Abstract
Social media technology provides educators with an opportunity to engage learners in the online classroom, as well as to support development of learner skills and competencies. This case study explores the role of social media in promoting cognitive and meta-cognitive learner development while using a heutagogical teaching and learning approach. Research was conducted using questionnaires and interviews and incorporated the perspectives of both students and instructors on the use of social media in the online classroom and how media influenced interaction and learner development. Results indicate that students perceived specific social media (Google Docs, mind mapping and e-portfolio software) in conjunction with a unique learning activity as influencing specific cognitive and meta-cognitive skills (constructing new knowledge, reflecting on course content, understanding individual learning process). Research also indicated an increase in student familiarity with using social media and student research skills. This paper presents the findings from the case study, as well as general guidance to instructors for incorporating social media in the online classroom.Keywords: social media; heutagogy; e-learning; self-determined learning(Published: 10 November 2014)Citation: Research in Learning Technology 2014, 22: 21635 -http://dx.doi.org/10.3402/rlt.v22.21635
Highlights
Use of social media is on the rise within education, both outside and inside the classroom (Pearson 2010; Seaman and Tinti-Kane 2013)
This case study research was conducted during the six semesters from 2012 to 2013 at the University of Maryland University College (UMUC) within the newly revised OMDE601 Foundations of Distance Education and E-Learning online course of the Master of Distance Education and E-Learning (MDE) program and included 14 cohorts of the same course
This case study explored whether a heutagogical course design approach combined with the active use of social media would support the development of cognitive and meta-cognitive skills and help students become more competent in their research and learning activities and their use of the media, as well as give them skills that could be used in the workforce
Summary
Use of social media is on the rise within education, both outside and inside the classroom (Pearson 2010; Seaman and Tinti-Kane 2013). As more educators incorporate social media in the classroom, they have needed to seek out new Á and old Á teaching and learning theories for incorporating the technology in pedagogically meaningful ways. When incorporating any kind of media, educators must consider the construct of the course, the technologies used and the pedagogical approach to designing and delivering learning activities. One approach is to encourage students to use social media actively in their learning and research, opening up the potential for them to develop the skills they need for creating a personal learning environment (PLE) and bringing them a step closer toward becoming more self-directed learners. The OMDE601 course, taught completely online over a 12-week period, is the foundations course for graduate students within the MDE program and is the first course taken upon entry into the program.
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