The Complexities of Using Digital Social Networks in Teaching and Learning
Keywords:networked learning, teaching, learning, higher education, digital, social networks
The aim of this investigation was to gain a broad sense of the implementation of digital social networks for teaching and learning by instructors in higher education. We were particularly interested in examples of instructors' use of digital social networks in their courses, the benefits and challenges of specific platforms for teaching and learning purposes, and the perceived role of digital social networks in teaching and learning during the first years of the COVID-19 pandemic. The participants in this investigation (n=336) were faculty and graduate students. Data was collected via an electronic questionnaire with closed and open-ended questions using Qualtrics. The quantitative analysis included descriptive statistics. The data analysis also included qualitative data analysis of textual responses provided to various questionnaire items. The results illustrate the ways in which instructors successfully apply or integrate digital social networks into teaching and learning, broadly and with specific digital social networks. Yet, the findings also highlight several complexities that instructors have experienced when considering digital social networks in their teaching practices such as data privacy issues, misinformation, user interface issues, and the willingness of students to use less trendy digital networks, among other challenges.
Asino, T. I., Gurjar, N., & Boer, P. (2021). Bridging the informal and formal learning spaces with WhatsApp. The Journal of Applied Instructional Design, 10(3), 191-208. https://dx.doi.org/10.51869/103/tangpb
Aydin, S. (2012). A review of research on Facebook as an educational environment. Educational Technology Research and Development, 60(6), 1093–1106. https://doi.org/10.1007/s11423-012-9260-7
Castellanos-Reyes, D., Maeda, Y., & Richardson J.C. (2021). The relationship between social network sites and perceived learning and satisfaction: A systematic review and meta-analysis. In M. Griffin & C. Zinskie (Eds.), Social media: Influences on education (pp. 231-262). Information Age Publishing.
Creswell, J.W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches (3rd ed.). Sage.
Davidovitch, N. & Belichenko, M. (2018). Using Facebook in higher education: Exploring effects on social climate, achievement, and satisfaction. International Journal of Higher Education, 7(1), 51-58. http://doi.org/10.5430/ijhe.v7n1p51
Dennen, V. P., & Burner, K. J. (2017). Identity, context collapse, and Facebook use in higher education: Putting presence and privacy at odds. Distance Education, 38(2), 173-192. http://doi.org/10.1080/01587919.2017.1322453
Eckberg, D.A., Densley, J., & Dexter, K. (2018). When legend becomes fact, tweet the legend: Information and misinformation in the age of social media. Journal of Behavioral & Social Sciences, 5(3), 148-156.
Erhel, S., Michinov, N., Noël, A., & Gonthier, C. (2022). Tweet to teach: Using a twitter-based instructional method to improve student motivation and academic outcomes in higher education. Internet & Higher Education, 55(4). https://doi.org.utk.idm.oclc.org/10.1016/j.iheduc.2022.100876
Gosse, C. & Burkell, J. (2020). Politics and porn: How news media characterizes problems presented by deepfakes. Critical Studies in Media Communication, 37(5). 497-511 http://doi.org/10.1080/15295036.2020.1832697
Greenhalgh, S. P., Krutka, D. G., & Oltmann, S. (2021). Gab, parler, and (Mis)educational technologies: Reconsidering informal learning on social media platforms. The Journal of Applied Instructional Design, 10(3). https://dx.doi.org/10.51869/103/sgdkso
Hodson, J., Gosse, C., Veletsianos, G., & Houlden, S. (2018). I get by with a little help from my friends: The ecological model and support for women scholars experiencing online harassment. First Monday, 23(8). https://doi.org/10.5210/fm.v23i8.9136
Kenna, J. & Hensley, M.A. (2019). Utilizing social media to promote civic engagement in the social studies classroom. The Social Studies, 110(2), 86-94. http://doi.org/10.1080/00377996.2018.1524360
