Hot Topics in HPT: Social Media Learning

Jeannette Novakovich The purpose of this paper is to explore, summarize, and present current social media learning research and trends. I searched the following databases: ERIC, PROQUEST, and ACADEMIC SEARCH COMPLETE. Keywords: social media, learning, theory, social learning theory, higher education, informal learning, social network spaces, web 2.0, twitter, collaboration, social learning networks, information and communication technologies, connectivism, MOOC, blogs, wikis,

Beginning the search I began my search using the keywords of my general topic: social media learning. After I culled through the rather extensive results, I chose ten to twenty articles to peruse. Next, I returned to the library databases and narrowed my search by adding additional keywords that I found listed at the end of the abstracts of relevant articles. First, I selected a number of recent articles for the sole purpose of entertaining or enlightening students at the Cracker Barrel presentation. Next, I looked for research that pertained to social media tools that I currently use or could possibly use in my classes to enhance both formal and informal learning. My ultimate goal is to integrate social media learning more effectively into my course designs. After considering hundreds of articles in the library databases, I selected close to 100 articles to download and sifted through them for about two months, narrowing my results to 25 articles. I strived to select reputable journals; however, I was willing to look at some of the more off-beat online creative commons licensed journals like the International Review of Research in Open Distance Learning. The journal is polished, but the articles lack, for the most part, strong empirical evidence.

Finding the keepers Prior to writing the abstracts, I went through the final pool of articles, searching for a statement of purpose and research questions. Not finding this information was a red flag and caused me to dismiss a number of articles. After selecting and writing abstracts of seven of the articles, I returned to the library databases to follow up

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on new information and issues in training that I discovered through reading the articles. One issue that I discovered was the effect of social media learning on the instructors role in a decentralized active learning environment. In addition, I discovered that assessment was also becoming an issue, measuring informal learning behaviors is complicated. And, finally, a new learning theory, connectivist theory, cropped up in a number of the literature reviews as well as reference to massive open online courses (MOOCs). I felt that this perspective and practice might spark interest during the cracker barrel; however, I wanted to make sure that I was informed as to its relevance and credibility, which is indeed rather contentious.

Tying research to professional interests I have a strong interest in microblogging. My students are employing it in my professional writing class, and I have observed a number of spontaneous uses for this practice. For example, one student, when giving a presentation recently, tweeted out the URL of a website that she wanted the students to examine. We all clicked on the link and arrived about the same time without hassles; this was possible because our open course website contains a twitter feed with a number of useful hash tags. When culling through the research, I was curious about what other instructors were doing and what barriers to performance they were encountering.

Solidifying the final criteria for selection Currency and relevancy Sound research methods Peer reviewed and professional journals Entertainment and/or practical value of content

Main results of my library database searches: Database ERIC ERIC Academic Search Complete Academic Search Complete Keywords Social media, learning Social media, informal learning Social media learning, informal Number of articles found 3 394 88 14 984

Social media, network learning and higher education

132

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Academic Search Complete Proquest Proquest Proquest Education ERIC Proquest Education Proquest Education ERIC Proquest Education Academic search complete Proquest Education

Social media, informal learning, and social learning Social media learning Social learning theory connectivism connectivism MOOC twitter, social media learning Twitter, social media learning web 2.0, social media learning, and collaboration Twitter, social media learning Blogs, assessment, and audience

123 435 2 883 45 16 4 886 13 2778 3 (all terrible) 503

* This table is not complete. A number of searches were made prior to the posting of the assignment sheet.

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Allen, M., Naughton, J., & Ellis, R. (2011). Social Learning. T+D, 65 (8), 50-55. The purpose of this article was to present the updated ASTD competency model, a model which integrates social learning and it effects on professional development and training in the workplace. The authors asked the following questions How should instructional designers adapt to social media learning ecologies? What social media learning competencies do instructional designers need?

