The aim of this paper is to examine tertiary students’ learning outcomes, experiences and perceptions of using social media; YouTube to enable a collaborative and participatory learning process. From a survey of literature on tertiary students’ use of social media for experiential and participatory learning, there seems to be very little evidence of detailed examination to gather students’ perceptions and experiences and to determine learning outcomes. Thus, this present study of participatory and collaborative learning supported by scaffolding provides an attractive glimpse of the use of social media, such as YouTube videos created by groups of tertiary students in class. Two groups of tertiary students, adult learners from the University Social Sciences in Singapore, were the participants as case study of this study. This paper, with a discussion of social-constructivist learning theory, is to determine if the leveraging of social media is able to provide adult learners with a tool to implement a collaborative and participatory process in which students move from being informed to an active learner and self-directed learner of their own, hence an empowerment of learning from information.
Michelle Meiling Yeo, University of Newcastle, Australia
Stream: Digital technologies and communications
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