Information technologies are education today, giving students and teachers a degree of interaction never experienced before (Parsons, 2016). Nowadays, students and teachers are constantly looking for portable devices such as iPads, smartphones and others. All these portable devices are already equipped with social media applications such as Twitter, Facebook, and YouTube are part of the Social Web 2.0 best characterized by the ability to engage in content sharing and social connection (Manhas, 2012). Social interaction influences almost all areas of our lives such that they are being applied to learning and education. The growth of social media and the Web 2.0 offer new opportunities to improve learning and teaching experiences (Benson & Morgan, 2014). This paper investigates how the rise of social media is shaping the education field. The paper begins by looking at current trends in social media followed by a discussion about trends in Education especially from traditional to e-learning/online and blended learning. Shortcomings of online education are provided coupled with a discussion on how social media can be used to build interactivity into blended learning.
Literature Review
There is a rich supply of literature containing previous researches undertaken to demystify how both students and faculty to build in interactivity into the classroom have used social media technologies. Advocates of social media technologies contend that these tools upgrade and supplement the widely approved traditional delivery of lessons in the classroom. For instance, referring to traditional learning methods, Ololube (2014) argues human beings learn best when there is some form of interaction via group work and collaborative learning. This justifies the need for students to work together. We are living in a social media era where the said collaboration and interaction in learning and teaching is implemented virtually thereby overcoming time and space barriers. Therefore, some researchers in the educational realm have coined the term learning concerning a set of approaches that draw heavily upon the Web 2.0 tools such as Twitter, Facebook, YouTube and many more.
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Educational Benefits of Social Media
According to Hadjar & Gross (2016), Web 2.0 tools such as Twitter, Facebook, YouTube and others are no longer confined to leisure. Today, these technologies have become as platforms for engaging and interacting with students. In his recent study about the tweeting behavior of students, Iskander (2008) discovered that among other advantages, social media especially Twitter allowed students to be more engaged, have a voice and interact more freely with their peers and instructors through Twitter discussions and knowledge sharing. In essence, students who are captive in the traditional teaching method are given an opportunity to offer timely feedback to teachers. According to Holt, Segrave, and Cybulski (2012), this element leads to a highly valued student-centered education approach. Benson and Morgan (2014) have glorified the element of getting prompt student feedback. Ideally, teachers can monitor the crucial element if students have understood the course material in class hence enabling the teachers to detect knowledge gaps and deal with them on the spot.
The traditional teaching method relied heavily on the face-to-face delivery of knowledge. This element had some time and space limitations. On the contrary, in e-learning approach, the entire world becomes a classroom, always available and not limited to Monday-Friday classes. In this context, the around the clock classroom idea suggests that adopting Web 2.0 technologies allows instructors and students to interact outside the formal learning time with increased flexibility.
Barriers to Incorporating Web 2.0 Tools in the Classroom
Various literature indicates that there are numerous obstacles to the adoption of social media tools in the education environment. For instance, Cavanaugh (2004) reported that in African schools such as the University of the Western Cape, some barriers to the successful use of these tools include insufficient technological infrastructure, lack of technical skills and lack of bandwidth, which causes students to abuse technology. According to Maeroff (2003), it seems the problem of internet bandwidth is common in most African states because he reports a similar problem at the University of Nairobi in Kenya.
Moreover, some literature suggests that critics of Web 2.0 use in academia are downplaying the educational value of these technologies. For instance, of the many researchers, Hadjar and Gross (2016) observed that opponents of social media use in the classroom believe that these sites provide poor reference content often generated by unreliable sources. Consequently, some teachers, especially in higher learning institutions, have been reluctant to embrace social media tools in their teaching and learning processes. In fact, some of them perceive tools such as Facebook and Twitter as sources of distraction during learning and teaching (Ololube, 2014). Maeroff (2003) highlights other barriers that include plagiarism caused by the openness of content, which allows students to easily copy and paste, disruption of internet-based resources and absence of computing resources.
Research Design
Methodologically, this research study is inspired by numerous earlier studies. The paper seeks to identify previous studies that investigated how social media technologies have contributed to building interactivity in the evolving classroom. This review will include research studies in journals focusing on classrooms and teachers; national and international conference proceedings such as EdMedia, SITE, and ASCILITE; and findings from empirical studies. The researcher will survey some electronic education databases. The results will be strictly limited to a date range of 2010 to 2018. Various search terms will be used with the most useful construct being Web 2.0, social media, education, school, teachers, students, teach and learn. In addition to databases, the researcher will also survey key journals by sighting each issue from 2010 to 2018. Finally, the bibliographies of all the surveyed articles will be scanned through the snowball approach. The strategy will allow further researches to be identified for considerations. Ultimately, the researcher will choose the more relevant reports that offer insights into how social media technologies have been used by both students and faculty to build in interactivity into the classroom.
