The Journal of Social Media for Learning
type: channel
description: Aim and Scope The Journal of Social Media for Learning is a double blind peer-reviewed, open-access, journal that seeks to publish high quality research and scholarly articles at the leading edge of development of theories, practices and pedagogy that increase insight, support understanding and add to the International discourse about all aspects of the use Social Media for Learning. The journal is proactive in seeking to bridge the gap between traditional teaching methods and contemporary digital learning and supports the publication of research and evidence-informed practice to share research which demonstrates tangible, high quality outputs with impact that have brought about real changes for the direct benefit of students. The use of Social Media as a tool for learning is an emergent, rather than an established practice and as such many questions remain unanswered. In addition to the publication of research relating to the nature of the technologies themselves, very little is known about understandings and perceptions of its use as a tool for teaching or learning. There are also important issues to be explored around the preparation for teaching, the assessment of competency and implications on policy. The journal seeks to present a balanced mix of case studies and research articles which relate to learning and teaching and reflect current themes and ideas but also to provide a platform within the context of students and staff as change agents in shaping future developments within the field. Critical, review, and comparative studies are particularly prominent, as are contributions which draw upon other literatures in order to address issues of concern. In addition, the Journal publishes book reviews, editorials and reflection/opinion pieces. Contributions to on-going research debates are encouraged and the Journal welcomes opportunities to publish substantial literature reviews in order to consolidate contributions which have been made within the field of Social…
publisher: Liverpool John Moores University
language: en
publication name: The Journal of Social Media for Learning
issn: 2633-7843
copyright: Authors retain copyright and grant the journal right of first publication with the work. The work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International Licence that allows others to read, download, copy, distribute, print, search, or link to the full text of works in this journal, or to use them for any other lawful purpose in accordance with the license.
items: From Open-Book Exams to Group Podcasts: A Paradigm Shift in Assessing Pre-Registration Nursing Associate Students' Knowledge of Long-Term Condition Care
items: Informational Quality of Retinol Content on Social Media – A Cross-Sectional Analysis
items: Materialism and the De-Influencing Trend: Classroom Applications
items: What’s Up with WhatsApp: Reflections on the Evolving Use of a Messaging Service by Students in Higher Education
items: Using social media safely and appropriately in higher education: A reflection on the last 10 years
items: Globalization, Technologies, and Digital Culture in Graduate Contexts: Intercultural Possibilities and Challenges
items: PDT1076 – An Exploration of Foundation Degree Student Experiences of Navigating Digital Communities to Inform Their Undergraduate Studies
items: "Hello, you and I haven't met in person before, but…" Social media for community building and self-development.
items: Supporting First Generation Students with Discord.
items: Editorial
items: SocMedHE: More than a conference?
items: Social Media in History Learning: Findings from a Project Involving Active Engagement
items: Social Media as a Pedagogical Tool in Class: Tiktok Case Study
items: Using Learning Management Systems to Scaffold Collaborative and Interactive Teaching and Learning
items: The Cross-platform Social Engagement of Students
items: Computer Science Educators’ Use of Twitter for Conference Engagements: A Grounded Theory Analysis
items: Utilization of social media for different business purposes: A social media age?
items: SocMedHE21 Expert Panel
items: The co-creation of a digital escape room designed to develop students’ digital confidence
items: Using qualitative content analysis of social presence indicators within the Community of Inquiry model
items: Reflections on #SocMedHE20
items: Hamish the Coo
items: Identity on Social Media
items: Accessibility Matters: Supporting Inclusive Social Media in Academic Libraries
items: From tweeting to tweetposium. So what? A reflection.
items: Social Media Usage and Coping Strategies among University of Ghana Undergraduate Students
items: A case study using Instagram to create an online learning environment
items: 'In it together'

