Article Review #1: Building a Bridge

Chen, B., & Bryer, T. (2012).  Investigating instructional strategies for using social media in formal and informal learning.  The International Review of Research in Open and Distance Learning, 13, 87-104.

Summary

     In Investigating Instructional Strategies for Using Social Media in Formal and Informal Learning, Chen and Bryer (2012) researched how educators use social media to connect formal and informal learning and allow students to connect to educational experiences in new and meaningful ways.  Research conducted by Banks and his team found that as students progress to high school and beyond, informal learning becomes more important because “learners acquire knowledge as a function of interactions between connected partners” (as cited in Chen and Bryer, 2012, p.89).  In other words, learning is a collaborative effort.  The goal of the study was to investigate how educators could use social media technologies to support the bridge between these two types of learning.

Chen and Bryer (2012) developed three guiding question for their research:

I.     What social media tools do public administration use and why?

II.    What instructional strategies do public administration faculty use to integrate social media in formal learning?

III.   What concerns do faculty have regarding the use of social media for teaching and what strategies do they have for mitigating these concerns? (p. 91)

     The participants of this study included eight educators from various universities across the United States.  They participated in telephone interviews regarding their experiences using social media in teaching.  The interviews were conducted so that all participants were asked the same questions to ensure sound qualitative data.

     Chen and Bryer (2012) found that all the participants used social media for personal and professional purposes.  The participants saw added learning advantages and encouraged student participation for the sake of social connecting and learning, yet they were still cautious about the use of these tools for entertainment.  Social media tools used by the participants included blogs, YouTube, Facebook, and LinkedIn.  Discussions and collaborations were the strategies that most participants used by taking advantage of Web 2.o technologies; furthermore, they also voiced the need for clear instructional goals when using social media tools.  The major concerns communicated by the interviewees were internet safety and privacy concerns, and they perceived there was a need for implementing clear institutional guidelines on the use of social media.

Reflection

     Chen and Bryer (2012) stated “social media provides them [educators]with the ability to break limitations with course management systems, enables innovative and collaborative interactions, connects text book knowledge to real-world problems, and facilitates personalized constructive learning” (p. 97).  Students are learning in a world that uses a cutting edge form of communication and collaboration.  Educators need to question themselves, is a formal traditional learning environment most effective to support 21^st century learners?  Or do educators at all levels use that bridge of social media to create educational opportunities where informal learning can be supported?   It is clear that social media is a means to liven educational experiences by allowing students and educators to connect and collaborate in new and meaningful ways.