The first stage of the literature review will involve analyzing the findings of the chosen articles. The researcher will extract and thematically organize the information. The second stage will involve refining the themes and synthesize the findings with constant reference to the source material. This procedure should lead to five broad themes in the research literature on how social media technologies have helped both students and faculty to build in interactivity in the classrooms. The current trends in social media which include Facebook, Twitter, Instagram, WhatsApp and many more others followed by those in education-from traditional to e-learning/online and blended. The shortcomings of online education will also be identified with an emphasis on the main the lack of interactivity. Lastly, the study also identifies how social media can/has been used to build interactivity into blended learning and in shaping future trends in education.
Results and Analysis
Trends in Social Media-Facebook, Twitter, Instagram, WhatsApp, Etc
The review certainly demonstrated that the most popular social media sites across the world have changed over time (Visser, 2012). In fact, these sites will continue to change as years pass. While old social media platforms are expected to die, popular ones will certainly remain, and new ones will appear. For instance, MySpace is today outdated as new forms of social media such as Facebook and Twitter dominate. People are even using SnapChat the most; this is an indication that it may become the future of social media. However, Facebook, Twitter, LinkedIn, YouTube and Tumblr remain the trendiest.
Other studies have concluded that Facebook is currently the most widely used and popular social networking site on the web (Gearhart, 2010). According to Facebook itself, it has dominated the web with the highest number of active users who log in daily. Statistics in this area reveal that Facebook Messenger comes second, just behind WhatsApp, as the most popular messaging app, thanks to its cool features. Facebook can be used individually or by setting up groups. Though Facebook failed to acquire SnapChat in 2013, it successfully acquired WhatsApp in 2014. The move allowed it to top the list of instant messaging apps.
Twitter is the place where news breaks first, this micro-blogging site offers real-time news and information (Cavanaugh, 2004). It is loved because of its short message limit and the unfiltered feed, which reveals everything in the form of tweets. Over the years, Twitter has evolved such that it is being criticized for looking and functioning exactly like Facebook.
LinkedIn allows professionals to network. People who want to make professional connections and advance their careers are on LinkedIn. Therefore, people design their profiles to look like detailed resumes containing sections of volunteer work, education, work experience, certifications and other relevant education or career-related information. People can promote their businesses or careers by connecting with other professionals, posting job adverts, interacting in group discussions or applying for jobs and so much more (Vickers et al. 2015).
Nowadays, almost all of us turn to YouTube for watching or sharing video content online (Simonson, 2014). In fact, it ranked as the second largest search engine, after Google. Despite Google’s ownership, it is recognized as a separate social media platform. This site allows people to watch videos and upload new ones too. It is popular for personal vlogs, independent films to movies, and music videos. Recently, it launched a premium subscription option known as the YouTube Red. This app deletes all the adverts from videos. In addition, it provides the YouTube Television as an independent live streaming subscription service (Iskander, 2008).
Tumblr has gained massive popularity especially among young adults and teens (Miller, 2014).This site is heavily used for sharing video content. It is loved because it allows users to customize their blog themes, follow other users, be followed, and create blog posts in all sorts of content format. It is best known for interacting with liking posts and reblogging. Once a user posts good content, he/she may attract thousands of likes and reblogs based on how far it reaches within the Tumblr community.
Trends in Education-From Traditional To E-Learning/Online and Blended
Studies that capitalize on the new opportunities that social media afford show that how education is delivered is continuously changing with time. We have shifted from the traditional methods where children would sit down while the teacher stood at the front of the classroom, teaching through repetition and drilling. Over the years, teaching has changed; it is a more blended and interactive experience courtesy of the rapid growth of the internet and evolution of technology (Gorjanc et al. 2016). Now universities and schools are shifting from the traditional teaching methods to adopt blended learning. This new method defines the roles of teachers and students and empowers learners to take charge of their education (Maeroff, 2003).
The studies reviewed define blended learning as a hybrid method of teaching which turns the role of the teacher and the student (Elleithy & Sobh, 2015). This methodology makes e-learning and technology a more integral part of the class experience. Besides ensuring that computers are in the classroom, it involves combining the traditional teaching methods e-learning and independent learning to generate a completely new learning setting for students.
Presently, blended learning has replaced the traditional-leaning methods that purely relied on face-to-face teaching (Pandey, 2017). The strategy gives students more control over when, how and where to study. Advocates of blended learning contend that this methodology is the future of education. It is the only approach to make the most out of class time while ensuring that learners obtain the background material required to support their school learning.
