Designing social media into university learning: technology of collaboration or collaboration for technology?

Abstract

Using the example of an undergraduate unit of study that is taught both on-campus and externally, but uses Internet-based learning in both cases, we explore how social media might be used effectively in higher education. We place into question the assumption that such technologies necessarily engage students in constructivist learning; we argue that the affordances of social media must be complemented by social affordances, designed into the learning experience, which thereby generate the necessary connection between students' motivations to study and their motivations to exploit social media. We demonstrate, via the example given, how assessment structures and strategies are the most effective focus when attempting to create the pedagogical affordances that might lead to collaborative learning.

An empirical study of lecturers’ appropriation of social technologies for higher education

“…To date, research into the use of social technologies in higher education has primarily focused on understanding students' experiences and identifying the potential learning benefits that social technologies provide in educational settings (Augustsson, 2010;Tay & Allen, 2011). The recent studies that have examined lecturers' experiences have primarily focused on lecturers' reflections about the outcomes of using social technologies in higher education, rather than the processes by which lecturers appropriated those technologies for use in formal education (Waycott, Sheard, Thompson & Clerehan, 2013;Gray et al, 2012).…”

“…It is widely believed that social technologies have the technological and educational capabilities to support teaching and learning (Augustsson, 2010;McLoughlin & Lee, 2007). Social technologies enable social awareness and facilitate interpersonal interaction, thus providing justification for adoption of these technologies in higher education (Tay & Allen, 2011;Thongmak, 2011;Yoder & Stutzman, 2011).…”

Technology enhanced collaborative learning using a project-based learning management system

“…Social media fosters social constructivist learning (Tay and Allen, 2011). In addition, social media is part of everyday life for most learners who share ideas with others freely on social media platforms (Sauter et al, 2004).…”

“…Learners however do not spontaneously engage in productive social modes of collaboration (Cohen, 1994). They might engage in 'collective individualism' -splitting up team tasks into relatively equal components and then completing them as individuals, with relatively limited collective input (Tay and Allen, 2011). Further, they might try to quickly come to a consensus rather than critically discussing and referring to each other's contributions (Chinn and Brewer, 1993).…”

Awareness of Students on the Usefulness of ICT Toolsin Education: Case of EMU

“…These also combined its use in enhancing learners" discussions for improving learning stimuli and experience; and taking individualized subject materials [17], [18], [19]. Moreover, some researchers stated that ICT educational tools and activities are very useful for improving learners" collaborative and cooperative skills [20], [21], [22].…”