Literature review: The purpose of the literature review was to cover the key points in current ASTD literature regarding the current use of social media in the workplace. Social learning occurs informally when professional development or training takes place on social media networks. Social media itself can be used for both formal and informal learning. Methodology: The ASTD commissioned a mixed methods study to update the ASTD Competency Model. The study combined focus groups with leaders in the field and surveys from 1069 survey respondents that were ASTD members. The collected data from the focus groups was then coded into themes. Results and Discussion: The three themes that emerged were focused on how social media could be used for collaboration in terms of exchanging information and as a communication channel, ways to develop social media fluency, and how to overcome organizational objectives to its use. Learning professionals need to develop a high level of fluency in terms of the use of social media tools. Resistance to social media occurs because it contains the term social, which translates to managers as being wasted time and resources. Other concerns are security and privacy issues and organizational culture. Social learning is now a key component of ASTD Competency Model and shares a spot with managing organizational knowledge. Suggested future research would involve testing instructional designs that facilitate informal learning through social media to determine what the most effective industry practices. The results showed that 80% of the respondents believed that social media should be used more frequently, and 83% of the respondents felt informal learning enhances employee and organizational learning. The implications of this study are that instructional designers need to develop social media fluency and be prepared to overcome organizational objections to its use. The limitations of this study are that it is a preliminary type of research exploring a description of the current scene rather than a quantitative research method that reveals the effective practices. Future research should explore ways to assess informal learning.

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Chen, Liwen (2012). Trainees perceptions on using microblog to support formative evaluation: a Q-methodology study. International Journal of O rganizational Innovation, 4 (3) 235-246. The purpose of the study was to collect and analyze the subjective opinions of trainees after using Twitter as a formative evaluation tool. The researcher answered the following two questions: What are the perceptions of trainees after using Twitter for formative course evaluation? What factors represent shared patterns of perceptions among trainees?

Literature review: The literature review was extremely brief and argued that while a number of studies have reported on the use of Web 2.0 technologies for teaching and learning, very few of them have reported on the trainees opinions of its use. Thus, this author designed a study to follow up a previous research study that focused on the experience of both trainees and instructors. Methodology: This qualitative study, which consisted of interviews from a convenience sample of 39 adults aged from 26 to 50 years of age that worked full time who were enrolled in a continuing education course at a Midwestern University that utilized Twitter as a tool for formative evaluation. Afterwards, participants were asked to rank statements about its use. The study utilized a Q-methodology that quantified subjective data collected during interviews by sorting them along a continuum of the participant preferences. After the data was sorted, factor analysis identified patterns of belief of the participants. Results and Discussion: The results identified two groups with distinct patterns of belief: the members of the first group were identified as being full-range adopters and the members of group two were identified as being Twitter-critical adopters. The first group embraced the use of Twitter and were self motivated to use it frequently and for many purposes. The second group could see a wide range of used for Twitter but were highly concerned about privacy. The implications for the research are that while Twitter can be used for formative evaluation; however, the privacy beliefs of the performers might produce barriers to performance. The limitations of the study are that it doesnt give weight to this belief pattern. Privacy settings are one way to secure this groups participation, but may not be sufficient or respectful. As way, secured accounts alter the effect of microblogging and might moderate outcome. Future research should assess the risks of microblogging.

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Heibergert & E. Loken (2011). The effect of Twitter on college student engagement and grades. Journal of Com puter Assisted Learning 27, 119-132. doi:10.1111/j.1365-2729.2010.00387.x The purpose of the study was to determine if the use of Twitter to meet educational goals impacted learning outcomes in the form of grades and measures of engagement. The research answered the following questions: Does Twitter have an impact on student engagement? What impact does Twitter have on grades? Literature review: The review of literature began with a broad sweep of social medias use to create active learners in the classroom and its incorporation into the classroom. The authors then moved to learning theories of engagement. While a number of studies indicate that technology use increases engagement, very few have researched the effect of social media and its impact on student engagement. However, the authors, in a previous study, did find a positive correlation between the use of social media and increases in college student engagement (Heiberger and Haper 2008). Methodology: This quantitative study incorporated a convenience sample from a midwestern university, which consisted of a large nonrandomized sample of 7 sections of a one-credit hour yearlong course in order to conduct an experiment. Sections were randomly assigned to a control group, which did not practice microblogging, and an experimental group, which had Twitter incorporated into the course outline. Students were provided a pretest and posttest; in addition, data from Twitter was also collected. None of the students were familiar with Twitter and the experimental group received one hour of training. The authors ran ANOVA factorial tests on the data. Results and Discussion: The results of the ANOVA factorial tests showed that Twitter positively impacted student engagement and grades. Twitter increased interactions between student and faculty, improved cooperation among students, promoted active learning and provided prompt feedback. Although the results were apparently positive, the authors questioned if the results had more to do with the technology itself rather than the course design and its integration of technology. The implications of the study indicate that microblogging is likely an effective instructional tool. The limitations of the study are that the results showed it is difficult to separate the tool, the technology, from the learning process. Future studies should strive to segregate the tool, mimic the process, to discover the process that impacted learning outcomes.

