The Social Media in Academia and Education Research R-evolutions and
a Paradox: Advanced Next Generation Social Learning Innovation
J.UCS Special Issue
Miltiadis D. Lytras
(The American College of Greece - Deree College, Athens, Greece
mlytras@acg.edu)
Hassan I. Mathkour
(College of Computer and Information Sciences, Department of Computer Science
King Saud University Riyadh, Saudi Arabia
mathkour@ksu.edu.sa)
Hassan Abdalla
(College of Computer and Information Sciences, Department of Computer Science
King Saud University Riyadh, Saudi Arabia
habdalla@ksu.edu.sa)
Cornelio Yanez-Marquez
(Centro de Investigación en Computación, Instituto Politécnico Nacional, Mexico City, Mexico
coryanez@gmail.com)
Patricia Ordóñez De Pablos
(University of Oviedo, Oviedo, Spain
patriop@uniovi.es)
Abstract: This editorial presents an evolutionary model for the
adoption of Social Media and Social Networks in Academia. It seems
that the rapid development of technological infrastructures in the
context of social networks had to face inflexible structures in
Academic Institutions in the same moment where students in a massive
way adopt social networks for different purposes than learning. The
evolution of social media research in the last five years is
significant. A number of issues related to the formation, development
and adoption of social networks in different domains have been
investigated promoting the scientific debate. In this special issue
the emphasis is on the adoption of social networks in learning and
knowledge management domains in academic settings. The bold
contribution of our meta-analysis in this guest editorial is the
specification of the open research issues that can initiate further
research. To our understanding an evolutionary model is confirmed and
defines a context of exploitation for the contribution of social
networks research towards more effective next generation learning
systems in academia. Beyond the fashion of use of social media for
learning purposes, there is a multidisciplinary orientation towards
flexible personalized learning contexts. Furthermore a number of
enablers are presented. This editorial can serve as a position
document for scientific debate fostering international collaboration
and empirical research in the various aspects of the well-defined
agenda. It can also serve as a reference edition for researchers
interested in the adoption of Social Networks, in the Academia.
Keywords: Social Networks, Mobile Technologies, Education 2.0,
Personal Learning Environments, HORIZON 2020, Technology Enhanced
Learning, Social Media, Personalization
Categories: L.2.3, L.5.0, L.6.1
1 Introduction
For Institutes of Higher Learning, social media outlets allows for
both increased ease and interaction between professors and students,
maintaining relevance in an increasingly digital world where the idea
of being connected is part of everyday routine. The traditional brick
and mortar educational system is being challenged by these new modes
of access to information and technology. By incorporating social media
into educational curriculum, relationships between student and
educator play a crucial role in institutional reach to larger
audiences while maintaining and increasing communication with existing
audiences [Johnson et al, 2014]. Understanding how social media can be
used as an advantage for social learning is a crucial skill for
teachers and teacher-training programs, which are being expected to
incorporate the use of social media within their classrooms [Johnson
et al, 2014].
Specifically, the advancement of social media in higher education has
fostered opportunities for thousands of students to collaborate, both
interdisciplinary and discipline specific subject matter as well as
across institutions, with educators and peers on a level that was not
possible in previous decades. By accessing available videos, images,
and documents or responding to conversations via a text response,
anyone can engage with content being presented through multiple forms
and share their perspectives with others in like fashion. Social
media outlets are not so much technologies, as they are ways of using
devices and software to enrich teaching and learning, whether inside
or outside of the classroom, which can be used in formal and informal
learning settings because they transcend conventional ideas and
learning activities [Johnson et al, 2014]. Evidence of this is can be
seen in recordings of face-to-face sessions broadcast to a larger
audience using BlackBoard®, Integrity®, and YouTube® to help
reiterate material covered in class for students who are present as
well as those who are not present (Johnson et al, 2014).
