Implications of Social Media for Teaching and Learning
The controversy over the changing student demographic:
· Some authors claim that the student demographic is changing and this has implications for teaching and learning (Black, 2010; Tess, 2013).
· Generation Y also referred to as the millennial generation is born between (1981 and 2000)
· This table is from Black (2010)
Basically this table is trying to convey that students in today’s college classrooms are from varied cultural, financial, and geographic backgrounds (Black, 2010). Therefore, it is important to note that this educational trend of social media is meeting these evolving student demographics. For example, as there is growing part time enrolment in degree programs there is an increasing demand for learning to take place beyond the physical classroom setting.
· On the contrary, other scholars argue that there is no valid evidence that the generation Y debate is a valid implication for teaching and learning (Bennett, Maton, & Kervin, 2008; Bullen, Morgan, & Qayyum, 2011).
· Specifically, Bullen et al. (2011) argue that there is no valid empirical evidence distinguishing students that are born before and after 1982. Bullen et al. (2011) argue that “need to avoid basing understanding on generational stereotypes and instead seek a deeper understanding of how students are using technology and what role it plays in learning and teaching in higher education” (p.17).
· Bennett et al. (2008) discuss that the digital native debate has caused “academic moral panic” as there are exaggerations and leaping judgments made about the impetus for educational reform. Specifically, Bennett et al. (2008) disagree that there is a divide between previous generations and new generations, between the technically proficient and those who are not (p. 782).
Less emphasis on primarily institution/educator driven learning experiences and there is more emphasis on students contribution to their own learning:
· In this new environment that teaching and learning takes place that has a hybrid of face to face learning and online learning there is an impetus for students to engage in knowledge construction and knowledge consumption in the formal education setting. (Rodriguez, 2011; Tess, 2013).
· There is less emphasis on institutionally driven learning experiences and increased the occurrence of student driven education (Archambault, Wetzel, Foulger, & Kim Williams, 2010; Rodriguez, 2011; Tess, 2013).
· Archambault et al. (2010) the educator is being seen as more of a facilitator and resource in the classroom when students are engaging in social media technology.
· Similarly, Chen and Bryer (2012) discuss that the instructor role is to not simply “define and generate content” for the class but it is to help learners build learning paths and help make connections between previous and new knowledge
Faculty attitudes towards social media use in higher education:
· Rodriguez (2011) argues that faculty are aware of the pedagogical benefits that social media tools can offer but there is a disconnect between faculty adoption of these tools in the classroom
· Faculty’s epistemology and ontology is challenged when social media tools are introduced in the classroom (Hemmi, Bayne, & Land, 2009). Specifically, faculty are cautious of the new learning spaces that are created beyond the physical classroom setting (Hemmi et al., 2009).
· Moran, Seaman, & Tinti-Kane (2011) claim that faculty who teach online courses are more likely to encourage students to post content and/or read view or comment on social media sites. In particular, it is important to note that not all types of social media are used equally. For example, Moran et al. (2011) argue that several of the sites commonly used for personal purposes such as Facebook and Twitter are rarely used as a part of a course. Moran et al. (2011) explain there are other sources of social media that are more prevalent in higher education such as online video, podcasts, blogs, and wikis.
Social learning paradigm:
· Archambault et al. (2010) social media use in the classroom encourages active participation and binds participants together in meaningful ways.
· Students do not simply learn in their silos but rather learners gather information by connecting to others knowledge by using social media platforms like Wikipedia (Chen & Bryer, 2012).
· Tess (2013) argued that learning is conversational in nature including dialogue and share activity. Specifically, Tess (2013) argue that one of Vygotsky’s foremost tenets is that “social networks can be the impetus for inquiry based approaches and collaboration”. (p. a62). Overall, student’s use of social media in the classroom has promoted active participation, learner self-direction, and personal meaning construction (Tess, 2013).
· Some authors claim that the student demographic is changing and this has implications for teaching and learning (Black, 2010; Tess, 2013).
· Generation Y also referred to as the millennial generation is born between (1981 and 2000)
· This table is from Black (2010)
Basically this table is trying to convey that students in today’s college classrooms are from varied cultural, financial, and geographic backgrounds (Black, 2010). Therefore, it is important to note that this educational trend of social media is meeting these evolving student demographics. For example, as there is growing part time enrolment in degree programs there is an increasing demand for learning to take place beyond the physical classroom setting.
· On the contrary, other scholars argue that there is no valid evidence that the generation Y debate is a valid implication for teaching and learning (Bennett, Maton, & Kervin, 2008; Bullen, Morgan, & Qayyum, 2011).
· Specifically, Bullen et al. (2011) argue that there is no valid empirical evidence distinguishing students that are born before and after 1982. Bullen et al. (2011) argue that “need to avoid basing understanding on generational stereotypes and instead seek a deeper understanding of how students are using technology and what role it plays in learning and teaching in higher education” (p.17).
· Bennett et al. (2008) discuss that the digital native debate has caused “academic moral panic” as there are exaggerations and leaping judgments made about the impetus for educational reform. Specifically, Bennett et al. (2008) disagree that there is a divide between previous generations and new generations, between the technically proficient and those who are not (p. 782).
Less emphasis on primarily institution/educator driven learning experiences and there is more emphasis on students contribution to their own learning:
· In this new environment that teaching and learning takes place that has a hybrid of face to face learning and online learning there is an impetus for students to engage in knowledge construction and knowledge consumption in the formal education setting. (Rodriguez, 2011; Tess, 2013).
· There is less emphasis on institutionally driven learning experiences and increased the occurrence of student driven education (Archambault, Wetzel, Foulger, & Kim Williams, 2010; Rodriguez, 2011; Tess, 2013).
· Archambault et al. (2010) the educator is being seen as more of a facilitator and resource in the classroom when students are engaging in social media technology.
· Similarly, Chen and Bryer (2012) discuss that the instructor role is to not simply “define and generate content” for the class but it is to help learners build learning paths and help make connections between previous and new knowledge
Faculty attitudes towards social media use in higher education:
· Rodriguez (2011) argues that faculty are aware of the pedagogical benefits that social media tools can offer but there is a disconnect between faculty adoption of these tools in the classroom
· Faculty’s epistemology and ontology is challenged when social media tools are introduced in the classroom (Hemmi, Bayne, & Land, 2009). Specifically, faculty are cautious of the new learning spaces that are created beyond the physical classroom setting (Hemmi et al., 2009).
· Moran, Seaman, & Tinti-Kane (2011) claim that faculty who teach online courses are more likely to encourage students to post content and/or read view or comment on social media sites. In particular, it is important to note that not all types of social media are used equally. For example, Moran et al. (2011) argue that several of the sites commonly used for personal purposes such as Facebook and Twitter are rarely used as a part of a course. Moran et al. (2011) explain there are other sources of social media that are more prevalent in higher education such as online video, podcasts, blogs, and wikis.
Social learning paradigm:
· Archambault et al. (2010) social media use in the classroom encourages active participation and binds participants together in meaningful ways.
· Students do not simply learn in their silos but rather learners gather information by connecting to others knowledge by using social media platforms like Wikipedia (Chen & Bryer, 2012).
· Tess (2013) argued that learning is conversational in nature including dialogue and share activity. Specifically, Tess (2013) argue that one of Vygotsky’s foremost tenets is that “social networks can be the impetus for inquiry based approaches and collaboration”. (p. a62). Overall, student’s use of social media in the classroom has promoted active participation, learner self-direction, and personal meaning construction (Tess, 2013).