role of social media in education essay

Impact of Social Media in Education

Introduction.

The 21st century brought the advent of social media which has drastically changed people’s lives. Social media is software, networking instruments, and Internet platforms that are used for a variety of uses such as content sharing and creation, communication, and collaboration. According to Fuchs (2017), social media are internet-based applications that are developed on the technological capabilities of creation and sharing of user-generated content, going beyond interpersonal communication with the aid of universally accessible and scalable interconnection techniques.

By the current year of 2020, the concept is significantly widespread due and virtually everyone in developed countries with access to smartphones and computers utilizing one of the major social media platforms. These have grown on the basis of popularity in younger populations in particular, with children as young as 13 years old able to create social media accounts. Naturally, social media tools became utilized in educational environments in order to facilitate teaching and learning processes due to their engagement and popularity amongst high-school and college-aged students. Social media has positively impacted education by enabling learning, sharing, and collaboration, but continues to maintain concerns from a large body of students, parents, and educators as being distracting and ineffective in the instructional process.

Upon researching the general concept of social media, it became evident that the primary user base remains in the teenage and young adult category, which utilizes the largest array of platforms (Perrin & Anderson 2019). The origins of social media platforms, particularly the universally popular Facebook stem from college students which poses a critical question of the impact of social media on education. This research question although rather broad is specific enough to explore the context. A search of the literature on the UNISA library catalog and Google Scholar found an overwhelming amount of literature, including original research, synthesis, and theory that explores the various impacts of social media in education.

In particular, I wanted to focus on two concepts: 1) the effectiveness of social media tools for educational purposes; 2) the perception of social media use by students and instructors. Despite narrowing down the topic with these keywords, this research has grown to be so influential in recent years that both searches drew tens of thousands of results, even with limiting the search year of past 2016. The literature was selected based on the relevance of headlines and research direction in the abstract as well as the reliability and prestige of the journal. Some articles had internal citations to books or other articles which fit the search criteria, these were explored as well. Overall, approximately 25 literature sources were selected and narrowed down as the report was written based on their usability for the general topic.

Indicators of quality

All literature used in this report was published originally post-2015. The information has not been updated as the majority of these are journal publications. The context of the data may have changed slightly due to the online learning element during the COVID-19 pandemic.

The sources are targeted at an audience who are interested in or active participating stakeholders in the educational sector. The information extensively covers all potential points of interest regarding the topic allowing for a comprehensive overview of the impact of social media on education.

The research selected was conducted by respectable authors and published in key journals in the industry. The articles are cited numerous times in other literature.

All sources come from peer-reviewed journals or publications which significantly increases their accuracy and validity. The sources were checked for reputation and any questionable sources were not utilized

The purpose of the existence of this research is the soaring popularity of social media platform use, adapting it to educational contexts. The controversial nature of social media as both a tool and a distraction has prompted researchers and stakeholders to consider whether it is warranted for further support and integration.

The widespread popularity and adoption of social media have led to calls of leveraging and integrating it in education through various means. Social media holds a unique opportunity for innovating educational research and scholarly communication as well. Integrating social media has multiple uses in the education sector. Students’ learning can be enhanced through active engagement and digital collaboration on a new level. Both teachers and students can also engage in informal learning which includes exchanging resources and community-building activities (Greenhow et al 2019). Social media has a place in the modern educational paradigm with the potential of bridging and informal learning through participatory digital cultures. Social media becomes inherently a space for learning, which when applied through the lens of social constructivism and connectivism can facilitate the powerful features of instant connectivity and engagement in multimodal learning contexts (Greenhow & Lewin 2015).

A study by Price et al (2018) sought to investigate student perceptions on social media integration within course content. The general perception is positive, with social media use for education growing when officially integrated into the program and learning activities. Students found it to be engaging and informative in identifying important elements within the course. However, a part of the sample remains wary of using social media for professional or educational purposes, indicating that individual factors are critical to consider as well. Orlanda-Ventayen and Magno-Ventayen (2017) found that the instructor’s perspective contributes to social learning and is on par with worlds trends. However, there are disadvantages and individual preferences which suggest that social media should be combined with other free learning management systems.

A number of studies found that platforms have no practical use in instructional and learning contexts. Lahti et al (2017) surveyed students to determine the uses of social media in educational contexts and found that the majority of students do not report utilizing the platforms for studying or academic needs. Manca & Ranieri (2016) similarly found that social media utilization is consistently limited or restricted, with neither teachers nor students readily willing to integrate the social media components into educational practices. Common opposition to social media use in education cites pedagogical challenges, institutional constraints, and the general inappropriateness for the learning context. Most often, students utilize social networks for engagement in non-educational activities such as social communication and entertainment rather than learning or skill enhancement (Talaue et al. 2018). Social media use during class creates opportunities for distraction from the learning process with a negative effect to complete tasks and improving academic performance (Flanigan & Boychuk 2015).

Students also perceive social media as a distraction in many contexts. The social media platforms such as Facebook, create opportunities to shift focus via chatting, uploading photos, and other social activities. McCarthy and McCarthy (2014) conducted a study analyzing the distraction factor of working on Facebook. Students found social media to be largely unhelpful and distracting in the studying process, actually taking more effort to concentrate. Other students in a study by Wise et al (2011) concluded that the negative impact on attention was significant while also being a threat to privacy. In the contexts of blended learning in which social media is commonly utilized, findings by Erdem and Kibar (2014) indicate that platforms such as Facebook may be appropriate for communication and interactive aspects, but not useful in sharing homework or projects or promoting academic achievement.

When considering the impact of social media on education, there are three primary questions that become relevant.

Does social media have a role and fit into the modern educational paradigm?

According to Greenhow et al (2019) social media serves as a bridge between formal and informal learning. It presents vital opportunities for active learning, engagement, collaboration, and community connection enhancement. In the modern paradigm, social media creates a digital space that can thrive and envelop the complexities of multimodal or digital setting learning. However, scholars suggest that students inherently adopt the role of consumers rather than full participants (Greenhow & Lewin 2015).

Does social media present a benefit to students and instructors who utilize it for education?

Social media generally benefits students greatly in the development of their learning, thinking, and social skills. There are other benefits such as ease of sharing and dispersing information. Social networking tools are vital to connecting learning groups and improving learning methods. Social and academic integration sees greater success among students with social media utilization (Price et al 2018).

What are the perceptions from stakeholders regarding social media use in education?

There are varying and mixed perspectives from students and instructors regarding the integration of social media use in education. Some see it as a modern method of supplemental learning and highly enjoy the connectivity, especially if social media tools are officially integrated into a course (Orlanda-Ventayen & Magno-Ventayen 2017). However, there are a number of negative perceptions, viewing social media as a cause for distraction in the learning context due to other non-education social features. A significant portion dislikes the concept due to personal preferences or aspects such as limited availability, tools, and forced implementation which does not enhance the learning process in any significant manner (Flanigan & Boychuk 2015; Manca & Ranieri 2016; Lahti et al 2017).

It is evident that social media use in education maintains a controversial nature. However, with widespread adoption, it has garnered positive responses due to the general engagement of students with technology systems and the various interactive features such as customization and sharing of content. It also maintains the added benefit of teaching students safe and responsible use of information technology. Networking is the essential foundation to professional lives, and many views the positive reinforcements and use of it in education can be relevant to the 21st-century education paradigm.

Recommendations

Based on the research it is evident that social media has permeated the educational sector. However, the mixed results indicate that it is not a universally beneficial tool. There are listed benefits of information sharing, direct access to communication, and general support, which should be promoted (Greenhow & Lewin 2015; Greenhow et al 2019). However, there is a range of negative effects of social media in education including distraction, poor integration, and negative effects on academic performance (Flanigan & Boychuk 2015; Manca & Ranieri 2016; Lahti et al 2017; Talaue et al 2018).

Based on this research, the following recommendations are made:

• Social media should not be outright rejected by educational institutions but promoted as a supplemental tool to enhance the learning process for those who may benefit from it.
• Social media should NOT be commonly utilized during direct instructional and classroom time due to the possibilities of distraction.
• Social media SHOULD be integrated as a method of communication and empowerment for students, teachers, parents, and school communication. The technical possibilities of social media platforms can be an effective manner of building an online community for the institution.
• Social media is a highly viable tool for communication and exchange of information alongside traditional methods. This is particularly viable to reach students or share urgent information that may not be viewed via traditional communication such as email.

