a long time. With the introduction of virtual education, there has been a need for more incorporation of new digital platforms in online classrooms.

References

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