The impact of social media on informal learning in museums

Russo, Angelina; Watkins, Jerry; Groundwater‐Smith, Susan

doi:10.1080/09523980902933532

Cited by 75 publications

(57 citation statements)

References 5 publications

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“…As reviewed above, Mason and Rennie (2007) as well as Russo, Watkins, and Groundwater-Smith (2009) have shown that the value of social media is generally recognized for informal learning given its potential to encourage member participation within existing local communities. Drawing from the findings of Tu, Blocher, and Ntoruru (2008), while social networking tools can be useful for building virtual professional communities without local ties, sustaining the CoP may present potential obstacles, such as lack of trust, isolated feelings, and other affective factors which can be broadly conceived as lack of a sense of community.…”

Section: Community Of Practice (Cop) and Supporting Conceptsmentioning

confidence: 97%

“…Many researchers are finding that social networking is at the heart of CoP (e.g. Mason and Rennie 2007;Russo, Watkins, and Groundwater-Smith 2009;Tu, Blocher, and Ntoruru 2008). As applied to educational settings, it appears that the success of classroom communities rests on how well learners are socially connected and perceive the value of such social bonds in their classroom CoP.…”

Section: Community Of Practice (Cop) and Supporting Conceptsmentioning

confidence: 98%

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Educational use of social networking technology in higher education

Hung

Yuen

2010

Teaching in Higher Education

304

168

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This study explored how social networking technology can be used to supplement face-to-face courses as a means of enhancing students' sense of community and, thus, to promote classroom communities of practice in the context of higher education. Data were collected from 67 students who enrolled in four face-to-face courses at two public universities in Taiwan. Findings indicated that the majority of participants developed strong feelings of social connectedness and expressed favorable feelings regarding their learning experiences in the classes where social networking sites were used as a supplementary tool. Learner difficulties and concerns of instructors about the educational use of social media are addressed with recommendations for future research and practice.

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Section: Community Of Practice (Cop) and Supporting Conceptsmentioning

confidence: 97%

Section: Community Of Practice (Cop) and Supporting Conceptsmentioning

confidence: 98%

Educational use of social networking technology in higher education

Hung

Yuen

2010

Teaching in Higher Education

304

168

View full text Add to dashboard Cite

show abstract

“…Pedagogies of participation also foster distributed and locally based forms of evaluation and assessment (Downes, ). The role of social media and social networking sites in youths' informal learning settings has been thoroughly investigated (Erjavec, ; Greenhow & Robelia, ; Ranieri & Bruni, ; Russo, Watkins, & Groundwater‐Smith, ). According to these studies, social network sites can enhance informal learning in contexts such as museums, libraries and galleries.…”

Section: Use Of Facebook In Informal Settings Of Learningmentioning

confidence: 99%

Is Facebook still a suitable technology‐enhanced learning environment? An updated critical review of the literature from 2012 to 2015

Manca

Ranieri

2016

Computer Assisted Learning

158

117

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This study provides an updated critical review of the literature on Facebook as a technologyenhanced learning environment based on papers published between 2012 and 2015. It adopts a revised classification of the categories identified in a previous study, which emphasized three main Facebook affordancesmixing information and learning resources, hybridization of expertise and widening context of learning. The aim is to investigate to what extent studies using Facebook as a learning environment exploited these affordances. Literature has been also analysed according to three types of educational use of Facebookformal use in formal learning settings (FUF), informal use in formal learning settings (IUF) and use in informal learning settings (UI)to highlight if and how Facebook affordances have been exploited in these learning settings. Literature search identified 147 articles published in peer-reviewed journals. The results show that most of the articles can be classified as dealing with FUF (N = 69; 46.9%) or as IUF (N = 68; 46.3%); only a minority concerns the UI (N = 10; 6.8%). Overall, the study found that Facebook pedagogical affordances are still partially implemented, although different types of educational use of Facebook exploit these affordances to different degrees. It also provides indications for future research.

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“…I depart from the work of Kelly (2010) and Russo et al (2007) to shift the debate in a new direction. My discussion is inspired by an ethnographic experience related to two exhibits ( Figure 1), designed especially for teenagers and which, at least superficially,…”

Section: Introductionmentioning

confidence: 93%

“…Thus, questions of learning in the museum are often contextualized through ideas of participation, interaction, and co-construction of meaning, which are derived primarily from analytic descriptions of contemporary online practices (cf. Kelly 2010;Russo et al 2007;Simon 2010).…”

Section: Introductionmentioning

confidence: 97%

Teenagers' Multisensory Routes for Learning in the Museum

Fors¹

2013

The Senses and Society

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a a Vaike Fors has researched museums and teenagers' encounters with museum and science center exhibits in various projects in order to contribute to further understandings of contemporary conditions for learning.ABSTRACT In this article I draw on a study of sensory aspects of teenagers' use of digital media, how these sensory aspects are incorporated in emerging learning strategies, and the implications of this for the same teenagers' engagement in museums. My focus is on how an ethnographic approach that attends to the senses may enable a critical review of prevailing pedagogical ideas in museums. Recent developments in museum education have led to large investments in state-of-the-art technology to produce interactive, multisensory exhibits. However, the question of how teenagers respond to these campaigns remains rather

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The impact of social media on informal learning in museums

Cited by 75 publications

References 5 publications

Educational use of social networking technology in higher education

Educational use of social networking technology in higher education

Is Facebook still a suitable technology‐enhanced learning environment? An updated critical review of the literature from 2012 to 2015

Teenagers' Multisensory Routes for Learning in the Museum

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