Social media has become a dominant force in society, permeating the lives of young people especially. There has been a significant inquiry into the impact of social media in education and its general place in the learning context. Results found that social media is able to be integrated into the educational paradigm as a bridge between formal and informal learning. The critical piece of information uncovered indicates that social media has been greatly integrated into a variety of educational contexts with positive results, but there are some mixed perceptions. The implications of the data presented in this report suggest that educators can implement pathways to the integration of social media in mixed-method modalities to the benefit of students. However, it should not be relied upon as a major or even mandatory tool, but rather as supplemental due to the potential for distraction and negative perceptions/individual preferences of students who may not benefit from it.

Erdem, M & Kibar, PN 2014, ‘ Students’ opinions on Facebook supported blended learning environment ’, The Turkish Online Journal of Educational Technology , vol. 13, no. 1, pp. 199-206. Web.

Fuchs, C 2017, Social media: a critical introduction: 2nd edition , Sage, London.

Flanigan, AE & Babchuk, WA 2015, ‘Social media as academic quicksand: A phenomenological study of student experiences in and out of the classroom’, Learning and Individual Differences , vol. 44, pp. 40–45.

Greenhow, C & Lewin C 2015, ‘Social media and education: reconceptualizing the boundaries of formal and informal learning’, Learning Media and Technology , pp. 1–25.

Greenhow, C, Galvin, SM & Willet, KBS 2019, ‘what should be the role of social media in education?’, Policy Insights from Behavioral and Brain Sciences , vol. 6, no. 2, pp. 178-185.

Lahti, M, Haapaniemi-Kahala, H & Salminen, L 2017, ‘Use of social media by nurse educator students: an exploratory survey’, The Open Nursing Journal , vol. 11, pp. 26-33.

Manca, S & Ranieri M 2016, ‘Facebook and the others. Potentials and obstacles of social media for teaching in higher education’, Computers and Education , vol. 95, pp. 216–230.

McCarthy, R & McCarthy M 2014, ‘Student perception of social media as a course tool’, Information Systems Education Journal , vol. 9, no. 2, pp. 13-26.

Orlanda-Ventayen, CC & Magno-Ventayen RJ 2017, ‘ Role of social media in education: a teachers’ perspective ’, ASEAN Journal of Open and Distance Learning , vol. 9, no. 2, pp. 1-7. Web.

Perrin, A & Anderson M 2019, Share of U.S. adults using social media, including Facebook, is mostly unchanged since 2018 , Pew Research Center, Web.

Price, AM et al 2018, ‘First year nursing students use of social media within education: Results of a survey’, Nurse Education Today , vol. 61, pp. 70–76.

Talaue, GM, AlSaad, A, AlRushaidan, N, AlHugail, A, & AlFahhad, S 2018, ‘The impact of social media on academic performance of selected college students’, International Journal of Advanced Information Technology (IJAIT) , vol. 8, no. 4/5, pp. 27-35. Web.

Wise, L, Skues, J & Williams, B 2011, Facebook in higher education promotes social but not academic engagement . , Ascilite. Web.

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How Social Media is Reshaping Today’s Education System

by Lori Wade

There’s no denying that, ever since social networks and social media made way into our lives, everything is different. Beginning with the way we socialize, interact, plan for parties or even how often we go out. We won’t go into a debate regarding the ethical aspects of the way Social Media is influencing our lives. Instead, this article proposes to focus on the numerous ways in which social media is changing the way the education system works. So, stay tuned to find out what effects does social networking have on the way our children are educated both at school and outside of it.

Empowering Effects Starting from elementary school up until university graduation, social media has the role to empower parents, students and teachers to use new ways of sharing information and build a community. Statistics show that 96% of the students that have internet access are using at least one social network . What’s even more extraordinary is that, even though some of the students use the social networks for entertaining and other purposes, there are a lot of them that actually use it to promote a lot of positive and useful activities. From finding a summer internship, promoting a success story about how to win the student-loan battle or collaborate on international projects, everything is made possible.

Implementation in Schools? When it comes to social media, schools tend to adopt different positions. It’s a general consensus that they’re useful when it comes to sharing information or organizing the school tasks. And at the same time, the social networking is blamed for the lack of attention in students during classes.

But an increasing trend of adopting social media in school is starting to show. And since students already devote a lot of time for social media and connecting with others outside school hours, why not do it during school as well?

It’s a matter of practicability, really, because it makes perfect sense to use the online universe to communicate with your students since they’re already there most of the time. There’s no need for another case study about the usage of social media in schools. You simply need to walk through the hallways of any school or colleague to see kids of all ages totally immersed in their smartphones. Browsing their news feed, sharing photos on Instagram of sending Snapchat messages has become a part of their daily routine.

How Can Teachers Penetrate the Online World? Moodle and Blackboard are just two examples of learning management system that involves online learning for more than 10 years now. Slowly but steady, such systems will lead to the actual implementation of social media within classrooms. And the best tool available for teachers is social media itself. Only by being open-minded and using the technology themselves will they be able to really reach out to students.

“ The best teachers I’ve ever had have used technology to enhance the learning process, including Facebook pages and events for upcoming projects” – Katie Benmar, Freshman

  As the above statement emphasizes, students also react very positively when a teacher is willing to use their methods and adapt them as part of the educational process. And it makes perfect sense since a homework has a certain strictness about it, but an online chat discussing a certain book gives students the ability to open up and share their opinions.

Daring Teachers Of course, the examples of teachers already implementing social media in classes are far numerous that we can know of, however, there are a few that did such a great job that their students almost made them viral. For example, a biology teacher from Bergen County proposed a challenge to his students. They had to debate over the subject of meiosis on Twitter by using a specific hashtag. This is a great opportunity for students to have fun and learn at the same time. As you need to know your meiosis in order to compress it into 140 characters.

“ We live in a digital ecosystem, and it is vital that educational institutions adapt ”

Carla Dawson – Digital Marketing Professor at the Catholic University of Cordoba

Professor Dawson really has a valid point there as history showed us all that, no matter how strong the resistance, technological progress and new trends will eventually become a standard. Of course, this applies to developed countries that already have a well-structured traditional educational system. It’s a totally different situation when it comes to developing countries that are still struggling to find their way.

A Stronger Community Through Social Media The benefits of social media in the education process doesn’t have to stop at the teacher-student relationship. There are a lot of other benefits that can be extracted from the use of social networking at higher levels as well. For example, principals or administrators can find a new way to integrate social media. Like sharing school news via social networks, holding online meeting with the parents or even starting fundraising for different projects.

And social media can quickly become the only channel of communication since we’re living fast-paced lives, parents are usually busy with work and cannot attend school meetings. But this doesn’t mean they shouldn’t be in touch with events or be able to check on their kids every once in awhile. Just like in every other field, communication is vital and if it can be done easily with the help of social media, why not go for it?

It may not be criteria just yet, but soon enough questions like ‘Does this school have a Facebook page?’ could become just as important as the things that parents are asking right now. Like, how well equipped the library is or what are the optional classes their child can be part of.

Conclusions The bottom line is that social media is a big part of our day to day life and there’s no point of keeping it away from the education process. School, college and university staff should be encouraged to make use of technology for student and parent communication. This could easily turn into an argumentative essay topic for college . But the benefits are obvious, starting with healthier parent-teacher relationships and all the way to permanently changing the way our children will learn.

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Analyzing the use of social media in education: A bibliometric review of research publications

• Published: 12 September 2023

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• Awal Kurnia Putra Nasution   ORCID: orcid.org/0000-0003-2791-1982 1  

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Since social media is increasingly pervasive in modern society, this bibliometric study aims to investigate its educational applications. Using the Scopus database, the bibliometric method analyses publications published between 2010 and 2022. The research indicates that student participation and ease of access are the two main benefits of using social media in the classroom. However, it also spreads misinformation and poses privacy and security risks. Articles that discussed how social media could be used in the classroom were found and organised using a bibliometric analysis based on their subject matter, year of publication, and authors. The research shows that between 2001 and 2020, there was a rise in the number of papers discussing the use of social media in the classroom. In addition, the top five countries in terms of annual publication output include the United States, the United Kingdom, Australia/India, and Canada. To further explore the connections between relevant articles, a co-citation network analysis was performed. Therefore, there must be strict rules and policies for using social media in education to address privacy and security concerns and the spread of false information.