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Lampe, C., Wohn, D. Y., Vitak, J., Ellison, N. B., & Wash, R. (2011). Student use of facebook for organizing collaborative classroom activities. International Journal of Com puter-Supported Collaborative Learning, 6(3), 329-347. doi:10.1007/s11412-011-9115-y The purpose of this study was to determine if a social network site, Facebook in particular, was an effective learning tool to increase classroom engagement when performing collaborative learning activities. The study addressed the following questions: How can Facebook be used as an informal learning tool help students engage in collaborative learning activities? What are the factors, in terms of organizational and motivational behaviors, that might predict its successful use? What types of collaborative activities occur on Facebook?

Literature review: The review of literature first discussed the burgeoning use of information and communication technologies or ICTs in the classroom and moved to a more specific description of using social network sites (SNSs) to encourage informal communication. The authors believed that the research suggests that social network sites could be used effectively to encourage informal collaborative learning for the goal of making sense and not task completion. Methodology: This study consisted of quantitative research in the form of two surveys. The first one was randomized survey of 302 students enrolled at a Midwestern college to determine if intense prior use of Facebook, high self esteem and satisfaction with life would lead to a higher likelihood that a student would use Facebook for classroom collaboration. The second survey consisted of a convenience sample of 214 students. The survey results were tested for correlational relationship, and ANOVA factorial analysis tests were also run. Results and Discussion: The researchers found that students did use Facebook informally to collaborate, sharing assignments and information about the course. It is not clear if the outcomes were positive in terms of outcome or grades or how to generate this type of outcome. The research indicated that students primarily see Facebook as a social and entertainment site; however, students who friend their instructors are more likely to collaborate on school projects. Implications of the study indicated that informal learning does take place to a limited extent on Facebook. Reported limitations of the study were that it tested only for impressions and not for behaviors. There were also sampling issues, in the sense that the second survey included students enrolled in a technology program. Future research should explore if Facebook could be integrated into formal learning in order to impact outcomes such as grades.

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Manion, Christopher E.; Selfe, Richard Dickie (2012). Sharing an Assessment Ecology: Digital Media, Wikis, and the Social Work of Knowledge. Technical Com m unication Q uarterly. 21 (1) 25-45. DOI: 10.1080/ 10572252.2012.626756 The purpose of this study was to determine how a decentralized learning environment affects the instructors role in the classroom and authority. Selfe and Dickie (2012) asked the following questions: What were the teachers expectations in terms of student behavior? Were the students prepared for the decentralized environment and how were they prepared? Did the students do anything unexpected on a wiki? Were they any kinds of adaptations made by the instructors? Did the students develop self-efficacy? Were the students involved in the assessment process and how were records kept?

