“Like, comment, and share”—professional development through social media in higher education: A systematic review

2020 ◽  
Vol 68 (4) ◽  
pp. 1659-1683 ◽  
Author(s):  
Tian Luo ◽  
Candice Freeman ◽  
Jill Stefaniak
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Systematic Review ◽  
Social Media

scholarly journals A Preliminary Scoping Review Study of the Progress of Social Media Adoption as an Educational Tool by Academics in Higher Education

2018 ◽  
Vol 2 ◽  
Author(s):  
Eva Perez ◽  
Mairead Brady
Keyword(s):  
Higher Education ◽  
Systematic Review ◽  
Social Media ◽  
Scoping Review ◽  
Academic Staff ◽  
Empirical Studies ◽  
Pedagogical Issues ◽  
Educational Tool ◽  
Scoping Study ◽  
Time Investment

This paper presents a preliminary scoping review exploring the evidence landscape regarding academic staff experiences and perceptions of social media adoption as an educational tool in higher education. The goal of this paper is to examine 10 empirical studies of social media adoption in teaching and learning by academics in preparation for a proposal for a systematic literature review. Consequently, this scoping study assisted in the development of a review protocol which established the inclusion and exclusion criteria for conducting this systematic review at a future date. This paper will present the first stage of carrying out a systematic review: planning the review and presenting the results of the scoping study. The findings of this scoping study revealed that academics are slow in adopting social media within teaching and academics that have adopted the use of social media do so primarily for sharing relevant information and resources easily with students rather than for teaching purposes. Overall, the adoption of social media as an educational tool is faced with many challenges, such as cultural resistance, pedagogical issues, lack of institutional support and time investment. The results also indicate that teaching styles, demographic factors, privacy issues and previous experience can influence academic staff’s decision to adopt social media for teaching purposes.

scholarly journals Can we engage learners through Web 2.0 and mobile devices?

2013 ◽  
Vol 21 ◽  
Author(s):  
Steven Verjans
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Social Media ◽  
Theoretical Model ◽  
Web 2.0 ◽  
Mobile Devices ◽  
Workplace Learning ◽  
Learning Technology ◽  
Professional Development Of Teachers ◽  
Response Systems

This issue brings together five rather diverse papers focusing on the use of mobile and Web 2.0 technologies in an effort to engage learners. Two of the papers deal with messaging or response systems used by students in higher education, two papers deal with the use of (mobile) social media for professional development of teachers, and the final paper builds a theoretical model for Web 2.0-based workplace learning.(Published: 3 December 2013)Citation: Research in Learning Technology 2013, 21: 23309 - http://dx.doi.org/10.3402/rlt.v21i0.23309Read the complete issue 21-3 (2013) here!

A Thematic Review of Blended Learning in Higher Education

2018 ◽  
Vol 10 (1) ◽  
pp. 1-11 ◽  
Author(s):  
John Marco Pima ◽  
Michael Odetayo ◽  
Rahat Iqbal ◽  
Eliamani Sedoyeka
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Systematic Review ◽  
Blended Learning ◽  
Research Trends ◽  
International Literature ◽  
Learner Outcomes ◽  
Thematic Review ◽  
Research Questions ◽  
Learning Frameworks

This article reviews the international literature on blended learning in view of establishing its thematic trends in higher education. The systematic review through PRISMA, sought to answer three research questions: First, how have publications evolved from 2000 to 2016 in blended learning in higher education? Secondly, what themes are frequently published in blended learning since 2000 to 2016? Thirdly, what are the emerging sub-themes in the blended learning publications in higher education? A thematic result is presented indicating major trends (in order of frequency: highest to lowest) in the Instructional design, Disposition, Exploration, Learner Outcomes, Comparison, Technology, Interactions, Professional Development, Demographic, and Others. The authors are of the view that this article contributes to the understanding and knowledge of the current research trends in blended learning and ascertains that much has to be done in terms of Blended Learning frameworks.

scholarly journals Who says academics don’t do CPD? Connecting practitioners and developing together through distributed cross-institutional collaborative CPD in the open

2015 ◽  
Vol 3 (1) ◽  
Author(s):  
Chrissi Nerantzi
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Social Media ◽  
Academic Development ◽  
Student Experience ◽  
Continuing Professional Development ◽  
Cross Cultural ◽  
Institutional Collaboration ◽  
Diverse Communities ◽  
Open Educational Practices

 In this paper, the author shares an emerging model to engage academics and other professionals who teach or support learning in Higher Education (HE) with continuing professional development (CPD). The model fosters informal cross-institutional collaboration through distributed and diverse communities of professionals for them to learn and develop with and from each other. A potpourri of pedagogical initiatives developed and offered as open educational practices and resources interwoven into each other using social media has been included. These illuminate opportunities for cross-institutional and cross-cultural CPD, highlight challenges as well as invite further exploration and research in this area. Initial evidence indicates that open practices are changing the academic development landscape, and informal cross-institutional collaborations among HE Institutions and other partners can provide valuable opportunities for self-organised informal and formal academic CPD that strengthens relationships internally and externally and has an impact on practices and the student experience.

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