Self-regulated learning and social media – a ‘natural’ alliance? Evidence on students’ self-regulation of learning, social media use and student-teacher relationship

Uwe Matzat, Emmy Vrieling

    Research output: Contribution to journalArticlepeer-review

    Abstract

    Research on the educational consequences of social media use has led to divergent findings that are difficult to integrate and many studies only examine specific courses. It remains unclear what types of social media use in classroom practice prevail on a broader scale and how teachers’ use of social media, if at all, can affect outcomes. We contribute to answering these questions by studying classroom social media use of 459 secondary school teachers in The Netherlands teaching in the humanities, the social and the natural sciences. We test the idea that the use of social media would be “naturally allied” with self-regulated learning (SRL) practices. Results show that teachers apply social media for information sharing with students outside of the class and, more often, for teaching within the class. A bottleneck consists of the application of social media for the facilitation of opportunities for SRL. Only in the performance phase of SRL, teachers facilitate a small amount of opportunities for SRL via social media. As a consequence, the limited use of social media for the facilitation of SRL does not affect student-teacher relationships. Testing the hypothesis of a natural alliance between SRL and social media use in multivariate analyses, we find evidence for the claim that teachers, who practice SRL in the classroom, are more inclined to use social media.
    Original languageEnglish
    Pages (from-to)73-99
    Number of pages27
    JournalLearning Media and Technology
    Volume41
    Issue number1
    DOIs
    Publication statusPublished - 15 Jul 2015

    Keywords

    • self-regulated learning
    • social media

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