Social media-enabled learning: a review of the literature in higher education

Edited book (chapter)

Green, Nicole C., Wolodko, Brenda and Foskey, Roslyn. 2015. "Social media-enabled learning: a review of the literature in higher education." Ravindran, Anton and Bacon, Liz (ed.) Innovations in technology enhanced learning. Newcastle upon Tyne, United Kingdom. Cambridge Scholars Publishing. pp. 63-84

Chapter Title	Social media-enabled learning: a review of the literature in higher education
Book Chapter Category	Edited book (chapter)
ERA Publisher ID	1417
Book Title	Innovations in technology enhanced learning
Authors	Green, Nicole C. (Author), Wolodko, Brenda (Author) and Foskey, Roslyn (Author)
Editors	Ravindran, Anton and Bacon, Liz
Page Range	63-84
Chapter Number	3
Number of Pages	22
Year	2015
Publisher	Cambridge Scholars Publishing
Place of Publication	Newcastle upon Tyne, United Kingdom
ISBN	9781443866293
Abstract	The meta-analysis/literature review discussed in this chapter focuses on social media-enabled learning in higher education and is transdisciplinary in focus. It seeks to examine design methodologies that are effective for the design, development, implementation, and evaluation of effective teaching and learning for social media-enabled environments in the higher education system. Through examining the academic literature and also engaging directly with social media, what has emerged is the importance of design methodologies that are open and flexible, collaborative, and learner-centered. Social media-enabled learning is learning which moves higher education beyond a focus on content provision into a dynamic communal process of sense-making and knowledge creation in which answers lead to further questions. In this chapter we argue that, it is through integrating social media within higher education that the scope and reach of higher education will be extended.
Keywords	meta-analysis, e-learning, multimedia, sense-making, mash-up, grey literature
ANZSRC Field of Research 2020	390303. Higher education
Public Notes	Files associated with this item cannot be displayed due to copyright restrictions.
Byline Affiliations	School of Teacher Education and Early Childhood
	University of New England
Institution of Origin	University of Southern Queensland

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