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Nasution, A.K.P. Analyzing the use of social media in education: A bibliometric review of research publications. Educ Inf Technol (2023). https://doi.org/10.1007/s10639-023-12179-5

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What is the Role of Social Media in Education?

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Social media websites, as a revolutionary phenomenon that changed the way people function, are the subject of numerous discussions in different fields, particularly in journalism and communicology. The data on the growth of online media are impressive. For the sake of comparison, the radio needed 38 years to reach an audience of 50 million people; television needed 13 years, whereas the Internet reached 50 million users in only 4 years. Today, the separation of the online from the offline world makes no sense. Everyone's life is intertwined with websites and online tools. Education has been directly affected by students' need to rely on online resources and communities. The role of social media in education is profoundly positive: these websites provide both students and teachers with access to more information, as well as with a way of expressing their own opinions in front of a broader audience.

The most important function of social media is the accentuation of the collective versus the individual. Communities exist in different shapes and sizes on the Internet. Social media affect people's life, but each individual can also influence the online world. Thus, different communities started establishing their own groups on social media, with the purpose to discuss different topics and take actions towards a common goal. The ability to create Facebook groups is one of the most important factors that influenced contemporary education. Instead of meeting the parents in person, teachers simply create a group and invite their students' parents to participate. Homework is being assigned through social media, and the students can easily collaborate on team projects when they participate in a private group. Social media makes collaboration easy: the students share links to online resources, discuss the outline of the project, and work together to get to the final result.

The ability of social media users to shape the form of contemporary education put an end to the dominant role of universities and old-school teachers who relied on outdated teaching methods. Today, students have a say because they can express their requirements in front of a grand audience. This key feature of social networks proves that Facebook and Twitter are not simply channels for mass communication; they offer a chance for people to communicate important ideas and make changes in the educational system, as well as all other aspects of their lives. The communication over these channels is not controlled, which is why students have an opportunity to promote different interests and activities, and show critical attitude to the things they don't like. Due to the exposure they get, the complaints and requirements get to the highest levels of the educational pyramid.

Social media websites provide a solution for the many obstacles of communicational nature that student organizations used to face. Facebook, Twitter, and other online communities create a fertile ground for initiative and civic engagement. The easy access to communication technologies built upon the principles of social networking enables complete realization of successful association and interaction of student organizations. Through social media, students become advocates for liberal, open-source education. The great promise of the Internet is to give people their voice back. The intensification of communication elevates the level of democracy and directly connects individuals and groups with the sources of power. Students are being heard and their requirements are being met. They realize that ideology does matter and they can make a change when they move away from apathy and they become active participants in the educational process.

During the beginnings of social media, the academic community was concerned that the penetration and expansion of these networks in all areas of people's live would result in reduced personal contact and serious distractions. However, the Facebook generation is more connected than ever. This community has immediate influence over the decisions that form the contemporary educational trends. The term Spiral of Silence, which was originally proposed by the German political scientist Elisabeth Noelle-Neumann, is an appropriate description of the role of social media in education: students are more likely to reveal their opinions if they are a part of a greater community, since unpopular opinions would be exposed to criticism in a smaller group. Due to the fact that social media websites are liberal and enable everyone to get support, students are encouraged to be proactive in the creation of public opinion. The connections that young people develop through social networking allow smooth flow of new information that supports the educational process.

Responsible activity in social media supports the development of an individual as part of a greater community. Although the users are influenced by public opinions shared through these networks, they also have a chance to affect other individuals and become influential participants in the evolution of educational standards. Schools become aware of students' problems and needs, which is why they are trying to adapt the curriculums and lectures to the needs of the tech generation. Thus, the students are involved in the decision-making processes that occur on the higher levels. The evolution of modern education does not stop there. The official curriculums are yet to be profoundly influenced by students' requirements expressed through social media. Digital activism leads to different opportunities for positive development of the school community. If educators encourage students to become digitally literate by explaining how they can use social media to influence the education they get, the changes will progress even further. The activism of the digital youth contributes to particular social reforms. We can finally be the drivers of change!

The availability, adaptability, and convenience of social networking are close to students' values. Facebook and other networking websites provide an opportunity for instant communication between teachers and students, students and students, teachers and parents, and teachers and teachers. Everyone gets a chance to participate in the educational system and express their opinions through strong civic engagement. Social media websites are also informal mentoring tools, through which experienced and knowledgeable members transmit knowledge, experience and information to the inferior users. These sites promote socialization and allow learners to make meaningful connections with their friends and classmates, take part in active discussions, and share their values. In addition, social networks enable individuals to find their own place in society and participate in it with greater self-confidence.

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Role of social media in Education

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The Role of Social Media in Education

Introduction

The social media plays a significant role in education especially in the level of high education. Most institutions around the world use social media to enhance the quality of education and create a range of opportunities for both teachers and students. A research by Babson Survey Research indicates that thousands of members of staff in high education institutions use SNSs (Social Network Sites) in a professional context (Lepi, 2013, p.1). Most members of staff especially the teaching staff use the social media to create a better learning environment and to increase the communication between the teachers and the students. Furthermore, social media especially Mahara is mostly used by students to document their findings, aggregate their findings, and receive feedback from fellow students across the globe and blog their opinions on relevant subjects (Labrooy, 2012, p. 1).

Literature review

The rapid growth the information and communication technology has brought significant changes in various fields of education. Millions of students across the world use the social media to access, share and exchange academic recourses. Studies indicate that the tools in the social media greatly support educational activities. Furthermore, the use of SNS in education contexts can be considered as a powerful tool because a large number of students spend most of their time on these sites. According to research conducted by the department of computer education in Hacettepe University, the researchers studied a structural model that explained how students could utilize Facebook for educational purposes. According to Mazman, (Mazman, & Usluel, 2010, p.445) the adoption of Facebook involved the construction of different models and theories which were used to explain the adoption, acceptance, usage, and diffusion of technological innovation.

According to Mazman, (Mazman, & Usluel, 2010, p.446), the study defined the usage of the social network as the degree to which a student believes that using a particular system would be free from effort. In this case, the researchers found out that the purpose of Facebook in education; the site was a favorable educational tool due to its structure and utilities. According to Mazman, Facebook and other social network sites aid in informal learning because of their active role in the subscribers’ daily lives. In addition, social networks facilitate collaborative learning, develop writing and communication skills, and engage critical thinking through activating the subscriber’s work in personalized environments. Furthermore, Facebook is a pedagogical tool because the members can use it for social support, connectivity, sharing, collaborative information, content creation, modification, and information aggregation.

The educational utilities provided by the social network such as spontaneous and intentional learning opportunities illustrates that Facebook is a tool for communication, material and resource sharing, and collaboration. The educational usage of Facebook as a communication tool consists of activities such; as aiding the students to communicate within themselves and their teachers, following announcements about classes and course, facilitating class discussion and delivering of assignments by teachers (Mazman, & Usluel, 2010, p.448), Through the different communities and groups in Facebook, it provides opportunities for the students to join new networks in a way to open up collaborative learning. Furthermore, as the students exchange information and ideas in Facebook, they can as well share documents, projects, and learning materials. The uploading capability of the site provides the members with both audio and visual resources and materials.

The introduction of social networks has attracted many subscribers’ especially young people who have integrated these sites into their daily lifestyles. According to Nicole (Ellison, 2007, p. 215) the popularity of social network services with United States led to the launch of new sites that could support a broader audience. More specifically, Facebook was designed to support distinct college network and with time grew to support another institution. Through the sites, users communicated, compare movie preferences, chat, and exchanged information. In addition, the development of other stronger social networks sites provided rich sources of naturalistic behavioral data which can be used for educational purposes to explore the usage, large scale patterns of making friends and other indicators.

