An investigation of teachers' perceptions and integration of Web 2.0 tools into literacy instruction

Luo, Tian; Lee, Guang Lea; Muljana, Pauline Salim; Shah, Smruti

doi:10.1504/ijsmile.2022.124696

Cited by 1 publication

(2 citation statements)

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“…This definition indicates that social media tools are beyond social networking sites like Facebook and Twitter. Luo et al (2022) have provided various social media examples. For instance, blogs allow users to publish text-based content, including images and/or videos.…”

Section: Social-media Supported Professional Learningmentioning

confidence: 99%

“…YouTube allows users to upload and share video, including educational content, subscribe to the producer's channel, and watch videos. Put simply, social media includes expansive genres such as media sharing sites, social networking sites, discussion forums, social bookmarking, blogging, and messaging (Luo et al, 2022;Ottenbreit-Leftwich & Brush, 2018). This study utilizes this definition and classification of social media, including various social technologies, that working professionals (e.g., instructional designers) use for professional purposes.…”

Section: Social-media Supported Professional Learningmentioning

confidence: 99%

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Pursuing professional learning by using social media: how do instructional designers apply self-regulated learning?

Muljana

Luo

2023

Research in Learning Technology

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The instructional design and technology field is dynamic, requiring instructional designers to stay abreast through timely professional learning. Social media offers characteristics to collapse the time, geographical, and financial limitations of informal professional learning, but challenges exist. Continuous professional learning requires proactive actions, wherein self-regulated learning (SRL) plays an important role. However, not all professionals know the effective strategies to promote SRL skills. This study examines instructional designers' (N = 17) experiences of professional learning on social media through an SRL lens. Data collected through semi-structured interviews were analyzed using thematic analysis. Findings include SRL strategies conducted by instructional designers and the challenges they faced. This study informs instructional-design professionals and educators of ways to encourage continuous professional learning using social media while fostering SRL simultaneously.

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Section: Social-media Supported Professional Learningmentioning

confidence: 99%

Section: Social-media Supported Professional Learningmentioning

confidence: 99%