Redesigning Learning for the 21st Century Learner – How do college lecturers perceive using social media in higher education?

July 29, 2018

 

A study at Mahasarakham University in Thailand, surveyed 31 lecturers about their attitudes towards using social media for instructional use in their classes (Seechaliao, 2014). The results showed that YouTube, Facebook, and Slideshare are used regularly in instruction (Seechaliao, 2014). In addition, lectures believed social media sites were valuable for instruction, especially videos, podcasts, and wikis (Seechaliao, 2014). The lecturers also believed social media was valuable for collaborative learning opportunities (Seechaliao, 2014).

 

What do these findings mean for today’s learner? Google, YouTube, and Facebook are the three most visited website in the world (Moghavvemi, Sulaiman, Jaafar, & Kasem, 2018). People often cite Google and Youtube as two social media platforms they use for their own personal learning. Additionally, students have mentioned using YouTube to help learn material and even found it to be more beneficial than their classroom textbooks (Moghavvemi, Sulaiman, Jaafar, & Kasem, 2018). Google was launched September 15, 1997, Facebook was launched February 4, 2004, and YouTube was launched February 14, 2005. Every K-12 American student entered school with these social media tools as a part of their world. With this in mind, should educators incorporate more social media tools such as these to support learning?

 

What are your thoughts?

 

References

Moghavvemi, S., Sulaiman, A., Jaafar, N. I., & Kasem, N. (2018, March). Social media as a complementary learning tool for teaching and learning: the case of youtube. The international journal of management education. 16(1), 37-42. Retrieved from https://www.sciencedirect.com/science/article/pii/S1472811717303051

 

Seechaliao, T. (2014). Lecturers' behaviors and beliefs about the use of social media in higher education: A study at Mahasarakham University in Thailand. Journal of International Education Research, 10 (2), 155-160.

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