The high level of awareness of the SNSs among the general population in most universities and colleges has led to the faculty awareness of social media. Most of the people within these universities use social network sites such as Twitter, Facebook, and MySpace for either personal or educational purposes. According to research on how high education staff members use the social media, (Moran, Seaman, & Tinti-Kane, 2011, p.11) Pearson Learning solutions discovered that the faculty is aware of the social media. According to Pearson, (Moran, Seaman, & Tinti-Kane, 2011, p.12), faculty members use the social media in their teaching; 30 percent of the instructors posted content on the social media for the students to view outside class hours. In addition, over forty percent of the faculty subject in the research indicated that thy assigned students to view or read social media as part of course work. Therefore, the study indicated a majority (80%) faculty members used the social media as part of their teaching.

The growth of the social networking sites has grown within the college student and as a result, many universities have utilized the opportunity to develop their methods of learning. Distance education is a primary means of instruction and is significantly rising at the college level. According to Holcomb (Brady, Holcomb, & Smith, 2010, p.151), the growth rate in the number of students enrolling for online lessons and classes has exceeded the growth rate of the higher education student population.

Higher education distance learning students need a venue to connect and actively interact with other members of the class. Therefore, the presence of commercial social network sites such as MySpace and Facebook has provided a new opportunity specifically designed for this purpose. In addition, through social media, learners collaborate and exchange information on a global level, therefore, transcending geographical boundaries. According to the research on the alternative use of SNSs by Carolina State University, (Brady, Holcomb, & Smith, 2010, p.156), most students highlighted that the advantages of SNSs include the rise of the levels of collaboration and communication in class. According to the instructors involved in the research, social media allows the instructors and students to upload files within the posting itself, therefore, allowing students to develop and expand their postings. The need for supporting the growth of the long distance learners has led to the introduction of reliable non commercial education based social networking sites. These sites have risen as a result of the concerns linked to security and privacy of the students and instructors involved.

The emergence and development of SNSs have allowed the users to, electronically communicate, develop a semi-public and public profile and view and comment on the list of communication with other subscribers of the group. The popularity of SNSs among the youths has drawn the attention of high education institutes which considered using the technology in teaching and passing relevant information. Given the academic potential this technology can offer, education based SNS such as Ning provide an avenue for learning for students while at the same time minimizing the concerns about safety and student privacy. According to research conducted by Carolina state university on the emergence of educational networking, (Holcomb, Brady, & Smith, 2010, p. 476). Most high education institutions have braced SNSs technology as means of reaching and training more students. Education based social media offers the students and the teachers an opportunity to greater levels of security and privacy as compared to the commercial SNSs. The research indicates that the majority of students desired to use the social media (Holcomb, Brady, & Smith, 2010, p. 478) since it allowed for more time to comment and effectively reflect on other students’ comments. The site also allowed the students to discuss and share ideas based on the convenience of the site.

Since the establishment of internet in the US its capabilities and uses has expanded significantly over the years. The internet has facilitated communication and relationship building among other things between individuals. Friend networking sites such as Facebook and MySpace are mainly used for these purposes allowing people e with similar interests to gather and communicate. According to research conducted by the University of North Carolina on Facebook and MySpace, the research found three dimensions connected to the social media. These three dimensions include the information dimension, connection dimension, and friendship. More specifically on the results gathered on the information dimension, indicated that the reason for friend-networking sites is to share and gather relevant information. This information was mostly about daily activities and experiences such as events, social functions, and personal information (Raacke, & Bonds-Raacke, 2008p. 31).

More research on the Facebook use in higher education by Tennessee Department of education shows that; the Social network sites are the latest examples of technologies in communication that are used widely by students and have the potential of supporting education collaborations and communications (Roblyer, McDaniel, Webb, Herman, & Witty, 2010, p. 134). According to the research, the current uses of the social media within higher education institutes include library uses where institutions tap into SNSs to market the library. In addition, universities use SNSs for administrative uses where universities market their campaigns, market school events, and as a mechanism to communicate with the students and alumni.

On another research about social integration and informal learning at university by the University of Leicester, a significant number of students are using social network sites and significantly influences their social integration into university life (Madge, Meek, Wellens, & Hooley, 2009, p.141).According to the research, the education purpose of Facebook was that it assisted the students the students in their integration into the higher education world.

Additionally, Facebook assisted the students to settle into the institution and used the site to finding social activities and events within the campus. The new students used the site to develop intense relationships and mature communication skills, therefore, becoming an integral part of the institution. Furthermore, the research suggested that the site be useful in promoting academic practice. Through the Facebook utilities and its reflective qualities, collaborative models of learning and peer feedbacks enhanced educational interactions within the students (Madge, Meek, Wellens, & Hooley, 2009, p.12). Additionally, as the academic years progressed, students extended their use for the site for educational purposes. For instance, they used Facebook to conduct university staff, organize discussion groups, organize project work groups, and raise queries on revision and coursework. The teaching staff used Facebook to provide revision opportunities, inform students on the changes on lecture times, and providing peer and social led educational support.

According to research conducted by London knowledge Lab on the education related uses of Facebook, social network sites have become prominent genres of social software. According to Neil (Selwyn, 2009, p.158), the prominence of social media within students has prompted significant enthusiasm among high education educators. Neil argues that, (Selwyn, 2009, p.158), the main educational use of social media lies in its support for interaction between students facing common problems of negotiating their education activities. In addition, students enter new networks of collaborative learning based on the affinities and interests not catered for in their current educational institutions.

The research indicated that the students used social network to exchange practical information; this information is mainly concerned with the logistics of course attendance (Selwyn, 2009, p.163).In addition, students used social media to exchange academic information. Students exchanged information about intellectual and academic requirements of the course especially information concerning reading for seminars, examinations, essays and other assessments. According to Neil, (Selwyn, 2009, p.168), students also use the social media to exchange and display supplication and disengagement and seek moral support about the demands fellow students. In these cases, the students would present themselves as helpless in the face of the academic work in the expectation that their peers would offer comfort and support.

According to research conducted on the benefits of Facebook by department of telecommunication Michigan state university, Facebook usage was linked psychological well being suggesting that the site provided benefits for its users experiencing low life satisfaction and low self esteem (Ellison, Steinfield, & Lampe, 2007, p. 1143). According to the research, Facebook played an important role in process students’ maintained social capital. The research found that Facebook usage assists students gather and maintain bridging social capital. This social capital is well suited to social software application because it helps the users to maintain their ties easily and at low fees. It also enables the learners to access and identify useful students who might be required in some capacity such as assisting with course work.

A general observation illustrates that most students spent most of their time browsing the internet especially social network sites such as twitter, Facebook, and MySpace. Furthermore, the students argue that class work and have become boring and they would rather spend time on the social network interacting with their peers.

In view to the above challenge, I propose that instead of fighting this new crop of technology, it would be wise to embrace and incorporate it in the education system. These social network sites can form a good platform at which teachers and their students may communicate on various matters pertaining education. The incorporation of social media in learning will prove to be more efficient and effective if the right procedures are set up by the faculties in sharing of relevant information. Additionally SNSs assists students in communication and sharing of educational materials and resources. Through Educational Networks, students and educators access greater levels of safety and privacy as compared to commercial SNSs. Higher education distance learning students need a venue to connect and actively communicate with other members of the course and through SNSs this demand has been met.

Brady, K. P., Holcomb, L. B., & Smith, B. V. (2010). The use of alternative social networking     sites in higher educational settings: A case study of the e-learning benefits of Ning in       education. Journal of Interactive Online Learning, 9(2), 151-170.

Ellison, N. B. (2007). Social network sites: Definition, history, and scholarship. Journal of             Computer‐Mediated Communication, 13(1), 210-230.

Ellison, N. B., Steinfield, C., & Lampe, C. (2007). The benefits of Facebook “friends:” Social      capital and college students’ use of online social network sites. Journal of          Computer‐Mediated Communication, 12(4), 1143-1168.

Griffith, S., & Liyanage, L. (2008, June). An introduction to the potential of social networking     sites in education. In Emerging Technologies Conference 2008 (p. 9).

