The questionable promise of social media for education: connective learning and the commercial imperative.
Facebook and other social media have been hailed as delivering the promise of new, socially engaged educational experiences for students in undergraduate, self-directed, and other educational sectors. A theoretical and historical analysis of these media in the light of earlier media transformations,...
| Publicado en: | Journal of Computer Assisted Learning Vol. 28; no. 3; pp. 183 - 195 |
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| Autores principales: | , |
| Formato: | pictorial research Journal Article |
| Publicado: |
Wiley-Blackwell
Jun2012
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=104568436&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 104568436 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Jun2012 vid: 28 iid: 3 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 104568436 75254125 10.1111/j.1365-2729.2011.00426.x 104568436 ppf: 183 ppct: 12 formats: tig: atl: The questionable promise of social media for education: connective learning and the commercial imperative. aug: au: Friesen, N. Lowe, S. affil: New Media Studies Research Centre, Thompson Rivers University, Kamloops, British Columbia, Canada sug: subj: Social Networks World Wide Web Learning Methods Evaluation Human Canada Conceptual Framework Educational Theory Advertising Funding Source User-Computer Interface ab: Facebook and other social media have been hailed as delivering the promise of new, socially engaged educational experiences for students in undergraduate, self-directed, and other educational sectors. A theoretical and historical analysis of these media in the light of earlier media transformations, however, helps to situate and qualify this promise. Specifically, the analysis of dominant social media presented here questions whether social media platforms satisfy a crucial component of learning - fostering the capacity for debate and disagreement. By using the analytical frame of media theorist Raymond Williams, with its emphasis on the influence of advertising in the content and form of television, we weigh the conditions of dominant social networking sites as constraints for debate and therefore learning. Accordingly, we propose an update to Williams' erudite work that is in keeping with our findings. Williams' critique focuses on the structural characteristics of sequence, rhythm, and flow of television as a cultural form. Our critique proposes the terms information design, architecture, and above all algorithm, as structural characteristics that similarly apply to the related but contemporary cultural form of social networking services. Illustrating the ongoing salience of media theory and history for research in e-learning, the article updates Williams' work while leveraging it in a critical discussion of the suitability of commercial social media for education. pubtype: Academic Journal doctype: pictorial research Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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