for E-Learning

There are a significant number of educational institutions that ignore the advantages of Information Technology and Web services, and even more specifically Social Software, in the learning process. According to Professor Ph.D. Mariana Jurian and Senior Lecturer Ph.D. Logica Bănică, the concept of Social Software was introduced by Terry Anderson within a context of distance education as ‘networked tools that support and encourage individuals to learn together while retaining individual control over their time, space, presence, activity, identity and relationship’ (Jurian, M., & Bănică, L., 2010). Social Software includes Wikis, Blogs, Social Networking Sites such as Facebook and My Space, RSS feeds and Social Bookmarking just to name a few. Of these technologies, Jurian and Bănică argue that the following are most relevant in the context of teaching and learning: (1) Social Networking Services (SNS) – internet-based social spaces designed to facilitate communication and collaboration; (2) Wikis – websites that allow users to collaboratively add, remove and change content; (3) Blogs or Weblogs – online public writing environments; and (4) RSS feed (Really Simple Syndication) – a family of web feed formats used to publish frequently updated works such as blog entries.

Social Software was not created for educational purposes; however the three main characteristics of social networks - personalization, socialization and transparency - are relevant for education. The approach to include Social Software technologies in e-learning systems allows students to invest themselves in their own self-governed activities. This is done by supplying students with tools for personal projects and by engaging them in social networks.  In order to have a better impact on the student, the learning experience must be active, social, contextual, engaging and student-centered. To achieve this goal the Social Software provides many advantages: (1) encourages contact and cooperation among students; (2) develops active learning; (3) gives prompt feedback; (4)emphasizes time on task activities; (5) communicates student and teacher expectations; and (6) respects individual ideas and his chosen ways of learning (Jurian, M., & Bănică, L., 2010).

The shift toward more personalized learning environments implies the restructuring of the educational processes. The educational use of the Web usually depends on the educator-preferred model of learning. The use of technology in the learning process suits two popular models of learning: constructivist and collaborative. Both differ from the traditional behaviorist model of learning which assumes that the goal of teaching is to efficiently transmit knowledge from the expert to the learner (Jerman-Blažič, A., Jerman-Blažič, B., & Novak, F., 2010).  Social Software tools can be adopted into a robust pedagogical framework, while addressing four theoretical concepts of Constructivism: (1) Vygotsky’s ‘Zone of Proximal Development’ (ZPD) and scaffolding through the ZPD with the help of the MKO (More Knowledgeable Other) - Social Software can provide an environment that supports scaffolding; (2) Active participation from the student including learning through shared projects is another critical component of good pedagogy - Social Software acts as a space in which collaboration and cooperative learning can occur; (3) Another component to a constructivist learning environment is the opportunity for a student to publish their works and promote feedback and reflection - blogs are excellent examples of this; and (4) Learning occurs through participation in shared communities (Ferdig, R. E., 2007, February).

What are the educational benefits of using Social Software for e-learning? According to a case-study by Shailey Minocha (2009), in a course where students used blogs, the educator found that knowing more about the student’s requirements through the blog saved time and was beneficial in directly addressing the student’s needs. Using a blog in English and Composition courses would allow the educator to follow the learner’s progress through a writing assignment and comment as the compositions are being created. The use of the Social Software in this manner would also give the educator a heads-up on students that were struggling with their assignments. The use of a Wiki in a Science course could help facilitate a group experiment project where each member of the group is responsible for a certain portion of the experiment. The Wiki would provide a collaborative workspace for the group members to post their progress on their part of the experiment. The Wiki allows the students to follow what each other are doing, as well as allow the educator to follow the Wiki to see that each member of the group is participating as they should.

The use of Social Software for e-learning does not have to be complex. We tend to focus on the next great technology, but basic simple tools such as email can promote innovative learning. If we don’t provide students a social situation in which to learn, they will find ways to socialize themselves. We need to research and promote best practices on how to utilize these technologies for teaching, learning and social networking while keeping students safe. We as educators would be remiss to ignore the benefits that Social Software presents.

Jurian, M., & Bănică, L. (2010). NEW SOFTWARE TECHNOLOGIES FOR E-LEARNING. Analele Universitatii Maritime Constanta, 51(13), 132-137.

Ferdig, R. E. (2007, February). Editorial: Examining Social Software in Teacher Education. Journal of Technology & Teacher Education. pp. 5-10.

Jerman-Blažič, A., Jerman-Blažič, B., & Novak, F. (2010). Social Software Tools in Vocational E-Learning: an Empirical Exploratory Study. International Review On Computers & Software, 5(6), 731-739.

Minocha, S. (2009). A case study-based investigation of students' experiences with social software tools. New Review Of Hypermedia & Multimedia, 15(3), 245-265. doi:10.1080/13614560903494320