Holcomb, L. B., Brady, K. P., & Smith, B. V. (2010). The Emergence of “Educational      Networking”: Can Non-commercial, Education-based Social Networking Sites Really          Address the Privacy and Safety Concerns of Educators? MERLOT Journal of Online        Learning and Teaching , 6 (2), 475-480.

Labrooy, M. (2012, December 18). The role of social media in education. OEB Newsportal .          Retrieved March 25, 2014, from http://www.online-educa.com/OEB_Newsportal/the-           role-of-social-and-mobile-media-in-education/

Lepi, K. (2013, October 19). How Social Media Is Being Used In Education. Edudemic . Retrieved March 25, 2014, from http://www.edudemic.com/social-media-in-education/

Madge, C., Meek, J., Wellens, J., & Hooley, T. (2009). Facebook, social integration and informal learning at university:‘It is more for socialising and talking to friends about work than for       actually doing work’. Learning, Media and Technology, 34(2), 141-155.

Mazman, S. G., & Usluel, Y. K. (2010). Modeling educational usage of Facebook. Computers & Education, 55(2), 444-453.

Moran, M., Seaman, J., & Tinti-Kane, H. (2011). Teaching, Learning, and Sharing: How Today’s Higher Education Faculty Use Social Media. Babson Survey Research Group.

Raacke, J., & Bonds-Raacke, J. (2008). MySpace and Facebook: Applying the uses and    gratifications theory to exploring friend-networking sites. Cyberpsychology & behavior,     11(2), 169-174.

Roblyer, M. D., McDaniel, M., Webb, M., Herman, J., & Witty, J. V. (2010). Findings on             Facebook in higher education: A comparison of college faculty and student uses and    perceptions of social networking sites. The Internet and Higher Education, 13(3), 134-   140.

Selwyn, N. (2009). Faceworking: exploring students’ education‐related use of Facebook. Learning, Media and Technology, 34(2), 157-174.

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Editorial: The roles of social media in education: affective, behavioral, and cognitive dimensions

Hung phu bui.

1 University of Economics, Ho Chi Minh, Vietnam

Mark Bedoya Ulla

2 Walailak University, Tha Sala District, Thailand

Veronico N. Tarrayo

3 University of Santo Tomas, Manila, Philippines

Chien Thang Pham

4 TNU-University of Sciences, Thái Nguyên, Vietnam

The interface between education and technology has become both inevitable and significant in today's digitally connected world. As a result, the current educational landscape is shifting toward using digital technologies for teaching and learning (Rautela, 2022 ). In higher education, for instance, an increasing number of teachers and students use social media for personal and educational purposes (Sabah, 2023 ). Education is undergoing tremendous modifications across academic disciplines, owing mainly to the integration of social media and web-based platforms (Chau and Bui, 2023 ). Within this context, educators are pushing boundaries, developing creative approaches, and analyzing outcomes across various teaching and learning situations, from Tencent Docs to Telegram and Instagram to Messenger. This Research Topic explores education in the age of social media, engaging in a discourse where traditional practices meet radical technological needs and trends. It looks deeply into technological shifts, analyzing the promises, successes, and issues that arise from integrating technology, particularly social media, into the ever-changing realm of education. The collected papers in this Research Topic provide a holistic understanding of current educational changes by covering affective, behavioral, and cognitive dimensions (Bui, 2023 ) and spanning areas such as writing, speaking, and grammar learning, as well as pertinent discussions on physical education, research, professional development, and assessment. Through the eyes of scholars, we examine a range of studies, from experimental interventions and empirical studies to insightful reviews, all with the goal of understanding how the digital age is transforming pedagogical approaches and student experiences.

As educators recognize the pervasiveness of social media in students' lives, research into its integration into English language teaching (ELT) has become critical to identify best practices and evaluate the effectiveness of social media use in supporting language learning. To exemplify, the growing research interest in incorporating social media into ELT highlights its potential to improve writing skills as educators use digital platforms to facilitate authentic writing experiences and immediate peer feedback for learners, as well as increase writing motivation. This Research Topic includes Y. Li's research that examined the impact of online collaborative writing instruction on Chinese English as a foreign language (EFL) students using Tencent Docs, focusing on writing performance, writing self-efficacy, and writing motivation. Out of 58 participants, half used Tencent Docs for tasks outside the classroom (experimental group), while the other half followed traditional in-class instruction (control). Over 13 weeks, the group using Tencent Docs exhibited significantly improved writing performance, motivation, and self-efficacy compared to the control group. In a related research, Zhao and Yang explored the effects of a flipped course on Chinese EFL students' writing performance and anxiety levels using a quasi-experimental approach. Fifty students from two classes were divided into two groups: a traditional instruction group (control) and a flipped instruction group using social media (experimental). Two writing assignments and a writing anxiety scale were used to collect data. The results showed that the experimental group improved significantly at writing and reported less anxiety. Another experimental intervention was conducted in the study of Dai et al. , which investigated the impact of wiki-based writing methods on Chinese EFL students' writing skills and self-efficacy. Fifty-three students from a language school in China participated and were divided into two groups: one using the wiki method (experimental) and the other using traditional teaching (control) over three months. Both groups were tested before and after the study using IELTS writing tasks and a writing self-efficacy scale. While both groups showed improvement, those taught using the wiki-based method had more significant gains in writing skills and confidence.

Similarly, scholarly interest in using social media to improve English speaking skills is growing, as its capacity to provide learners with real-world conversational experiences and increased confidence is recognized. Zhou's research explored how online language exchanges affect Chinese postgraduate students' speaking abilities and willingness to communicate (WTC) in an advanced English program. Two groups were compared: one using the Tandem app to converse with foreign English speakers (e-tandem), and the other having collaborative speaking tasks in class (conventional). Fifty-eight students were split between these groups. Data from IELTS speaking tests, a WTC scale, and semi-structured interviews showed that both groups improved their speaking skills. Yet, the e-tandem group excelled more than the conventional group. In a review, Fan delved into how digital-based flipped classrooms influence EFL learners' WTC and self-efficacy. The literature review revealed that social media and digital content can impact students' communication intentions in these classrooms. EFL learners in flipped classrooms demonstrated greater self-efficacy than in traditional settings. The analysis likewise provides insights for EFL educators, educational policymakers, and advisors on enhancing learner self-efficacy, WTC, and the benefits of the flipped learning approach.

Other relevant areas in language education, such as grammar learning, foreign language learning motivation, and the use of the flipped learning approach, were likewise covered in this issue. Teng et al. analyzed the effects of Instagram-feed-based tasks on EFL students' grammar learning. Eighty-four intermediate EFL students were divided into two groups: one received typical online lessons (control), and the other used Instagram-feed-based tasks (experimental). The results, analyzed using one-way ANCOVA, showed that the experimental group learned grammar more effectively than the control group. The findings emphasize the potential of Instagram-feed-based tasks in enhancing grammar learning, and students expressed favorable views toward this method. On the other hand, Zhao et al. investigated the effect of Telegram on foreign language motivation, foreign language anxiety, and learning attitudes of 60 intermediate Iranian EFL students. These students were divided into two groups: one used the Telegram app (experimental), while the other learned traditionally without using social media (control). After 18 sessions, tests revealed that the experimental group had higher motivation, reduced foreign language anxiety, and a positive view of the app's role in their English learning.

In a conceptual review, Pang examined how a web-based flipped learning approach impacts learner engagement and critical thinking. Previous research highlighted the role of social media in fostering these skills and promoting collaborative learning and high-quality interactions, thus boosting student engagement. Furthermore, these platforms offer feedback and complex tasks, honing EFL learners' critical thinking. A corollary to this, Han's review analyzed the flipped classroom approach in language education, particularly its advantages and challenges when integrated with social media. The approach revolves around students accessing lecture content before class, using popular social media platforms for interactive learning. An analysis of 25 journal articles revealed that the flipped approach enhances learning outcomes, including motivation, attitude, course satisfaction, and self-efficacy in higher education. However, a significant challenge is students' unfamiliarity and difficulty adapting to this model. Focusing on an affective dimension in EFL learning, B. Li explored the potential of social networking to boost commitment and dedication in EFL students, providing valuable insights for language educators. By integrating social networking into educational platforms beyond the classroom, the conventional teaching approach is transformed. Social networking, a subset of social media, enables students to interact with peers through online and mobile platforms. This technology fosters a learning environment based on interactive dialog between students.

