Social Media and Education: Reconceptualizing the Boundaries of Formal and Informal Learning

Autor/inn/en	Greenhow, Christine; Lewin, Cathy
Titel	Social Media and Education: Reconceptualizing the Boundaries of Formal and Informal Learning
Quelle	In: Learning, Media and Technology, 41 (2016) 1, S.6-30 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1743-9884
DOI	10.1080/17439884.2015.1064954
Schlagwörter	Social Media; Informal Education; Models; Learning Theories; Case Studies; Constructivism (Learning); Teaching Methods; Technology Integration; Elementary School Students; Secondary School Students; Feedback (Response); Peer Evaluation; Elementary School Teachers; Secondary School Teachers; Learning Activities; Foreign Countries; Student Projects; Electronic Publishing; Computer Mediated Communication; Teacher Student Relationship; Online Surveys; Student Attitudes; Environmental Education; Program Descriptions; Science Education; Outcomes of Education; Comparative Analysis; United States + Suchen Sie Ihr Suchwort? Soziale Medien; Informelle Bildung; Nichtformale Bildung; Analogiemodell; Learning theory; Lerntheorie; Case study; Fallstudie; Case Study; Teaching method; Lehrmethode; Unterrichtsmethode; Sekundarschüler; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lernaktivität; Ausland; Schulprojekt; Elektronisches Publizieren; Computerkonferenz; Teacher student relationships; Lehrer-Schüler-Beziehung; Schülerverhalten; Umweltbildung; Umwelterziehung; Umweltpädagogik; Naturwissenschaftliche Bildung; Lernleistung; Schulerfolg; USA
Abstract	It is argued that social media has the potential to bridge formal and informal learning through participatory digital cultures. Exemplars of sophisticated use by young people support this claim, although the majority of young people adopt the role of consumers rather than full participants. Scholars have suggested the potential of social media for integrating formal and informal learning, yet this work is commonly under-theorized. We propose a model theorizing social media as a space for learning with varying attributes of formality and informality. Through two contrasting case studies, we apply our model together with social constructivism and connectivism as theoretical lenses through which to tease out the complexities of learning in various settings. We conclude that our model could reveal new understandings of social media in education, and outline future research directions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01