Literature review: The review of the literature showed, for the most part, how wikis failed to meet expectations, interfered with collaboration and sometimes even distorted the relationship between teacher and student. The researchers concluded that based on the review of literature, wiki use should require a decentralized approach that reflect the social dynamics of the situation, and this decentralized direction is the current focus of research in the field. Methodology: The research consisted of a qualitative study involving three case studies of instructors that were chosen retrospectively, They were categorized into three main themes: habits of thought in fields of study, putting the habits into practice and exploring assessment strategies. The instructors assessed student projects and the influence of inside and outside stakeholders. Results and Discussions: The researchers found that even though the instructors decentralized their authority in the course in order to put students in charge of learning, they still maintained their role as experts. Allowing students their own space for discovery learning benefited their growth by allowing them to be responsible for learning. The study provided a useful picture of a decentralized learning environment and a way for the future in terms of instructional designs incorporation of formal and informal social media learning where the instructors objectives are met and many objectives are self determined by the learners. The limitations of the study are in the nature of the research, a case study, which does not a parametric measure. Future research should include an experimental quantitative design.

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Mattox, John (2012) Measuring the effectiveness of informal learning methodologies, T + D, 66 (2) p 48-54.

The purpose of this professional publication is to determine ways to evaluate informal learning methods. The researchers answered the following question: How do you evaluate informal learning? Literature review: The purpose of the literature review was to define the parameters for learning modes, formal, informal, and nonformal learning modes in particular: Trainers set the objectives for formal learning. Informal learning is self-determined and the learners set objectives. Nonformal learning objectives are set by a member of the organization. In order to convey how to evaluate informal learning, the authors needed to define its practices. The author broke the types of informal learning into the following groups: Communities of practice Virtual knowledge Performance support systems and job aids. Methodology: The author presented a qualitative study in the form of a corporate case study, involving Jet Blue and a four-month certification program for assessment, measurement and evaluation or AME. Results and Discussion: The Jet Blue case study demonstrated that frequent surveys provided a necessary complexity of information to allow for a clear analysis of the use and benefits of specific informal learning practices. The feedback allowed Jet Blue to refine the program and save costs. Evaluations for informal learning consist of web analytics, surveys, polls, interviews and focus groups. Web analytics can be collected at any point of need. The depth of the evaluation depends on the practice. If learners are visiting communities of practice, online survey measures should be brief to reflect the depth of the visit. What will ultimately determine the most effective type of evaluation is the learning platform that is being utilized and the amount of time that they use it. The implications for this study are that it provides an exceptional case study, showcasing an effective methodology for instructional designers to evaluate informal learning. Limitations of the case study is that the environment was narrowly defined and limited and, thus, easier to manage. Future research might involve an experimental study that compares evaluation methods to determine which are the most effective methods.

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Ramirez, Artemio and Zhang, Shuangyue (2007) When online meets offline: the effect of modality switching on relational communication. Com m unication Monographs 74 (3) 287-310. The purpose of this study was to measure the effects of switching modalities from computer-mediated communication to face-to-face interactions. The researchers answered the following questions: Do perceptions of relational communication after a modality shift from computer-mediated communication to face-to-face communication, in terms of uncertainty reduction improve after the switch? Does a sustained online relationship lead to a higher positive outcome after modalities are switched? Does the timing of the switch have an effect on outcomes? What is the effect of modality switching on information seeking? Literature review: The research was based on social presence theory (Short, Williams & Christie 1976) that explains how relational communication occurs over computer-mediated channels. Relational communication is affected by shifting of modes of communication, and there is a common belief that switching communication modalities from a computer mediated modality to face-to-face meetings will facilitate relationships and the completion of tasks. Methodology: This quantitative experimental research study consisted of a large convenience sample of 864 undergraduate students enrolled in communication and business courses at a Midwestern university who were given a chance to participate in a nine-week study for extra credit. Students were paired with students that they had never met and modalities were switched early, midway and late during the nineweek term. The results were then tested statistically with a multivariate analysis of variance. Results and Discussion: The researchers found that optimal relationships were formed through computer-mediated communications rather than through face-to-face communications. If modalities were switched, the next most effective relationships were formed if the switching occurred right away since heightened expectations, in terms of idealization were not in place. The longer the wait between modality switching, the worse or more negative the outcome. The researchers speculated that visual anonymity is best since the average persons appearance is rather average. The implications of the study are that the social attributes of computer-medicated communication are sensitive to the switching of modalities. The limitations of the study are that the present study was based on temporary virtual relationships and not fixed ones. Future research could focus on social media communication specifically and authentic fixed relationships.

