The Complexities of Using Digital Social Networks in Teaching and Learning

Abstract

The aim of this investigation was to gain a broad sense of the implementation of digital social networks for teaching and learning by instructors in higher education. We were particularly interested in examples of instructors' use of digital social networks in their courses, the benefits and challenges of specific platforms for teaching and learning purposes, and the perceived role of digital social networks in teaching and learning during the first years of the COVID-19 pandemic. The participants in this investigation (n=336) were faculty and graduate students. Data was collected via an electronic questionnaire with closed and open-ended questions using Qualtrics. The quantitative analysis included descriptive statistics. The data analysis also included qualitative data analysis of textual responses provided to various questionnaire items. The results illustrate the ways in which instructors successfully apply or integrate digital social networks into teaching and learning, broadly and with specific digital social networks. Yet, the findings also highlight several complexities that instructors have experienced when considering digital social networks in their teaching practices such as data privacy issues, misinformation, user interface issues, and the willingness of students to use less trendy digital networks, among other challenges.

“Visibility, Transparency, Feedback and Recognition”: Higher Education Scholars Using Digital Social Networks

“…Within these institutions, departments and programs are using digital social networks to create affinity spaces for stakeholders (i.e., current students, faculty, staff, alumni, and other members of the community) to share information such as publications, events, accomplishments, links with resources, and others (Romero-Hall, Kimmons & Veletsianos 2018). Furthermore, it is no surprise that digital social networks have permeated higher education settings for teaching and learning purposes (Romero-Hall & Li 2020), given their influence on young adults (Zachos, Paraskevopoulou-Kollia & Anagnostopoulos 2018) and the affordances they provide for a variety of educational experiences (Romero-Hall et al 2023).…”