Abstract
In this case study, results demonstrate that an individualâ??s use of social media as professional learning spans understanding, networking, professional identity development, and transformative learning. Specifically, virtual online communities facilitated through social media provide professional networks, social relationships and learning beyond the scope of the individualâ??s usual experience. Case study method reveals strategies, extent, and impact of learning providing insight into this phenomenon. The significance of the research includes purposefully facilitating professional learning through informal learning contexts, including social media and online communities beyond technology-centric fields. Discussion and recommendations include using social media and virtual communities as instructional strategies for graduate studies and continued learning beyond formal education.
Highlights
Building upon the robust literature of learning communities [1; 2; 3], this case study explores online and virtual spaces as professional development and transformative learning communities
Building upon these studies, new perspectives of teaching gained through transformative learning (TL) impact professionals and their practice [16; 17]. In another line of research, several recent studies identify how faculty [18] and students [19] experience TL through online courses in various roles as adult learners. This background research demonstrates the potential for meaningful TL professional development within varied learning contexts, which this present study extends to virtual, informal learning
This study examines Patty’s professional learning experience in this dynamic, informal virtual community, and she was the only participant directly contacted for this research study
Summary
Building upon the robust literature of learning communities [1; 2; 3], this case study explores online and virtual spaces as professional development and transformative learning communities. The research examines the experience of a graduate student engaged in informal learning through online (primarily based in Twitter and blogs) communities as she experienced transformative learning [4]. The mental health context of professional learning has been legitimately conducted online [5; 6] for several years, providing a valuable context of learning and research [7] in examining transformative learning through online communities spaces. The analysis explored how these experiences provide direction for the use of virtual communities as meaningful professional development
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