A few studies and conceptual reviews likewise have delved into the influence and use of social media in other facets of education, such as physical education, research, professional development, and assessment. Wang et al.'s review synthesized previous findings to discuss social media's role in student engagement both in in-class and online sessions. It likewise explored social media's impact on engagement, delved into engagement types, and examined the correlation between social media use and student engagement. In a related review, Chen and Xiao evaluated research on the impact of extensive social media use on students' emotional wellbeing. While positive and negative effects were noted, the latter, including symptoms such as depression, anxiety, and stress, were more prominent. The social comparison theory suggests that several issues stem from students comparing their lives to the unrealistic portrayal of others on social media. Thus, educators, policymakers, and school authorities may be informed about the potential psychological repercussions of pervasive social media use among students.

Moreover, Xu et al.'s work aimed to develop and validate the Social Media Perception Scale for future Physical Education teachers (SMPS-PPE). Data was gathered from 977 preservice physical education teachers using a survey. The data underwent item analysis, exploratory factor analysis, and confirmatory factor analysis. The results indicated that SMPS-PPE is reliable in terms of content validity, internal structure validity, and internal consistency, and valid in evaluating the social media perceptions of these preservice teachers. Lu et al. , on the other hand, looked into how novice EFL teachers in the Czech Republic view the use of social media tools, such as Web 2.0, and their willingness to employ them for collaboration in diverse classroom settings. One hundred teachers from various parts of the country participated in a survey and follow-up semi-structured interviews. The results showed that the teachers most open to integrating social Web 2.0 technologies had the most pronounced positive and negative views on them. The level of technology expertise, workload, and work environment influenced these views.

In the area of research, Alonzo and Oo employed autoethnography to analyze their three-year experience using Messenger for collaborative research, discussing the benefits and challenges of utilizing social media for academic collaboration. They showcased how a particular social media tool aided in enhancing their research output and obtaining a grant. The activity theory was used to discuss how various factors (i.e., personal, socio-emotional, structural, technological, and organizational) played a role in the success of their scholarly pursuits. On the other hand, Ping , in a review, explored the influence of teachers' commitment and identity on their use of social media in professional development (PD) for EFL instruction. Social media enhances teachers' dedication and professional identity (PI). Such PD helps teachers envision and shape a new identity through social media interactions. Since identity is fluid, participating in social media communities helps educators collaborate and connect, fostering their PD and professional success.

Lastly, in the area of assessment, Alonzo et al. utilized PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-analyses) to analyze 167 articles on the use of social media in educational assessments, finding only 17 relevant for detailed review. It revealed that Facebook and Twitter were the main platforms for assessment activities, including task sharing, monitoring progress, and offering feedback. The benefits included timely feedback and enhanced student performance. However, concerns emerged about assessment reliability, the constraints of social media tools, and balancing academic with social engagement.

The use of social media and digital platforms in education is no longer a budding trend; it is an essential component of modern pedagogy when harnessed with purpose and prudence. The scholarly works included in this Research Topic show both the transformative power of this integration and its potential challenges. While several educators and students have experienced significant improvements in areas such as writing, speaking, and learning motivation, there are evident concerns, such as the potential psychological consequences of excessive social media use. As the educational world merges with digital technology, educators, policymakers, and stakeholders should create a balanced approach to ensure that the benefits of technology are realized without compromising learners' holistic wellbeing.

Author contributions

HB: Conceptualization, Writing—review and editing. MU: Conceptualization, Writing—review and editing. VT: Conceptualization, Writing—review and editing. CP: Conceptualization, Writing—review and editing.

Conflict of interest

The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

Publisher's note

All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article, or claim that may be made by its manufacturer, is not guaranteed or endorsed by the publisher.

• Bui H. P. (2023). “L2 teachers' strategies and students' engagement in virtual classrooms: a multidimensional perspective,” in Lecture Notes in Networks and Systems , eds D. K. Sharma, S. L. Peng, R. Sharma, and G. Jeon (New York, NY: Springer), 205–213. 10.1007/978-981-19-9512-5_18 [ CrossRef ] [ Google Scholar ]
• Chau M. K., Bui H. P. (2023). “Technology-assisted teaching during the COVID-19 pandemic: L2 teachers' strategies and encountered challenges,” in Lecture Notes in Networks and Systems , eds D. K. Sharma, S. L. Peng, R. Sharma, and G. Jeon (New York, NT: Springer), 243–250. 10.1007/978-981-19-9512-5_22 [ CrossRef ] [ Google Scholar ]
• Rautela S. (2022). Learner-learner interactions in online classes during COVID-19 pandemic: The mediating role of social media in the higher education context . Interact. Learn. Environ . 10.1080/10494820.2022.2093917 [ CrossRef ] [ Google Scholar ]
• Sabah N. M. (2023). The impact of social media-based collaborative learning environments on students' use outcomes in higher education . Int. J. Hum.-Comput. Interact. 39 , 667–689. 10.1080/10447318.2022.2046921 [ CrossRef ] [ Google Scholar ]

Essay on Role of Social Media

Students are often asked to write an essay on Role of Social Media in their schools and colleges. And if you’re also looking for the same, we have created 100-word, 250-word, and 500-word essays on the topic.

Let’s take a look…

100 Words Essay on Role of Social Media

Introduction.

Social media is a powerful tool in our modern world. It connects people globally, allowing us to share ideas, news, and personal updates.

Connecting People

Social media platforms like Facebook, Instagram, and Twitter connect us with friends and family. They help us stay informed about their lives.

Information and Awareness

Social media is a great source of news and updates. It helps raise awareness about social issues and events happening around the world.

Education and Learning

Social media can be educational. Many educators and experts share knowledge and resources, aiding in learning.

While social media has its drawbacks, its role in connecting people, spreading information, and aiding education is undeniable.

250 Words Essay on Role of Social Media

The advent of social media.

Social media, a revolutionary tool of the 21st century, has transformed the way we communicate, share information, and perceive the world. It has woven itself into the fabric of our daily lives, becoming an indispensable part of our society.

Communication and Information Dissemination

Social media platforms like Facebook, Twitter, and Instagram have made global communication seamless. They allow for instantaneous sharing of ideas, news, and personal experiences. This has democratized information, making it accessible to all, but also poses challenges regarding the spread of misinformation.

Social Activism and Awareness

Social media has become a powerful tool for social activism. Movements like #BlackLivesMatter and #MeToo have utilized these platforms to raise awareness, mobilize people, and effect change. However, the risk of ‘slacktivism’ – passive activism without real-world action – is a concern.

Marketing and Business Strategies

Businesses have leveraged social media for marketing, customer engagement, and brand visibility. They can interact directly with consumers, gather feedback, and tailor their strategies accordingly. The rise of influencer marketing is a testament to this new era of digital commerce.

The Double-Edged Sword

While social media has numerous benefits, it also has its drawbacks. Issues such as privacy breaches, cyberbullying, and the detrimental effects on mental health cannot be overlooked.

In conclusion, the role of social media in our lives is multifaceted. It has the potential to be a force for good, fostering global connections, social change, and business innovation. Yet, we must also be mindful of its pitfalls and strive to use it responsibly.

500 Words Essay on Role of Social Media

In the contemporary world, social media has become an integral part of our lives. It has transformed the way we communicate, interact, and perceive the world around us. This essay explores the role of social media, focusing on its impact on personal relationships, public discourse, and business.

Personal Relationships

Social media has drastically altered how we maintain and form relationships. It has enabled us to stay connected with loved ones, irrespective of geographical boundaries. We can share our experiences, milestones, and everyday moments, fostering a sense of closeness. However, this digital connection also has its pitfalls. It can lead to an over-reliance on virtual interactions, potentially undermining the value of face-to-face communication. Moreover, the constant comparison with others’ curated lives can lead to feelings of inadequacy and anxiety.

