Social Learning in the Digital Age: An Analyze of the Benefits of Twitter Platform from Vygotsky’s Perspective
الكلمات المفتاحية:
Vygotsky, Social Learning, Twitter as a Learning Tool, Higher education
الملخص
This study examines the theoretical foundations of Vygotsky’s social constructivist theory of learning and explores its alignment with using Twitter as a pedagogical tool. Utilizing a literature review methodology, the research found three key aspects in which the Twitter platform reconciles with Vygotsky’s theoretical framework: co-construction of knowledge, active learning, and scaffolding. The findings reveal that Twitter positively impacts higher education by enhancing students’ academic achievement, engagement, and reflective practices. Additionally, the platform promotes a sense of community, promoting feelings of belonging and connectedness among students. These findings highlight the potential of Twitter as a supportive tool in contemporary educational settings grounded in social constructivist principles. Among the main takeaways for educational practitioners, are the importance of considering students’ prior Twitter experiences and providing extra resources for those without much experience in the platform, including ways to monitor their progress, along with the importance of integrating the use of Twitter in pedagogically sound manners, focusing on specific learning goals, and leading with clear rules and guidance, making expectations absolutely clear. Other important considerations are focusing on the creation of course designs that are useful for students, using strategies such as the separation of academic and personal accounts, as well as streamlined ways of accessing Twitter outlines and content in general that is posted on the platform.
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8. Arievitch, I. M., & Stetsenko, A. (2000). The quality of cultural tools and cognitive development: Gal’perin’s perspective and its implications. Human Development, 43(2), 69–92. https://doi.org/10.1159/000022661
9. Bada, S. O., & Olusegun, S. (2015). Constructivism learning theory: A paradigm for teaching and learning. Journal of Research and Method in Education, 5(6), 66–70. https://doi.org/10.9790/7388-05616670
10. Badge, J., Johnson, S., Moseley, A., & Cann, A. (2011). Observing emerging student networks on a microblogging service. Journal of Online Learning and Teaching, 7(1), 90–98.
11. Baisley-Nodine, E., Ritzhaupt, A. D., & Antonenko, P. D. (2018). Exploring social presence within an online course using Twitter. E-Learning and Digital Media, 15(5), 235-253.
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13. Bista, K. (2015). Is Twitter an effective pedagogical tool in higher education? Perspectives of education graduate students. Journal of the Scholarship of Teaching and Learning, 15(2), 83–102. https://doi.org/10.14434/josotl.v15i2.12825
14. Buck, A. (2017). Grad school 2.0: Performing professionalism on social media. In D. M. Walls & S. Vie (Eds.), Social writing/social media: Publics, presentations, and pedagogies (pp. 161-178). University Press of Colorado. https://doi.org/10.37514/PER-B.2017.0063.2.09
15. Burhanna, K. J., Seeholzer, J., & Salem, J. (2009). No natives here: A focus group study of student perceptions of Web 2.0 and the academic library. Journal of Academic Librarianship, 35(6), 523–532. https://doi.org/10.1016/j.acalib.2009.08.003
16. Carpenter, J., & Krutka, D. G. (2014). How and why educators use twitter: A survey of the field. Journal of Research on Technology in Education, 46(4), 414–434. https://doi.org/10.1080/15391523.2014.925701
17. Casey, G. (2013). Interdisciplinary literacy through social media in the mathematics classroom: An action research Study. Journal of Adolescent and Adult Literacy, 57(1), 60–71. https://doi.org/10.1002/jaal.216
18. Chaiklin, S. (2003). The zone of proximal development in Vygotsky’s analysis of learning and instruction. In A. Kozulin, B. Gindis, V. S. Ageyev, & S. M. Miller (Eds.), Vygotsky’s educational theory in cultural context (pp. 39-64). Cambridge University Press.
19. Chawinga, W. D. (2017). Taking social media to a university classroom: Teaching and learning using Twitter and blogs. International Journal of Educational Technology in Higher Education, 14(3). https://doi.org/10.1186/s41239-017-0041-6
20. Churcher, K., Downs, E., & Tewksbury, D. (2014). “Friending” Vygotsky: A social constructivist pedagogy of knowledge building through classroom social media use. Journal of Effective Teaching, 14(1), 33–50.
21. Clarke, T. B., & Nelson, C. L. (2012). Classroom community, pedagogical effectiveness, and learning outcomes associated with twitter use in undergraduate marketing courses. Journal for Advancement of Marketing Education, 20(2), 29–38.
22. Cronin, J. J. (2011). The classroom as a virtual community: An experience with student backchannel discourse. Business Education Innovation Journal, 3(2), 55–65.
23. Dagar, V., & Yadav, A. (2016). Constructivism: A paradigm for teaching and learning. Arts and Social Sciences Journal, 7(4). https://doi.org/10.4172/2151-6200.1000200
24. Daniels, H. (2001). Vygotsky and pedagogy. Routledge Falmer.
25. Deaves, A., Grant, E., Trainor, K., & Jarvis, K. (2019). Students’ perceptions of the educational value of Twitter: A mixed-methods investigation. Research in Learning Technology, 27. https://doi.org/10.25304/rlt.v27.2139
26. Desselle, S. P. (2017). The use of Twitter to facilitate engagement and reflection in a constructionist learning environment. Currents in Pharmacy Teaching and Learning, 9(2), 185–194. https://doi.org/10.1016/j.cptl.2016.11.016
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منشور
2024-12-10
كيفية الاقتباس
Dr. Hend Abdullah Bamalan. (2024). Social Learning in the Digital Age: An Analyze of the Benefits of Twitter Platform from Vygotsky’s Perspective. Journal of Educational and Human Sciences, (41), 392-409. https://doi.org/10.33193/JEAHS.41.2024.596
إصدار
القسم
المقالات
الحقوق الفكرية (c) 2024 Dr. Hend Abdullah Bamalan
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