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Wodzicki, Katrin, Schwammlein, Eva, Moskaliuk, Johannes (2012). Actually, I wanted to learn: study-related knowledge exchange on social networking sites. Internet and Higher Education 14 9-14. doi: 10.1016/j.iheduc. 2011.05.008

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The purpose of the research was to determine how teenagers and young adults use social media or social networking sites for informal learning in order to improve the design of educational technologies. The researchers asked the following questions: Do students communicate about social issues as well as study-related content? Do students who are primarily interested in social communication also have more interest in knowledge communication? Do students create informal collaborative groups for knowledge exchange and what types of study-related activities do they do? What types of social learning groups exist and how do they differ?

Literature review: The review of literature began with the use of social media and the potential to design online environments to foster learning. Early research focused on identity management and how college students use social media primarily to integrate socially and secondarily for informal learning. Methodology: This mixed methods research study consisted of two surveys and a qualitative analysis of coded dats. The researchers conducted three studies focused on German college students use of StudiVZ, a popular social network. The first study consisted of a survey of a convenience sample of nearly 800 users. The second study asked the same participants to participate in an online study of StudiVZ groups and consisted of a survey; one hundred and forty students agreed to participate. The third study was based on actual data gathered from the StudiVZ online site. Correlational and ANOVA statistical tests were run on the data. Results and Discussion: The results of the first study showed that people connected online via StudiVZ primarily in order to become socially integrated on campus. The students who were intensive in terms of time spent, were somewhat interested in exchanging information about knowledge. The results of both study two and study three demonstrated that one half of the students formed social groups and half of them were study related. Students still perceive social media sites to be primarily social and entertaining in nature. The limitations of the study are that women had a greater share of representation and the cross-sectional data should not be extrapolated to the main population unequivocally. Future research should explore the stages of an education and the level of incorporation of social media into educational studies. As well, future research could explore the appropriateness of the use of this technology.

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References Allen, M., Naughton, J., & Ellis, R. (2011) Social Learning. T+D, 65(8), 50-55. Chen, Liwen (2012). Trainees perceptions on using microblog to support formative evaluation: a q-methodology study. International Journal of Organizational Innovation, 4 (3) 235-246. Heiberger G. & Harper R. (2008) Have you Facebooked Astin lately? Using technology to increase student involvement. In Using Emerging Technologies to Enhance Student Engagement. New Directions for Student Services Issue#124 (eds R. Junco&D.M. Timm), pp. 1935. Jossey-Bass, San Francisco, CA. Heibergert & E. Loken (2011) The effect of Twitter on college student engagement and grades. Journal of Computer Assisted Learning 27, 119-132. doi:10.1111/j.1365-2729.2010.00387.x Lampe, C., Wohn, D. Y., Vitak, J., Ellison, N. B., & Wash, R. (2011) Student use of facebook for organizing collaborative classroom activities. International Journal of Computer-Supported Collaborative Learning, 6(3), 329-347. doi:10.1007/s11412-011-9115-y Manion, Christopher E.; Selfe, Richard Dickie (2012) Sharing an Assessment Technical

Ecology: Digital Media, Wikis, and the Social Work of Knowledge.

Communication Quarterly. , 21 (1) 25-45. DOI: 10.1080/10572252.2012.626756 Mattox, John (2012), Measuring the effectiveness of informal learning methodologies,

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T + D, 66 (2) p 48-54.

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Ramirez, Artemio and Zhang, Shuangyue (2007) When online meets offline: the effect of modality switching on relational communiation. Communication Monographs 74 (3) 287-310. Short, J., Williams, E., & Christie, B. (1976). The social psychology of telecommunications . London: Wiley. Wodzicki, Katrin, Schwammlein, Eva, Moskaliuk, Johannes (2012) Actually, I wanted to learn: study-related knowledge exchange on social networking sites. Internet and Higher Education 14 9-14. doi:10.1016/j.iheduc.2011.05.008