Not only has there been a change in face to face adaptation using
social media, but there has been an increased interest in online
classrooms. As online learning garners increasing interest among
students, there has been a shift in the perceptions of online learning
to the point where it is seen as a viable alternative to some forms of
face-to-face learning. Universities are staying ahead of the curve in
best teaching practices by experimenting with online learning
environments and social media tools that promote peer-to-peer
collaboration. The value that online learning offers is now well
understood in the context of flexibility, ease of access, and the
integration of sophisticated multimedia [Johnson et al, 2014].
In looking at how trends and technological advancements have increased
ease of information access, there are challenges present that offset
movement forward. Schools and universities generally allow individuals
to connect ideas in prescribed ways, sometimes leading to new
insights, but more likely leading to rote learning [Johnson et al,
2014]. There is movement in the US to smooth the path to accreditation
which advocates proposing more opportunities to experiment with new
teaching models that lowers prices and bolsters student learning, and
advanced technologies is a key factor in lowering these costs while
increasing student understanding. The goal for educators is to have a
diverse higher education paradigm in which providers are competing for
students who are paying for discrete components of a degree rather
than the degree itself. Online learning environments show promise for
extending best teaching practices to educators everywhere [Johnson et
al, 2014].
Exacerbating the challenge is the digital divide where access to
opportunity increasingly calls for access to technology. The gap in
ability to provide greater access to knowledge and technology based
solutions is widening between the developed and developing
worlds. MOOCs have little effectiveness, if the proper infrastructure
or connectivity is not readily available [Johnson et al,
2014]. Online learning is seen as a key strategy for increasing
access to higher education. Although most of the new online education
providers are based in the US, courses offered are provided in
multiple languages in recognition of more than two thirds of students
that live abroad [Johnson et al, 2014].
Many worry that if higher education does not adapt to the times,
other models of learning will replace higher education. While this
concern has some merits it is unlikely that universities as we know
them will go away [Johnson et al, 2014].
In the next section we are providing the main research findings from
the special issue. This is our contribution to the understanding of
the Phenomenon and we invite readers to interact with the
contributions of excellent quality of the individuals in this
collection of articles.
2 The Social Media Research for learning Innovation
The scientific debate on the role of social networks in academia
covers a number of integrative aspects of multidisciplinary
concepts. Several variables both in theoretical constructs and
technological developments have been analyzed. From a practical point
of view several prototypes or commercial systems have incorporated
learning capacities and functions supporting the learning process in
various ways. The following is a limited list of grouped research
variables that have been found on literature and research projects
that delivered learning platforms. The key question is which is the
effective mix for the fine tuning of a strategic plan for the use of
social networks in academia?
We put the various variables in three big sets of complimentary
perspectives:
A. Philosophical Routes and Foundations of Social Networks
In this dimension the main emphasis is on the definition and
construction of the social network as an evolving organization. From a
learning perspective and especially in the case of Learning Social
Network the emphasis is mostly paid on the "learning peer" an
entity that has many data and process based elements. The learner as a
human entity with personality and diverse psychological status is more
complex variable. The convergence of Social Media and Social Networks
in Learning Platforms challenges not only the way that learners can
set learning contexts on a dynamic basis but mostly the way that
learning takes place out of traditional stereotypes or boxes. The
following is a list of variables that can be analyzed further in
forthcoming research in the domain of the adoption of social networks
in academia:
Constitutional Variables for Learning Social Networks: This is a
diverse variable where many constructs for research can be
integrated. Items like Learning needs, Learners Emotional
Intelligence, Problem Solving Requirements, Current Knowledge Status,
and Motivational Factors can be few of the constitutional variables
for a Learning Social network. More over the formality of the
constitution directly related to different types of training programs
in Academia provides interesting insights for the analysis of the
Social Networks Phenomena.
