How Social Media Enhanced Learning Platforms Challenge and Motivate Students to Take Charge of their Own Learning Processes

Abstract

Based on her membership in the Educational Research Group (The Danish name for the group is UFO group – Educational Research = UddannelsesFOrskning) at Copenhagen Business School, the author discusses learning as a paradox and how learning processes may be supported in adult learners through the use of social media enhanced learning platforms in the classroom. The chapter begins by looking at three paradigms in regard to adult learners’ learning processes and discusses how these paradigms may be put to use in connection with the application of Web 2.0 tools in the classroom. The chapter discusses the changing roles of educators and learners in connection with these new tools, just as it discusses which tools may be particularly useful in certain conditions. It ends by mentioning a number of concrete cases where the use of (first) an e-learning platform and (later on) social media enhanced learning tools has had an impact on student learning. The chapter additionally links university learning to organizational learning, since processes and principles are transferable between the two.

Citation

Pals Svendsen, L. (2012), "How Social Media Enhanced Learning Platforms Challenge and Motivate Students to Take Charge of their Own Learning Processes", Wankel, L.A. and Blessinger, P. (Ed.) Increasing Student Engagement and Retention Using Social Technologies (Cutting-Edge Technologies in Higher Education, Vol. 6 Part B), Emerald Group Publishing Limited, Leeds, pp. 57-88. https://doi.org/10.1108/S2044-9968(2012)000006B005