Dynamics of Learners in an Online Classroom and Social Media

Abstract

Learners of today’s generation are considered Millennials. They are multitasking, communicate intensively using social networking, and technology-savvy. Online classroom and social media are now being utilized in instruction since the learners are attached to technology, they can easily use it to access learning materials, collaborate, interact, and communicate with their classmates, teachers, and parents. The purpose of this qualitative study is to describe the dynamics of learners in an online classroom and social media and generate a theory. This study is anchored on the grounded theory using the Glaserian approach, and it follows the inductive approach for theory development. Results revealed that learners used online classroom and social media as a portal of information, they easily adapted to the new technology finding it easy and convenient to use. The availability of online information motivated the learners to learn new concepts, and thereby promoted self-directed and independent learning. Learners shared significant information, but atrocious information on social media tends to distract them and leads into wrong information. The accessibility and adaptability to technology provide higher exposure to updated information because it contributes to knowledge development. With the availability of information online and proper management of learning resources, learners are motivated to learn.  Keywords: Educational technology, grounded theory, ICT in education, online classroom, social media