An Examination of Learning Ecologies Associated with the Holocaust: The Role of Social Media

Autor/inn/en	Manca, Stefania; Raffaghelli, Juliana Elisa
Titel	An Examination of Learning Ecologies Associated with the Holocaust: The Role of Social Media
Quelle	In: Journal of Computer Assisted Learning, 39 (2023) 6, S.1874-1887 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Manca, Stefania) ORCID (Raffaghelli, Juliana Elisa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-4909
DOI	10.1111/jcal.12848
Schlagwörter	Adult Learning; Adult Students; Social Media; Ecology; Informal Education; Jews; Death; Crime; War; European History; Foreign Countries; Expectation; Interests; Educational Benefits; Females; Older Adults; Educational Attainment; Italy + Suchen Sie Ihr Suchwort? Adulte education; Adult training; Erwachsenenbildung; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Soziale Medien; Ökologie; Informelle Bildung; Nichtformale Bildung; Jew; Jude; Jüdin; Juden; Sterbefall; Tod; Todesfall; Crimes; Delict; Delicts; Delikt; Krieg; Ausland; Expectancy; Erwartung; Bildungsinteresse; Bildungsertrag; Weibliches Geschlecht; Älterer Erwachsener; Bildungsabschluss; Bildungsgut; Italien
Abstract	Background: Holocaust memory and learning processes have become increasingly mediatised as a result of rapid technological advances. There is, however, little information available regarding how people learn about this topic informally through social media. Objectives: This paper explores how adult learners develop their learning ecologies by using social media to learn about the Holocaust informally. Methods: The study uses a learning ecology perspective to analyse the interests, expectations and learning process of a group of adult learners (N = 276). An online survey tool was developed to collect information on the interests, expectations, and benefits of learning about Holocaust-related topics among online users of four Italian Holocaust museums' social media profiles (Facebook, Twitter, Instagram and YouTube). Descriptive and inferential statistics were used to summarise the characteristics of the sample and to answer the research questions. Results and Conclusions: The results show that most of the respondents are mostly women, with an average age of 50 and a higher level of education. In terms of interest and expectations, they are particularly interested in issues related to the intertwining of transnational and national memory. They also express a sense of civic responsibility with regard to the legacy of the Holocaust. Finally, components of the learning process show proactive behaviour and a preference for individual learning, while interaction with peers is considered less important. Takeaways: There is an urgent need to understand how learners' preferences influence the development of learning ecologies and the types of content they are most likely to be exposed to as a result. It is also important for social media content providers to understand that learners are looking for quality resources and trustworthy content to further their education. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01