Hot Topics in HPT: Social Media Learning
Jeannette Novakovich
The purpose of this paper is to explore, summarize and present the most current
social media learning studies and trends.
Databases searched: ERIC, PROQUEST, ACADEMIC SEARCH COMPLETE
Keywords: social media, learning, theory, social learning theory, higher education,
informal learning, social networks
I began my search using the keywords in my topic: ‘social media’ and
learning. As I found articles, I would expand my search using keywords listed in
each relevant articles abstract.
I selected only the most recent research and research that described a study that
included social media tools that I currently use and could possibly use in my
classes to enhance informal learning and integrate social media learning more
effectively into my course design.
Sample summary of search results:
Database
ERIC
Keywords
social media, learning
# of articles found
3 394
ERIC
Academic Search
Complete
social media, informal
88
learning
‘social media’ learning 14 984
informal
Academic Search
Complete
‘social media’ network 132
learning higher education
Academic Search
Complete
3
PROQUEST
‘social media’
informal learning,
‘social learning’
Social medial learning
PROQUEST
Social learning theory
2 883
123 435
Bibliography of Selected Sources
Allen, M., Naughton, J., & Ellis, R. (2011). Social Learning. T+D, 65(8), 50-55.
Dabbagh, Nada & Kitsantas, Anastasia (2011) Personal Learning Environments,
social media, and self-regulated learning: A natural formula for connecting
formal and informal learning, The Internet and Higher Education, 15 (2) 38. 1 Doi: 10.1016/j.iheduc.2011.06.002.
Heibergert & E. Loken (2011). The effect of Twitter on college student
engagement and grades. Journal of Computer Assisted Learning 27, 199132. doi:10.1111/j.1365-2729.2010.00387.x
Hung, Hsiu-Ting & Yuen, Steve Chi-Yin (2010). Educational use of social
networking technology in higher education. Teaching in Higher Education
15 (6) 703-714.
Lampe, C., Wohn, D. Y., Vitak, J., Ellison, N. B., & Wash, R. (2011). Student use of
facebook for organizing collaborative classroom activities. International
Journal of Computer-Supported Collaborative Learning, 6(3), 329-347.
doi:10.1007/s11412-011-9115-y
Manion, Christopher E.; Selfe, Richard “Dickie” (2012). Sharing an Assessment
Ecology: Digital Media, Wikis, and the Social Work of Knowledge.
Technical Communication Quarterly. , 21 (1) 25-45. DOI:
10.1080/10572252.2012.626756
Rinaldo, Shannon B. Tapp, Suanne, and Laverie, Debra A. (2011). Learning by
tweeting: using twitter as a pedagogical tool. Journal of Marketing
Eudation. 33 (2) 193-203, doi: 10.11.77/273475311410852.
Tay, E., & Allen, M. (2011). Designing social media into university learning:
technology of collaboration or collaboration for technology?. Educational
Media International, 48(3), 151-163. doi:10.1080/09523987.2011.607319
Wodzicki, Katrin, Schwammlein, Eva, Moskaliuk, Johannes (2012). “Actually, I
wanted to learn”: study-related knowledge exchange on social
networking sites. Internet and Higher Education 14 9-14.
doi:10.1016/j.iheduc.2011.05.008
Allen, M., Naughton, J., & Ellis, R. (2011). Social Learning. T+D, 65(8), 50-55.
The purpose of this article was to present the updated ASTD competency model
that integrates social learning and it effects on professional development and
training in the workplace.
The authors answered three questions:
 What is social learning?
 How can you use social media in the work place in terms of tools and
technology?
 What do learning professionals need to know to be successful integrating
technology?
The literature review covered the key points in current ASTD literature, and
reviewed recent ASTD business surveys:
 80% respondents believed that social media should be used more
frequently
 83% respondents felt informal learning enhances employee and
organizational learning
Methodology
 The ASTD commissioned the ASTD Competency Model update study, a
mixed methods study that combined focus groups with leaders in the field
and surveys of ASTD members.

Results and Discussion
 Social learning occurs informally when professional development or
training occurs on social media networks. Social media can be used for
collaboration in terms of exchanging information and as a communication
channel. Learning professionals need to develop a high level of fluency in
terms of the use of social media tools.
 Resistance to social media occurs because it contains the term “social”,
which translates to managers as being wasted time and resources. Other
concerns are security and privacy issues and organizational culture.
 Social learning is now a key component of ASTD Competency Model and
shares a spot with managing organizational knowledge.
 Suggested future research would involve testing treatments or
instructional designs that facilitate informal learning through social media
to discover industry best practices.
Dabbagh, Nada & Kitsantas, Anastasia (2011) Personal Learning Environments,
social media, and self-regulated learning: A natural formula for connecting formal
and informal learning, The Internet and Higher Education, 15 (2) 3-8. 1 Doi:
10.1016/j.iheduc.2011.06.002.
Research Problem: The purpose of the study was to explore the development of
personal learning environments or PLE’s as a means of integrating informal and
formal learning with the use of social media to foster self-efficacy.
The researchers asked the following questions:
 What does the literature say on this topic?
 What are the connections among PLE’s, social media and self-regulated
learning?
 What social media instructional design framework would best promote
learning?
First, the literature review examines the use of social media in higher education
and found that it has a number of purposes:
 Communication
 Collaboration
 Creative expression
The next goal was to define the use of PLE’s, social media networks used to
organize, create and share content on externally hosted web networks and tied
the development of these shared yet personal spaces to self-regulated learning.
Within these spaces a combination of formal and informal learning takes place.
The literature review was comprised of a broad body of literature that traced the
use of social media in higher education and identified the purpose and type of
learning that took place.
The article did not include a research study. It was critical in nature and
developed a theory and paradigm for integrating social media into course design.
The paradigm was comprised of three stages:
 Personal information management
 Social interaction and collaboration
 Information aggregation and management
Social media can be utilized to teach students how to self-regulate learning,
formally and informally through the structure of the course design. The paradigm
needs to be tested to evaluate its usefulness and claims that it will foster learning.
I recommended that the paradigm is tested through a formal study.