Public Discourse

Social media has democratized information dissemination, changing the dynamics of public discourse. It has given a platform to voices that were previously marginalized, leading to greater inclusivity. Social movements like #BlackLivesMatter and #MeToo have been amplified through social media, leading to significant societal change. However, this freedom also comes with the risk of misinformation and fake news, which can polarize societies and disrupt democratic processes.

Business and Marketing

In the business world, social media has revolutionized marketing strategies. Businesses can now directly engage with their customers, understand their needs, and tailor their services accordingly. It also provides a cost-effective platform for advertising and brand promotion. However, the use of personal data for targeted advertising raises ethical concerns about privacy and consent.

Social media has also played a pivotal role in education, especially during the COVID-19 pandemic. It has facilitated remote learning, enabling students and teachers to stay connected. It also provides a platform for collaborative learning and knowledge sharing. However, the digital divide and the risk of cyberbullying are significant challenges that need to be addressed.

In conclusion, social media, with its profound impact on personal relationships, public discourse, business, and education, has undeniably reshaped our world. Its role is multifaceted and complex, offering both opportunities and challenges. As digital citizens, it is incumbent upon us to navigate this landscape responsibly, leveraging its potential while being mindful of its pitfalls. The future of social media is dynamic and evolving, reflecting our collective aspirations and challenges as a society. As we move forward, it is crucial to foster a balanced and informed approach to social media use, ensuring it serves as a tool for positive change.

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The Role of Social Media in Education

In today’s digital era, we can see many educational institutions adapting social media developments into their systems to improve students’ life. The use of social media in education enables students, teachers, and parents to get helpful information easily, connect with other learning groups, and understand other educational systems. And all these are reasons why social media plays a key role in making education convenient these days. 

This is why educators who see the value in social media have begun to embrace it and use its many benefits fully. This article will explore using social media in education and how it may benefit student’s learning experiences and lives. So, without further ado, let’s jump right in!

How Does Social Media Help in Education?

Due to students’ familiarity with several platforms, integrating technology into the classroom has never been simpler. Some of the numerous ways that social media may be used in the classroom are to disseminate notifications and give live lectures to the students.

Using social media for communication, question-and-answer sessions, and grading and commenting on student work might be beneficial for teachers, parents, and students. In addition, students might get experience with distant cooperation thanks to the use of social media. Students in today’s increasingly digital society must have the ability to thrive independently and adapt quickly to new contexts.

Although there are many things to think about before bringing social media into the classroom, we know that doing so will help pupils develop more sophisticated technological abilities.

Even within the context of the role of social media in education, a mechanical engineering degree stands as a testament to the interdisciplinary potential of these platforms, fostering collaborative learning, industry insights, and professional networking within the realm of technical education.

Top Benefits of Social Media in Education

Here are some of the top benefits of social media that describe its important role in education;

1. Helps in learning actively rather than passively

Utilizing social media for educational purposes has several advantages, one of which is increased student engagement. Using social media, students can participate in active rather than passive learning. By writing comments on other people’s articles, seeing live streaming, or completing quizzes, students may connect with the material and different knowledgeable people. 

Videos have a unique way of delivering information, which is more engaging than traditional learning methods. With the help of a video editor , teachers can create interactive and engaging content that keeps students interested and actively learning.

This improves the understanding of the subject and makes it more appealing by allowing the students to access content tailored to their unique areas of interest. 

2. Helps in Gaining access to many educational resources

The Pandemic has simplified online education since YouTube is now many students’ gateway to online education. Students may now access several courses and lectures from the comfort of their own homes. In addition, due to the accessibility of social media, students have access to a variety of materials.

Many individuals now live-stream their lectures on other websites, allowing students to acquire diverse knowledge. In addition, it enhances their understanding of the topic. They may even communicate with field experts to resolve their questions.

3. Helps in Developing good communication skills

Students’ ability to communicate may  improve or worsen  as a result of their usage of social media. Professional educators generally agree that students’ everyday social media usage is erasing boundaries between school and home. However, communicating effectively involves much more than just sitting in a classroom.

Many students find that the act of blogging, texting, or tweeting itself boosts their self-esteem. Students may feel more empowered when allowed to express themselves via these mediums. In addition, they have a powerful medium for spreading their ideas to others.

A social work degree adds a valuable human-centric perspective to discussions about the role of social media in education, emphasizing the importance of fostering inclusive and supportive online environments for students.

4. Helps in connecting and collaborating outside the classroom

Education and online social networks are a natural fit if you want to interact with others and work together outside a traditional classroom setting. Students may get insight from

 one another by participating in online discussion groups and forums. They may interact with peers from all around the globe to gain comments, ask questions, and initiate debates.

Students may even attend conferences from different parts of the world. Video conferencing technology makes this scenario feasible. Some schools actively promote student-student international collaboration on social media initiatives. Students may gain a deeper understanding of their peers’ linguistic and cultural backgrounds, which can make them aware of the culture.

5. Makes building networks easy

Most schools have a presence on LinkedIn, which can be very helpful when building a network. Students can start networking after they graduate. They can make a profile on LinkedIn and start connecting with people and building relationships. One of the benefits of connections is the chance to find a mentor.

By the time they graduate, they can already have a network of contacts if they join relevant LinkedIn groups while still in school. 

6. Provides credibility in the social domain

A rising number of secondary schools and colleges are providing students with the chance to communicate through social networking sites such as Facebook, Twitter, and YouTube. The school community now uses these platforms to keep students informed of critical news, facilitate fruitful conversations, and provide useful information to the students.

Social media makes it simpler for authorities to communicate with students. As a result, the institution comes in a stronger position to address the problems voiced by students with unique interests, and it helps in establishing a close bond with the student. 

6. Keeps parents and teachers informed

Regarding practical benefits, social media makes it easy for parents and teachers to share information quickly. Teachers can share information with parents by making a private group for them. For example, they might talk about field trips, special events, school projects, etc. Teachers can post updates, share assignments, and even live stream meetings on a Facebook group for the parents.

Twitter is also a good place to  quickly remind parents  when assignments are due or share links to useful resources. Teachers can use a certain hashtag on Twitter to start chats. Parents may be on Twitter daily, so it’s easy for them to find out how their kids are doing in school. Pinterest’s virtual pinboards excel in both use and aesthetics. Parents may learn more about their children’s interests, hobbies, and reading progress via engaging bulletin boards. As a result, they’ll feel like they have a greater stake in their education.

7. Marketing platform for educational institutions 

Social media is a great tool for educational institutions to reach prospective students. Educators may gain credibility as subject-matter authorities by participating in relevant online communities. Through their guidance, students may learn from genuine authorities. Schools may use social media to reach out to both present and potential students. By doing so, they will be able to address a wider range of student concerns and increase their level of participation and trust.

Institutions of higher learning might use encouraging and helpful blogs for their audience. Motivating kids to persevere in adversity is an ideal application of video content.

The success of collaboration may depend on how well people are educated and how well they use social media. In the last few decades, social media have become more popular as a free way to get and share information and ideas. Every social media platform can be used in various ways, from making it easier for parents and teachers to talk to each other and for students and professionals to work together across borders. In addition, teachers are increasingly using social media to help students learn and improve the classroom environment.

If some students do not use social media, they can receive assistance with their homework through  AssignmentBro . In addition, they can hire a professional writer with education and expertise in management to do their assignments without any worries.

Q. Can I use social media while studying for exam preparation?

Social networking is one of the barriers that can keep you from studying. So, if you have an important test, it’s best to avoid social media because it can waste your time and keep you from learning.

Q. Should I use social media as a student?

The best way to improve your social skills is by using social media. Thanks to the social media platform’s attractive design, students are more inclined to interact and take note of one another’s strengths and abilities. In addition, students learn to be more accepting of each other and make good connections with their peers through audio and video tools.

Q. How can social media affect a student?

Students who spend too much time on social media are at increased risk for various mental health problems, including sleeplessness, eye strain, body image difficulties, depression, anxiety, and cyberbullying. 

Q. Does social media provide any benefits to students?

Social media allows students to express themselves online. It gives students the courage to express their opinions and advance their careers. In addition, social media enables students to communicate globally and helps them learn from peers and many others globally.