Krutka, D. G., Heath, M. K., & Mason, L. E. (2020). Editorial: Technology won’t save us – A call for technoskepticism in social studies. Contemporary Issues in Technology and Teacher Education, 20(1). https://citejournal.org/volume-20/issue-1-20/social-studies/editorial-technology-wont-save-us-a-call-for-technoskepticism-in-social-studies
Krutka, D. G., Manca, S., Galvin, S., Greenhow, C., Koehler, M. & Askari, E. (2019). Teaching “against” social media: Confronting of profit in the curriculum. Teachers College Record, 121(14), 1-19. http://doi.org/10.1177/016146811912101410
Meşe, C. & Aydin, G. (2019). The use of social networks among university students. Educational Research and Reviews, 14(6), 190-199. http://doi.org/10.5897/ERR2018.3654
Muljana, P.S., Staudt Willet, K.B. & Luo, T. (2022) Adjusting sails for changing winds: Exploring Reddit use for professional purposes in higher education. Journal of Computing in Higher Education, 34, 679-707. https://doi.org/10.1007/s12528-022-09317-2
Lampropoulos, G., Siakas, K., Makkonen, P., & Siakas, E. (2021). A 10-year longitudinal study of social media use in education. International Journal of Technology in Education (IJTE), 4(3), 373-398. https://doi.org/10.46328/ijte.123
Romero-Hall, E.J. (2022). Supporting instructional design graduate education through networked learning and institutional social media. In Stefaniak, J. & Reese, R. (Eds.), The instructional designer’s training guide: Authentic practices and considerations for mentoring ID and Ed tech professionals (pp. 206-218). Routledge. http://doi.org/10.4324/9781003109938-20
Romero-Hall, E.J. (2021). Undergraduate students in online social communities: An exploratory investigation of deliberate informal learning practices. Journal of Applied Instructional Design, 10(3), 159-174. https://dx.doi.org/10.51869/103/erh
Romero-Hall, E.J. (2017). Social media in higher education: Enriching graduate students’ professional growth outside the classroom. In S. Şad & M. Ebner (Eds.), Digital tools for seamless learning (pp. 255-277). IGI Global. http://doi.org/10.4018/978-1-5225-1692-7.ch013
Rosenberg, J., Borchers, C., Burchfield, M. A., Anderson, D., Stegenga, S. M., & Fischer, C. (2022). Posts about students on Facebook: A data ethics perspective (2022). Educational Researcher, 51(8), 547-550. https://doi.org/10.3102/0013189X221120538
Shelton, C., Curcio, R., Carpenter, J., & Schroeder, S. (2022). Instagramming for justice: The potentials and pitfalls of culturally relevant professional learning on Instagram. TechTrends, 66. https://doi.org/10.1007/s11528-022-00758-1
Sutherland, K., Terton, U., Davis, C., Driver, C., & Visser, I. (2020). Academic perspectives and approaches to social media use in higher education: A pilot study. International Journal of Teaching and Learning in Higher Education, 32(1), 1-12.
Tesch, R. (1990). Qualitative research: Analysis types and software tools. Falmer Press.
Veletsianos, G., Houlden, S., Hodson, J., & Gosse, C. (2018). Women scholars’ experiences with online harassment and abuse: Self-protection, resistance, acceptance, and self-blame. New Media & Society, 20(12), 4689-4708. http://doi.org/10.1177/1461444818781324
Watson, E. (2020). #Education: The potential impact of social media and hashtag ideology on the classroom. Research in Social Sciences and Technology, 5(2), 40-56. http://doi.org/10.46303/ressat.05.02.3
Zachos, G., Paraskevopoulou-Kollia, E., & Anagnostopoulos, I. (2018). Social media use in higher education: A review. Education Sciences, 8(194) 1-13. http://doi.org/10.3390/educsci8040194
How to Cite
Copyright (c) 2023 Enilda Romero-Hall, Lina Gomez-Vasquez, Laila Forstmane, Caldeira Ripine, Carolina Dias da Silva
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors contributing to the OTESSA Journal agree to release their articles under the Creative Commons Attribution 4.0 International (CC BY 4.0) license. This licence allows this work to be copied, distributed, remixed, transformed, and built upon for any purpose provided that appropriate attribution is given, a link is provided to the license, and changes made were indicated.
Authors retain copyright of their work and grant the OTESSA Journal right of first publication.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in the OTESSA Journal.