social media in the classroom a literature review

• DOI: 10.1080/1475939X.2019.1695657
• Corpus ID: 214537991

Towards an understanding of social media use in the classroom: a literature review

• Antoine van den Beemt , M. Thurlings , M. Willems
• Published 1 January 2020
• Technology, Pedagogy and Education

107 Citations

The opportunities and challenges of social media in higher education: a literature review, teachers' experiences regarding the use of social media for educational purposes, social networking platforms and classroom culture, an exploratory interview study about student perceptions of using social media to facilitate their undergraduate studies, a qualitative inquiry on the behavior of english major students towards social media distractions, empowering esl students: harnessing the potential of social media to enhance academic motivation in higher education, gender-focused training for non-university teachers in spain, through social media, social media aids for business learning: a quantitative evaluation with the 5e instructional model, "think globally, act locally": a glocal approach to the development of social media literacy, the usage of social media for learning and teaching in the built environment: a perspective from students, 158 references, social media for collaborative learning: a review of school literature., social media as academic quicksand: a phenomenological study of student experiences in and out of the classroom, students’ perceptions and experiences of social media in higher education, to use or not to use social media in higher education in developing countries.

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The role of social media in higher education classes (real and virtual) - A literature review

Pharmacy students' perceptions of social media in education, pathways in interactive media practices among youths, challenges facing higher education: faculty’s concerns about technologies of social media, self-regulated learning and social media – a ‘natural alliance’ evidence on students’ self-regulation of learning, social media use, and student–teacher relationship, investigating instructional strategies for using social media in formal and informal learning., related papers.

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Teachers’ and Students’ Experiences Using Social Media as a Pedagogical Tool Within Classrooms: A Systematic Literature Review

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In the last decade, learning from computer-supported collaborative technologies has been combined with social media (SM) and this has gotten a lot of attention. Also, there is a growing body of literature that suggests that SM is gaining a lot of attention because it has the perceived pedagogical affordances that could be used as a potential tool for teaching and learning. These perceived pedagogical affordances allow people to interact, communicate, collaborate and share resources among others. Most of the studies published on SM in education have focused on higher education (colleges and universities) with a relatively small body of literature on secondary education. Despite the wide use of SM in education, its benefits are still not clear across studies. We conducted a systematic literature review using the EBSCOhost database. Screening of abstracts and full texts resulted in the selection of 10 papers for the review. Seven approaches to using SM in learning in high schools have been identified: (1) interaction, (2) information dissemination, (3) communication, (4) collaboration, (5) teaching, learning, and resource sharing, (6) socialization, and (7) entertainment. Most of the articles claimed that the educational use of SM has a strong positive effect on social skills, but the evidence presented was rather weak. Subject-specific outcomes were not in focus in using SM in education. All studies followed a constructivist philosophical perspective. Based on this we provide a theory-based scenario for using SM in learning social skills and subject-specific outcomes.

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Social media, teenagers, and the school context: a scoping review of research in education and related fields

• Published: 25 June 2020
• Volume 68 , pages 1635–1658, ( 2020 )

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• Vanessa P. Dennen   ORCID: orcid.org/0000-0002-2076-074X 1 ,
• Hajeen Choi 1 &
• Kari Word 1  

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This scoping review of research explores which disciplines have studied social media as it relates to education and, more broadly, use by students of high school and college age. The sample explores 10 years of research (2009–2018). A search of Web of Science yielded 580 relevant peer-reviewed articles published through the end of 2018, with 260 (44.8%) of these articles focused on education. Research in this area has been on a steady upward trajectory since 2009, the first year when relevant social media articles appeared. About half of this research was conducted in North American settings, and quantitative surveys were the most popular data collection method. Findings show that within education, the dominant themes of research on social media were use as a teaching and learning tool; adoption, use, and beliefs; digital literacy; effects of use; and identity. Outside of education, the dominant themes were negative behaviors, health issues, identity development and expression, digital citizenship, and social relationships. This review shows several areas where education researchers and practitioners would benefit from attending to research conducted outside of our discipline. Although the field of educational research sufficiently addresses issues like teacher professional development and pedagogical uses of social media, the larger issues that affect our students and, in turn, the school context are being explored in other disciplines.

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A review of Education and Social Media using functionalist and conflict theories of educational purposes

A review of education and social media using conflict and functionalist theories, social media usage by higher education academics: a scoping review of the literature, explore related subjects.

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Dennen, V.P., Choi, H. & Word, K. Social media, teenagers, and the school context: a scoping review of research in education and related fields. Education Tech Research Dev 68 , 1635–1658 (2020). https://doi.org/10.1007/s11423-020-09796-z

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