Eisha Mirza

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The Role of Social Media in Modern Society Essay

The role of social media in modern society: essay introduction.

The recent developments in wireless technologies have introduced new means and directions of communication. Million of people all over the world are now engaged in political, economic, cultural, and educational discourses due to the vast expansion of the World Wide Web. Indeed, social media has transformed people’s lifestyles and has introduced a new pattern of social interaction.

Just several years ago, people many people did not even suspect of the possibilities that such popular social networks as Facebook and Twitter can provide in terms of communication.

The Role of Social Media in Modern Society: Essay Main Body

Nowadays, Facebook has become one of the largest networks in the world by means of which people can share and exchange views, images, and photos. However, apart from changes to social structures, the social networking systems have managed to go beyond and influence business, education, and politics. With this in mind, social media has a multifaceted impact on the modern society because it affects all spheres of life, including business, culture, politics, education, and economics.

Today social media cannot be regarded as a means of spending spare time because it has introduced the biggest shift since the times of the Industrial Revolution. Therefore, the spread of online communication can also be considered a revolutionary shift. Indeed, social networks have altered the traditional image of social communication and have provided new incentives and tools of information exchange.

Facebook and Twitter have become essential tools for initiating environmental activities and spreading news and services that can reach thousands of potential activists (Kutsko). As statistics shows, Facebook dominates in Google in terms of weekly traffic in the United States, which proves the fast-growing tendencies in using the social network for other purpose than communication and social interaction (Kutsko).

Social media has quickly penetrated the educational field. It has also introduced online learning, which is becoming more popular among international students all over the world. Indeed, Facebook has managed to reach more than 200 million users in less than a year (Kutsko).

Therefore, more and more students share their opinions and create online communities to advance their learning and improve performance. The possibility to discuss educational challenges is a beneficial perspective for students. In addition, the research studies conducted by the U.S. Department of Education have discovered that online students outperformed those who are engaged in a traditional learning scheme.

Finally, social media has become an integral part of business and marketing activities. Because every credible business premises on ethical and moral values dictated by society, adoption of social networking sites is essential for promoting products and services. In fact, social media allows business to gain immediate feedback about their products. Moreover, it also creates opportunities for predicting the needs and demands of consumers.

The Role of Social Media in Modern Society: Essay Conclusion

In conclusion, social media has reached every facet of human activities. It has become an integral part of communication means. Online networks, such as Facebook and Twitten, have penetrated to social and cultural realms and have provided new patterns of acting in a real environment.

Virtual space, therefore, have become one more source by means of which people can introduce their educational and business activities. Finally, online networks become powerful tools for advertising products and services, as well as for attracting new marketing targets. Overall, social media can be considered as a foundational shift in daily activities and lifestyles. It is also a step up toward a new communication environment.

Works Cited

Kutsko, Evan. “ Social Media Revolution ”. 2011. YouTube. Web.

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IvyPanda. (2023, October 28). The Role of Social Media in Modern Society Essay. https://ivypanda.com/essays/the-role-of-social-media-in-modern-society/

"The Role of Social Media in Modern Society Essay." IvyPanda , 28 Oct. 2023, ivypanda.com/essays/the-role-of-social-media-in-modern-society/.

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IvyPanda . 2023. "The Role of Social Media in Modern Society Essay." October 28, 2023. https://ivypanda.com/essays/the-role-of-social-media-in-modern-society/.

1. IvyPanda . "The Role of Social Media in Modern Society Essay." October 28, 2023. https://ivypanda.com/essays/the-role-of-social-media-in-modern-society/.

Bibliography

IvyPanda . "The Role of Social Media in Modern Society Essay." October 28, 2023. https://ivypanda.com/essays/the-role-of-social-media-in-modern-society/.

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Social media use and academic achievement

Article by Jessica Henderson Photos by Kathy F. Atkinson March 12, 2024

UD Associate Professor Mellissa Gordon finds that frequent social media use is associated with decreased academic achievement among early adolescents

While most people think about older teens and young adults as social media’s primary users, children as young as 11 are increasingly using these platforms on a daily basis. And as recent research from University of Delaware’s Mellissa S. Gordon shows, their social media use affects their school grades.

In an article published in Youth and Society , Gordon and co-author Christine McCauley Ohannessian analyzed survey data from 1,459 middle schoolers in the northeast United States and found that their academic achievement decreased as their Facebook, Instagram, Snapchat and Twitter (now known as X) use increased. They also found that parental communication made a big difference, playing a part in whether school grades increased or decreased. 

“The landscape of social media is ever changing, and in spite of best efforts, it presents a challenge to keep pace with its effect,” said Gordon, an associate professor specializing in adolescent development in UD’s College of Education and Human Development . “Unfortunately, its impact on our most vulnerable population — children and adolescents — is not fully understood.”

Unlike most other studies, Gordon and Ohannessian’s study focused exclusively on early adolescents aged 11 to 15 years — the fastest growing population of social media users — and assessed four social media platforms, not only Facebook and Twitter. Because most research focuses on older adolescents or young adults, this study offers an important first step in understanding the links between social media use and academic achievement among early adolescents.

Social media use and academic achievement 

Gordon and Ohannessian analyzed middle schoolers’ self-reported data on their school grades and social media use from surveys given in the fall of 2016 and the spring of 2017. Even after controlling for age, gender and race and ethnicity, they found that participants’ grades decreased as the frequency of their social media use increased across all four platforms. 

“There are many explanations for this finding, which aligns with research on older population groups as well,” Gordon said. “For example, social media likely poses a distraction to early adolescents. Attention that they would typically invest in their schoolwork is diverted to social media use, which ultimately affects their ability to perform well in school. But lower academic achievement may also result from other aspects of development that are affected by social media use. For example, social media use can disrupt healthy family functioning or peer relationships, which can then lower early adolescents’ performance in school.”

The role of parental communication 

Gordon and Ohannessian were also interested in how parental communication might impact the relationship between middle schoolers’ academic achievement and social media use. To investigate this question, they asked their study participants to define the quality of their communication with their mothers. For example, participants were asked to agree or disagree with a series of 20 statements, such as “My mother is always a good listener.” 

Gordon and Ohannessian found that less frequent use of Facebook and Instagram, coupled with high-quality mother-adolescent communication, was associated with higher academic achievement.

“We think that mothers who were maintaining positive, frequent communication with their children might have also been monitoring their adolescents’ use of Facebook and Instagram, perhaps by setting daily limits,” Gordon said.

In contrast, low-quality mother-adolescent communication and increased use of Facebook and Instagram was associated with lower academic achievement.

Gordon and Ohannessian suggest that frequent social media use may allow an adolescent to establish more autonomy from their parents, which is a developmentally appropriate behavior for this age group. However, in doing so, communication with their mothers and the monitoring of social media may decrease.

Opportunities for parents 

An important takeaway from Gordon and Ohannessian’s study is that parental involvement and communication can impact the relationship between frequent social media use and decreased academic achievement. Starting with small changes in a family’s daily practice — especially for parents who feel overwhelmed — can be very helpful. 

“Setting parameters on children’s social media use, allowing access to certain platforms relative to others and monitoring the content that children engage with could help them maintain or even increase their academic performance,” Gordon said. 

Andrea Glowatz, director of CEHD’s The College School and a mother to a 13-year-old middle schooler, offered other ideas, while acknowledging the challenges of parenting.

"Parenting is intellectually and emotionally draining, and while our logic and reasoning may tell us that our tweens and teens neither need nor benefit from social media, the forces of society often cause us to succumb to them,” Glowatz said. “Our tweens and teens are still vulnerable to predators, dopamine imbalances, distraction, addiction and other consequences that interfere with academic success. But teaching them about online safety and carefully monitoring their online use can offset some of these effects.” 

The College School serves bright children with learning differences in grades 1 through 8. There, fifth graders have participated in a pilot cybersecurity program pioneered by UD researchers, and as part of their STEAM coursework with Master Teacher Laurie Drumm, children have lessons in online safety. In the coming months, Glowatz also plans to develop new programs on information literacy teaching children how to evaluate online news and other forms of media. 

To learn more about CEHD research in adolescent development, visit our research pages . 

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