Indeed, blended learning is believed to be better than the tried and tested teaching approaches that educators have been using all the years but should be appropriate. Some of the key benefits include an opportunity for exposure to relevant digital sources, focused engagement and face-to-face sessions, which prompts consolidation and reflection (Thiagarajan, 2005).
Shortcomings of Online Education (Lack of Interactivity)
Online learning has currently dominated the education field because of the numerous advantages associated with online education. Although many people are buzzing about this new trend, no one has thought about the possible shortcomings of online education. Though it is a perfect alternative to the traditional approach to education, questions arise as to whether it is offering the same skills and with quality desired. Other questions concern online studying is more challenging than sitting in a classroom. Such questions are sources of serious concerns, which people must be considered before deciding to study online. The biggest drawback of online education is the lack of interactivity with both the teacher and other students, too (Ololube, 2014).
Online education lacks direct interaction with the teacher (Barnes, 2012). Arguably, online education leads to a monologue rather than a dialogue form of learning setting (Holt et al. 2012). This concern is important because we cannot overlook the significance of the direct interaction between the teacher and the student. When a student is learning being taught by a teacher in front of the classroom, the teacher can monitor the students’ body language to ensure they remain focused (Barnes, 2012). Importantly, the teacher can tell when the students are distracted, when they have not understood the topic or when they are not interested in a specific topic. Online education does not offer such opportunities, but a huge drawback.
Online education does not provide student-student interaction. Many people seem to underrate the relevance of the company of other students during studies in a classroom setting. In real classrooms, leaners help one another boost their interests towards different subjects (Ololube, 2014). Moreover, these classmates trigger competition, motivating students to work harder to earn good grades. From the classmates, students can get good friends who can significantly help them to build their future careers.
Mostly, online education involves students completing classes on their own, and the only interaction takes place in chat rooms and discussion boards (Holt et al. 2012). Normally, online classrooms lack a feeling of community, which leads to a sense of isolation. Moreover, they do not offer the opportunity to network which in turn becomes a disadvantage when students complete their studies and start to look for employment opportunities. Therefore, those who are pursuing online education must understand that they will be learning in isolation with no teacher or classmates to help in brainstorming or discussing the ideas. For those who decide to look for other learners undertaking online courses, they must spend even more time on the internet. Sadly, it can be tedious (Wankel & Blessinger 2013).
Using Social Media to Build Interactivity and Blended Learning
Education institutions can adapt these technological developments into their systems and even rely on them to enhance the student life. Blending social media in delivering education can offer students with an opportunity to obtain valuable information and connect with teach groups that make education convenient (Jean-François & IGI Global. 2013). Social media resources can give educators and students a myriad of opportunities to enhance the learning experience. Social media plugins can be incorporated into these networks to enable interaction and sharing for academic purposes. Students can profit from online resources and tutorials, which are shared via social platforms such as YouTube, Twitter, Facebook and Instagram.
Social media offers exciting tools that enable educators and learners to connect in unique ways as long as they are used with privacy settings and appropriate guidelines (Ololube, 2014). The teacher can use popular sites such as Facebook and Twitter can be used to communicate with their students and fellow teacher, too. Moreover, teachers can use Twitter and Facebook for quizzes and polls and instead of banning the use of mobile phones in classrooms; teachers should embrace them as mobile learning tools (Holt et al. 2012). Though critics feel that social media discourages face-to-face communication in school, I believe that it can improve student interaction specifically for students fearing to participate in class.
Educators can use social media resources to answer students’ questions and post homework assignments (Anderson & Dron, 2014). For instance, a teacher can use a YouTube site and a class blog to share students’ work parents as well as other teachers in the school. Students may enjoy the visual aspect of using YouTube whereas the blogging feature may help them with writing and reading skills. Such features also allow teachers to pair students. For example, paring first graders with university students who then serve as their reading and writing mentors.
Teachers deal with an overwhelming amount of homework assignments. Therefore, they can turn to social media to grade students and offer feedback. Through social media, teachers can collaborate their students and let them give each other direct feedback on their homework (Hadjar & Gross, 2016). Later, the students can use blogging sites to finish this task. The strategy allows the students to put in more effort because they are already aware that other students will review their work, which may improve their communication skills. Additionally, students are likely to become much more candid when discussing topics that they studied in class. However, teachers and students may encounter some technical challenges and must be careful concerning internet security (Anderson & Dron, 2014).
