SNS and Microblogs... Good for Some Things | W6Q1 | Forum

Social networking sites (SNS) and microblogging continue to increase in popularity in both formal and informal educational settings. In this response I take the stand that SNS and Twitter may be used effectively for learning in informal environments and to increase engagement and enthusiasm in courses, it is not suitable for deep learning of complex topics.

Multiple studies have demonstrated the effectiveness of microblogging to improve informal relationships, informal learning, engagement, and enthusiasm within educational courses. For example, Ebner et al., (2010) suggest that microblogging might be effective in fostering informal learning among participants outside of the confines of a course due to the high volume of communication between students on the microblogging platform. Additionally, Elavsky, Mislan, & Elavsky (2011) found Twitter use increased students’ participation and enthusiasm in large-lecture courses. Finally, Robelia, Greenhow & Burton (2011) investigated the impact of the Facebook App “Hot Dish” on participants knowledge of climate change and actions taken to reduce their environmental impact. Use of this App took place outside of formal education settings, and results revealed substantial increases in both knowledge and action related to climate change. Together, these studies demonstrate the potential for SNS to improve learning in informal learning settings (use of the Hot Dish app), and for microblogging to improve engagement and enthusiasm within formal classrooms.

It is possible that some might use Ebner et al., (2010) to suggest that microblogging is a useful way to increase deep and meaningful learning. In fact, when referring to the large amount of communication between participants the researchers state that “It is highly probable that learning took place, and that the process helped students to understand the content of their subject in more depth.” (Ebner et al., 2010, pp. 96). However, the researchers do not analyze these communications for deep and substantive meaning, leading to the inability to draw conclusions around the depth of learning taking place in this space. Further, it is tempting to conclude based on the positive results of multiple studies that SNS and microblogging may enhance learning in ways besides increasing participation, engagement, and enthusiasm. To that, I have two warnings. First, there is currently little empirical work examining how the use of SNS and microblogging are associated with learning and meaningful educational outcomes (Gao, Luo, & Zhang, 2012). Second, in some studies which show positive results the use of SNS and microblogs is heavily skewed towards a small number of participants, with many individuals participating not at all, or in a very limited capacity (Elavsky, Mislan, & Elavsky, 2011), decreasing the researcher’s ability to draw valid conclusions.