Connectivity Variables for Learning Social Networks: The connectivity
is one of the most important variables for the success of social
networks. Especially in the times of technology enhanced social
networks the understanding on how learners exploit modern technologies
in order to build strong relationships and learning connectors with
other learners is of critical importance. Issues related to the
definition of Learning Objectives, Learning Contexts, Reward
Mechanisms related to Learning Achievement, and Collaborative learning
Scenarios are some factors that enhance the understanding of
connectivity. More over the role of Academic Policies, the Strategies
for the Use of Learning Technologies within academic institutions, the
Innovation linked to Sustainability, poses new critical research
objectives for researchers interested in contributing to the
understanding of connectivity in Social Networks. Participatory
Learning Models and Learning Scenarios beyond the traditional rigid
teaching models of academic learning are also significant. Last but
not least in this dimension for the last years the management of
Learning Profiles and Portfolios will provide the required bridge for
fostering the capacities of Learning Social Networks enabled by the
readiness of trainers to lead learning strategies out of the box. A
key paradox related to this dimension is that in many Social Networks
installations for learning purposes in Academia suffer from the
"inability" of face platforms like Twitter or Facebook to
promote the learning than the network enhancement.
Management of Learning Social Networks: The participation of students
in academic learning social networks needs a well-defined strategy for
the management and the evolution of the network in the future as a key
asset for the institution. Many missed opportunities currently can be
covered with the support of technology. Towards this direction it is
key for academic institutions to support infrastructures and systems
aiming in supporting the evolving nature of a learning social network
and to follow students in all the faces of their development cycle,
before, during and after their studies. Items like Leadership,
Development, Championship, as well as Motivational Elements for the
Life Long living of academic social networks are important. The
Paradox of the current situation in Academia is the fact that even if
the significance of Learning Social Networks is recognized really few
institutions have strategies for the long term management of their
social networks of learners. It is just like a critical performance
gap is happening without bold efforts against it.
B. Technological Foundations of Social Networks Research for Learning
Innovation
The technological enablers of modern social networks have increased
over the last years allowing new opportunities for the mix of applied
technologies. Currently mobile technologies, dynamic content
management systems, personalization, Semantics and Ontologies,
intelligent agents, learning Tools are the dominant technological
aspects that are investigated. In the near future the role of Cloud
Computing for the provision of Social Media and Social Networking
Solutions for Learning will get increasing significance. More over new
technologies related to Haptic Input and Virtual Reality services will
boost further the provision of advanced learning services. Some
Adoption: For sure the provision of Social Learning Services does not
guarantee their use from students in academia. For this reason the
Adoption is a key interpretive variable helping the understanding of
the use of social networking learning services by students. The
development of adoption models directly linked to well-defined
learning objectives is a key evolution towards the use of
micro-content and other social media content formats in social
learning networks.
Dynamic Personalization: One of the key challenges of current
evolution of social networks for learning in academia is the
personalization of the realized learning context. Unfortunately most
of the initiatives fall behind in this consideration since limited
work has been done in the dynamic linkage of learners profiles to
customized diffusion of instruction. The strict academic policies is a
key pitfall for this and the paradox is that most of academic
institutions in their revised objectives set in the context of the
Knowledge Society the multichannel and the integrative learning as a
key priority.
Measurement of technological effectiveness: The overestimation for the
role of technologies in the context of social networking for learning
is another key obstacle in the provision of effective learning
services. It would be a high priority on research in the next years to
redefine the concept of effectiveness within Social Networks for
Learning. Several considerations like the quality of Social Media
Content, the incorporation of learning value components in knowledge
delivery as well as the quality of learning services powered by
technology would gain increasing significance.
Learning Innovation: This is one of the most important variables in
the proposed redefined agenda for the use of Social Networks in
academia. None analysis can be done without a deep analysis of the
contribution of initiates related to the Learning
innovation. Education in the 21st century is extremely different than
the education in the previous century. The evolution of mobile
technologies, and social networks is a bold proof. In the context of
learning innovation a number of aspects should be investigated further
including the contribution of novel technologies to innovative
learning strategies, the provision of learning services based on
different needs, the promotion of a new Learning Paradigm where the
instructors are facilitators of knowledge discovery and knowledge
development. The paradigm of social networking successes is a good
start for using s similar metaphor for learning innovations in
Academia. The revision of Educational Curricula and Programs should be
more flexible exploiting the merits of Technology and not the
opposite.
