Professional Online Presence and Learning Networks: Educating for Ethical Use of Social Media
Dianne Forbes, The University of Waikato
IRRODL Volume 18, Number 7, ISSN 1492-3831 Publisher: Athabasca University Press
In a teacher education context, this study considers the use of social media for building a professional online presence and learning network. This article provides an overview of uses of social media in teacher education, presents a case study of key processes in relation to professional online presence and learning networks, and highlights issues and challenges for wider consideration. Specific practical illustrations are provided, relating experiences when starting out with social media, integrating coursework challenges for student teachers, and considering feedback and future planning. Social media is used in teacher education for sharing content, discussing, and collaborating. There are challenges and risks with social media in an academic context. Students require differentiated scaffolding depending on their expertise and confidence. In terms of social implications, professionals are warned to safeguard online reputation, while making proactive use of social media to enhance learning networks.
Forbes, D. (2017). Professional Online Presence and Learning Networks: Educating for Ethical Use of Social Media. The International Review of Research in Open and Distributed Learning, 18(7),. Athabasca University Press.
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The Impact of Social Media Participation on Academic Performance in Undergraduate and Postgraduate Students
Sonia Santoveña Casal
The International Review of Research in Open and Distributed Learning Vol. 20, No. 1 (Feb 28, 2019)
Terrie Bethea-Hampton, Campbell University, United States; Ashley Johnson-Holder, Fayetteville State University, United States
Society for Information Technology & Teacher Education International Conference 2019 (Mar 18, 2019) pp. 2674–2679
Social Media Adoption by the Academic Community: Theoretical Insights and Empirical Evidence From Developing Countries
Mamoona Arshad, Lahore University of Management Sciences; Muhammad Akram, King Saud University
The International Review of Research in Open and Distributed Learning Vol. 19, No. 3 (Jul 11, 2018)
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