ABSTRACT
The purpose of this study was to build upon existing research that explored teachers? professional learning expectations and how teachers can utilize social media platforms or social learning environments to aid their professional learning. This information may be used to support thinking differently about time and space for both student and adult learning. Understanding to what extent and why teachers engaged in professional learning experiences in a social media environment can inform future learning options in utilizing these asynchronous platforms. Data generated may aid in the design of engaging professional learning experiences, through social media, that give teachers a venue for rapid, focused, personalized, and asynchronous learning. This qualitative study was limited to a non-random sample of interview participants, which ensured participants had a guaranteed proficiency in using social media environments for professional learning experiences. A survey was conducted to identify individuals who actively engaged in using social media platforms for professional learning, and six qualifying educators were invited to expand upon their experiences through their participation in semi-structured interviews. The open-ended questions inspired a dialogue about their lived experiences, resources located on social media platforms, and interests regarding professional learning during the 2020 pandemic time frame. Responses to the interview questions were coded to examine how and to what extent the teacher participated in a social media platform as a venue for professional learning during the pandemic. A theoretical, thematic analysis was used to identify how teachers participated in a social media environment for professional learning. The responses were coded based on CHAT?s Four C?s of Participation Taxonomy: Contemplator, Curator, Crowdsourcer, or Contributor (Trust, 2017). Additionally, the responses were coded to identify the type of informal learning experience the teachers described. Similarities and differences across demographic areas were reviewed and discussed. The data compiled had several implications. Understanding how teachers interacted in informal social learning environments provided insight into teachers? engagement and how their pedagogical practices were impacted or changed. Results of the study may be used to inform how social-media-based professional learning can be developed or expanded to meet the just-in-time needs of K-12 educators. Ultimately, the feedback received could help districts develop a framework for constructing and evaluating social-media-based professional learning and more educators to interact online as contemplators and as contributors. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
ABSTRACT
The purpose of this study was to build upon existing research that explored teachers? professional learning expectations and how teachers can utilize social media platforms or social learning environments to aid their professional learning. This information may be used to support thinking differently about time and space for both student and adult learning. Understanding to what extent and why teachers engaged in professional learning experiences in a social media environment can inform future learning options in utilizing these asynchronous platforms. Data generated may aid in the design of engaging professional learning experiences, through social media, that give teachers a venue for rapid, focused, personalized, and asynchronous learning. This qualitative study was limited to a non-random sample of interview participants, which ensured participants had a guaranteed proficiency in using social media environments for professional learning experiences. A survey was conducted to identify individuals who actively engaged in using social media platforms for professional learning, and six qualifying educators were invited to expand upon their experiences through their participation in semi-structured interviews. The open-ended questions inspired a dialogue about their lived experiences, resources located on social media platforms, and interests regarding professional learning during the 2020 pandemic time frame. Responses to the interview questions were coded to examine how and to what extent the teacher participated in a social media platform as a venue for professional learning during the pandemic. A theoretical, thematic analysis was used to identify how teachers participated in a social media environment for professional learning. The responses were coded based on CHAT?s Four C?s of Participation Taxonomy: Contemplator, Curator, Crowdsourcer, or Contributor (Trust, 2017). Additionally, the responses were coded to identify the type of informal learning experience the teachers described. Similarities and differences across demographic areas were reviewed and discussed. The data compiled had several implications. Understanding how teachers interacted in informal social learning environments provided insight into teachers? engagement and how their pedagogical practices were impacted or changed. Results of the study may be used to inform how social-media-based professional learning can be developed or expanded to meet the just-in-time needs of K-12 educators. Ultimately, the feedback received could help districts develop a framework for constructing and evaluating social-media-based professional learning and more educators to interact online as contemplators and as contributors. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
ABSTRACT
Dramatic change in learning environments during the COVID-19 pandemic highlighted the significance of virtual learning and led to more interactive learning environments. Quick adoption of online and social interactive learning in many universities around the world raised challenges and emphasized the importance of investigating different learning environments. This paper investigates the accelerated transition in education from traditional learning environments through online learning environments to social innovative learning environments, and the latest trends of this change. The stages of transition were divided into three parts: before, during, and after the COVID-19 pandemic, which was the reason for this accelerated change. Features and characteristics of each stage of transition were analyzed and discussed, based on the following factors: edu-space and classrooms, the learning and teaching process, curricular choices, information and communication technology applications, students’ and educators’ perceptions, edu-approaches, and knowledge transformation. A systematic review approach was used to investigate learning environments based on the literature reviews of previous publications. Analysis of these features revealed the main characteristics and differences in each stage. New trends in online learning environments and social innovative learning environments were identified including cloud platforms, massive open online courses, digital learning management systems, open educational resources, open educational practices, m-learning, and social network applications. Finally, this study makes two recommendations: 1) the adoption of online learning environments and social innovative learning environment applications to continue the e-learning process during the pandemic, and 2) the enhanced usage of online learning environments and social innovative learning environment applications in the future by educational institutions and governments. © 2022, Canadian Network for Innovation in Education. All rights reserved.