Future Trends
This paper illustrates that there are already various academic institutions combining traditional and online education. However, we are just at the onset phases of the adoption of ubiquitous technologies in classrooms. Educational researchers have shown the value of technology and online learning in classrooms. However, the benefits of the 21 st -century teaching and learning approach are yet to be fully realized. At its very core, schools teach students important skills such as critical thinking and information gathering. As the country’s economy dramatically shifts towards being driven by information and services, the entire economic sectors and even more jobs demand that employees demonstrate an ability to obtain information, analyze the information and act on the newly acquired knowledge (Wankel & Blessinger 2013). Most of the schools are struggling to ensure that students are ready to tap into the opportunities arising from technology by adopting a teaching style that helps them throughout their life and the workplace. Unfortunately, some schools seem to be preparing their students for information-based employment, which involves sharing a single computer with a group of colleagues. In fact, such jobs do not exist.
Academic institutions including post-secondary have recognized and are acting on emerging technology trends. Holt et al. (2012) conducted survey research involving students. In this survey, nearly 98% of the sampled student population responded that they already own computers and a third of the population have laptops. Many of the sampled students responded that the primary purpose of owning the computers is online learning. According to this survey, online technology is a great component of these students’ daily lives. Most students download videos, music and use social networking sites (Holt et al. (2012). Moreover, many countries have already implemented blended or online education at a rate that far surpasses the United States. A perfect example is Singapore. In this country, all the secondary schools and 90% of primary schools are already using a learning management system (Holt et al. 2012)
Online education is a catalyst for change whether it is done within a classroom or at a distance. Ideally, schools are using the new Web 2.0 resources to enhance collaboration and engage students in new ways. For instance, in North Carolina, there is an interesting collaboration between the Mecklenburg County, local schools and the Public Library of Charlotte where a teen-focused library in a virtual world environment was established. The library is only accessible to individuals aged between 13 to 17 years. Educators and students all over the globe are involved in coming up with a library that contains an assortment of content such as streamed video and audio of authors, teen-related Ted-Talks, and even politicians. Their role is to script, design, and build classes taught by adults and teens.
Some qualified educators are focusing on face-to-face education, using Web 2.0 technologies and online curriculum unlike the traditional models. Such an environment gives students access to laptops, course management systems and social media software to enhance partnerships and interactivity. With these tools, students can conduct research and deliver presentations on their projects both online and in the brick and motor classrooms.
The adoption of online learning and computers in education needs a much greater shift in thinking rather than merely adding computers in the classroom. For sure, blended education implies that teachers approach their role differently, as mentors and guides rather than purveyors of information. Educators must redefine classrooms as flexible learning environments in which students learn through various ways while at the same time, collaborating and communicating with others who are outside the classroom, the school or even outside the country. We are currently experiencing a trend whereby learning seems to be going past the classroom walls and the confines of the school day. However, for these changes to withstand, they must be supported by professional growth and development for the current and future teachers.
Already, the roles of schools, teachers, and classrooms are changing. Therefore, we are witnessing a new paradigm for both students and teacher, which is no longer characterized by four brick walls. The introduction of Web technologies in schools is transforming the entire learning and teaching experience. Moreover, as technology continues to evolve, the topic of social media usage in the classroom will equally change. The most important thing is to protect students from cyberbullying and inappropriate content while at school (Hadjar & Gross, 2016). Nevertheless, educators will certainly continue to explore the numerous advantages of social media in the classroom because it may be a valuable teaching and learning resource for future students.
Discussion and Conclusion
The studies that do exist illustrate that an increasing number of academic institutions are somehow combining online teaching with one-on-one instruction. There are various models of blended education. The first occurs at the course level, combing both non-online and online teaching within a subject. Besides, the blending happens at the institutional level. For instance, an online school may gather students on a regular and scheduled basis with the teacher physically present. Finally, the blending may occur when some students take one or more fully online courses and attend a brick-and-motor class session for some one-on-one courses. This final approach is observed in most of the state-led supplemental e-learning courses like Colorado Online Learning and the Michigan Virtual School. However, we also have some District schools implementing this model. A good example is the Hamilton County Virtual School. Some high schools have equally not been left behind as demonstrated by the Virtual High School in Massachusetts.
There is a need to change the current teaching and learning practices to meet the evolving student expectations and education approaches. Online tools have become a critical component of a complex ecosystem in which education occurs. As technology advances, educational facilities, which need to leverage their technology resources successfully must equally evolve their approaches to teaching and learning. They must adopt a much flexible methodology and embrace student-centric practices.
Educators must understand that today, the world is technologically driven and such an environment is characterized by constant change (Hadjar & Gross, 2016). In essence, technology is disrupting the decades of teaching approaches that worked successfully for students and today’s learners are expecting engaging activities relevant to the course material. Therefore, the solution is certainly clear. Using Web 2.0 tools and embracing technology to leverage student engagement can enhance the delivery and retention or education content. However, the findings of this study cannot be generalized all over the world since it only relied on already existing studies. Therefore, future studies in this field should try to investigate the evolving technology-driven classroom and the apparent shift to a student-centric learning style.
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