C. Institutional Pedagogical aspects of Social Media and Social
Networks Research Agenda
Higher Education Institutions face a challenge for their evolution in
the era of modern ICTs. The tight linkage to old paradigms of
mono-lithic learning, where the learning process had to be based on
the authority of instructors is outdated. New insights in a
learner-centric pedagogy is required and to this direction a number of
research variables provide a good starting point. The paradox is that
limited research is made for the pedagogical aspects at Institutional
Level. The innovation has to occur at a top level including top
management of Education. Institutional Pedagogical Strategies need to
promote the learning through new technologies, have to find new novel
ways to promote the learning effectiveness out of typical formalities
and slow speed changes in traditional structures. The following list
is only a limited summary of factors promoting this vision: Learning
Strategies, Participation Models, Motivation to Learn, Flexible
Managerial Structures for the Management of Learning Innovation,
Reward Schemas for Instructor and Learners, Redesign of Evaluation
Procedures, Promotion o Openness in the Use of Scientific Research
Outcomes, Promotion of Open Source Platforms are only a few factors
that in the next years will gain more significance.
3 An evolutionary framework for the adoption of Social Learning
Innovation in Academia
The analysis of the new evolving context for the contribution of
Social Media and Social Networks towards Learning Innovation in
Academia revealed a number of interesting pairs of classifications
combining a number for integrative factors that interpret the next
steps.
In our understanding the Social Learning Innovation in Academia is
defined as the use of Social Networks and New Media in all the aspects
of Learning and Knowledge Development and Diffusion for dynamic
learning objectives. The following are few of the new interesting
pairs of constitutional factor for the provision of learning
innovation:
Social Connectivity: [Evolving Vs Predefined]
Management of Educational Process: [Open-Flexible Vs Slow-Static]
Learning Innovation: [Open-Embodied to Culture Vs None]
Learning Content: [Micro-Dynamic-Personalized Vs Static-Monolithic]
Learning Discovery: [Exploratory-Experimental Vs Sequential]
Learning Strategies: [Institutional-Personal Vs Curriculum based]
Technological and Social Adoption: [Wide Vs Static]
Evaluation: [linked to Personal Development Vs Strict]
Academic Evolution [Social Networks as an asset Vs as a paradox]
The combination of these variables by two or three defines several
interesting research contexts for further considerations. In the next
years we will present more interesting results related to these. For
example the combination of Social Connectivity and Leaning Discovery
and Evaluation could be an excellent PhD study. We are encouraging
researchers in this domain to promote further this initial discussion
for the role of Social Media and Social Networks for Learning
Innovation.
4 Overview of the special issue
Nine full research articles are presented in this special issues. They
all provide significant insights for the special theme and set an
interesting context for further scientific debate. The main concepts
that are investigated are related to: social networking services,
social media in China, media content adoption, technological
readiness, adaptive leanring, non-explicit learning communities,
virtual innovation labs, services for the disabled.
5 Conclusions
The topic of this special issue is significant. The great majority of
the literature the last three years for learning and knowledge
management is focusing on Social Networks and Social Media. The
contribution of this special issue is unique. It sets new direction
for future research and provides a full discussion of critical
thinking and comparative studies on the phenomena under analysis
introducing the concept of LEARNING INNOVATION. We are at the disposal
of the readears for further analysis and collaborations in the
domain. Currently we are preparing two proposals for next generation
social networks and learning innovation for learning under the HORIZON
2020 program and several initiatives in Mexico and the Kingdom of
Saudi Arabia.
Acknowledgements
We would like to thank all the contributors of the special issue for
their excellent collaboration and valuable scientific
contributions. The quality of their research and their passion for
making science valuable to the Society is reflected in every article
of this work. We are grateful to the Editors-in-Chief of the Journal
of Universal Computer Science and Dana Kaiser from the Editorial
Office of J.UCS, without whose support this achievement could not have
been possible.
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