Moderating professional learning on social media - A balance between monitoring, facilitation and expert membership

Hillman, Thomas; Lundin, Mona; Rensfeldt, Annika Bergviken; Lantz-Andersson, Annika; Peterson, Louise

doi:10.1016/j.compedu.2021.104191

Cited by 10 publications

(9 citation statements)

References 43 publications

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“…Only a slight suggested modification of differentiating between active and passive engagement is suggested by the researchers of this study. Each construct represents a type of behaviors teachers report using in their online professional learning, which are supportive of a body of literature suggesting that professionals are engaging online for their professional learning purposes (Chiu et al, 2022;Davis, 2015;Doleck et al, 2021;Hillman et al, 2021;Luo et al, 2020;Markham et al, 2018;Prestridge, 2019). The type of self-directed, time sensitive, and problem-based learning teachers reported is supported by Knowles' et al (2015) assumptions.…”

Section: Conclusion Discussion and Recommendationssupporting

confidence: 63%

“…Online resources and enhanced accessibility have motivated teachers to follow others, exchange solutions, and broaden individual professional development experiences through social media outlets (Prestridge, 2019). Hillman et al (2021) suggested social media are communal locations that serve as a conduit for professionals and nonprofessionals to improve learning respective to areas of interest. Social media has emerged as low-cost broad dissemination platforms for individuals seeking knowledge to improve their professional needs (Ahn et al, 2022;Luo et al, 2020).…”

Section: Introduction and Problem Statementmentioning

confidence: 99%

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Measuring the perceived usefulness of social media professional learning networks to elevate agricultural development

2022

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Elevating agricultural development requires attention to aspects beyond production such as education and professional development. Individual demands for professional development have influenced the augmentation of recreational social media platforms as vicarious and functioning professional networks as well. The study’s purpose was to understand agricultural education teachers' perceived usefulness of professional social media use to better prepare themselves for positively impacting agricultural development. A random sample of secondary agriculture teachers responded to a self-administered survey instrument. New teachers perceived social media to be useful and also reported a greater number of minutes of use per week for professional purposes; this trend declined with increased years of teaching. Behaviors which teachers reported, in combination with their perceived usefulness and reported use, suggested professional social media use is supportive of andragogical assumptions. The elements of teachers’ professional learning network activitiesinstrument could serve as a valuable tool in explaining the variance in teachers’ professional social media use. Data can be used to inform the development of online professional learning experiences and in preparation of new professionals. Future research should explore the extent to which learning networks prepare agricultural preservice teachers and offer professional learning for practicing teachers to improve online and social media communications for all learners.

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Section: Conclusion Discussion and Recommendationssupporting

confidence: 63%

Section: Introduction and Problem Statementmentioning

confidence: 99%

Measuring the perceived usefulness of social media professional learning networks to elevate agricultural development

2022

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“…Kohli et al ( 2015 ) called for facilitators and participants to act together to “provoke cooperative dialogue, build unity, provide shared leadership… in political analysis of their role as educators in the reproduction or resistance of inequality” (p. 11). The expertise, selection process, and preparation of facilitators and moderators matter (Kennedy, 2016 ), including in social media contexts (Hillman et al, 2021 ). Facilitators of Color may disrupt the Whiteness frequently centered in teacher education (Navarro et al, 2019 ).…”

Section: Literature Reviewmentioning

confidence: 99%

Instagramming for Justice: The Potentials and Pitfalls of Culturally Relevant Professional Learning on Instagram

et al. 2022

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Social media offers potential for educator professional learning, but platforms’ for-profit nature complicates this practice, especially for professional learning around justice-oriented pedagogies. This exploratory study investigated 551 publicly available Instagram posts shared by 11 purposefully sampled, justice-oriented education influencers over an 8-week period as the COVID-19 pandemic and renewed activism for racial justice unfolded in the United States. Qualitative analysis of post content indicated these influencers offered pandemic-related support, while also illustrating, enacting, and engaging culturally relevant and sustaining pedagogies. However, promotional content was abundantly layered within posts and a cohesive message of how to enact culturally sustaining pedagogies was largely absent. Reflecting some of the paradoxes of learning via social media, our findings suggest there is some opportunity for justice-oriented professional learning from social media, however education influencers’ content is limited by platforms’ opaque algorithms and for-profit business models, which govern what influencers post and what followers see.

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“…Based on the distraction-conflict hypothesis, the executive level of the task can be predicted by the number of distractions in the environment around the task (Uziel, 2007;Hillman et al, 2021). At the same time, based on the previous derivation, the icons are similar to the interpretation in some way (Paraskevaidis & Weidenfeld, 2021).…”

Section: The Moderating Roles Of Social Facilitationmentioning

confidence: 99%

“…So the process from sign to interpretation can be seen as a simple work. Based on the social facilitation, the user-generated content, such as reviews and likes, can improve the users' interpretation (Steger et al, 2021;Hillman et al, 2021). So, social facilitation will positively moderate the relationship between the icons and users' interpretation with high brand awareness.…”

Section: The Moderating Roles Of Social Facilitationmentioning

confidence: 99%

Analyzing the Effectiveness of Interaction Between Brand Awareness and Social Network Advertising

2022

International Journal of Technology and Human Interaction

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Although social network advertising has become part of the online marketing strategy, there is still a lack of research related to the interaction between brand awareness and advertising contents in social network advertising. Using the semiotic theory to explain the interaction in social network advertising, this study introduced sign-interpretation-object triangle to analyze the interactions of advertising content and brand awareness as signs, users’ experience as interpretation, and social networks advertising effectiveness as object moderated by social facilitation. This study was made in an experiment followed by an online survey, which contains 303 participants in Mainland China. This study shows some major findings. There is an interaction effect on advertising content and low brand awareness in a social network. The moderating role of social facilitation is significant in advertising content with high brand awareness.

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Moderating professional learning on social media - A balance between monitoring, facilitation and expert membership

Cited by 10 publications

References 43 publications

Measuring the perceived usefulness of social media professional learning networks to elevate agricultural development

Measuring the perceived usefulness of social media professional learning networks to elevate agricultural development

Instagramming for Justice: The Potentials and Pitfalls of Culturally Relevant Professional Learning on Instagram

Analyzing the Effectiveness of Interaction Between Brand Awareness and Social Network Advertising

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