From Open-Book Exams to Group Podcasts: A Paradigm Shift in Assessing Pre-Registration Nursing Associate Students' Knowledge of Long-Term Condition Care
type: item
description: The role of Nursing Associates in the English healthcare system has become increasingly significant amid a nursing shortage, necessitating a re-evaluation of traditional higher education assessment methods. This case study critiques high-stakes examinations and advocates for authentic assessment strategies that better reflect real-world scenarios. We explore group podcasting, which foster collaboration, critical thinking, and digital competencies while maintaining a human-centred focus. By integrating digital skills with interpersonal care, this case study highlights the importance of inclusive, effective educational frameworks that prepare pre-registration Nursing Associates for the complexities of modern healthcare delivery.
subject: Articles
  topic: section
subject: Authentic Assessment
  topic: keywords
subject: Podcast
  topic: keywords
subject: Pre-Registration Nursing Associate Education
  topic: keywords
subject: Digital Literacy
  topic: keywords
subject: Pedagogical Paradigm Shift
  topic: keywords
subject: School of Health and Society
  topic: disciplines
subject: School of Arts and Media
  topic: disciplines
subject: Interdisciplinary Collaboration
  topic: disciplines
creator: Nicole Blythe
creator: Jonatan Berhane
creator: Adam Fowler
rights: Copyright (c) 2026 Nicole Blythe, Jonatan Berhane, Adam Fowler https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2026-03-10
publication date: 2026-03-10
doi: 10.24377/LJMU.jsml.article2722

Informational Quality of Retinol Content on Social Media – A Cross-Sectional Analysis
type: item
description: While social media is a popular tool to disseminate dermatologic information, the informational quality of the available retinol content has not been assessed. We conducted a cross-sectional study by querying for Instagram posts about retinol on January 24th, 2023, and analyzed ninety-seven posts using the DISCERN metric, a validated instrument for judging the quality of written consumer health information. The majority of assessed posts had a DISCERN score under 2 (out of 5), with an average score of 1.27/5 (SD of 0.56). This study highlights the lack of high-quality information on the topic of retinol on Instagram and the importance of consumer caution when seeking information online.
subject: Articles
  topic: section
subject: retinol
  topic: keywords
subject: social media
  topic: keywords
subject: information quality
  topic: keywords
subject: acne
  topic: keywords
subject: photoaging
  topic: keywords
subject: retinoic acid
  topic: keywords
subject: consumer education
  topic: keywords
creator: Trina Nguyen
rights: Copyright (c) 2026 Trina Nguyen https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2026-03-10
publication date: 2026-03-10
doi: 10.24377/LJMU.jsml.article2562

Materialism and the De-Influencing Trend: Classroom Applications
type: item
description: A new trend on social media coined “de-influencing” is reshaping the way Generation Z (Gen Z) views mass consumerism. Gen Z’s Shifting position on consumerism, moral values, and relationships with rising influencers is the dominant explanation for the trend's popularity. Like the Hollywood celebrities of the past, micro-influencers are becoming recognizable icons whose endorsement and influence are valued by this generation. Using a meta-analysis of current publications, the article considers the magnitude of Gen Z’s shifting interests and the economic impact this may have on consumer goods. The article extends its findings to the academic world by providing concrete suggestions for teaching the subject in the classroom.
subject: Articles
  topic: section
subject: Tiktok
  topic: keywords
subject: social media
  topic: keywords
subject: micro-influencers
  topic: keywords
subject: marketing
  topic: keywords
subject: consumerism
  topic: keywords
subject: Social Media
  topic: disciplines
subject: Media and Communication Studies
  topic: disciplines
subject: Higher Education
  topic: disciplines
subject: Social media
  topic: disciplines
subject: Education
  topic: disciplines
creator: Amiee Shelton
creator: Dominic DeBlasi
rights: Copyright (c) 2026 Amiee Shelton, Dominic DeBlasi https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2026-03-10
publication date: 2026-03-10
doi: 10.24377/LJMU.jsml.article1873

What’s Up with WhatsApp: Reflections on the Evolving Use of a Messaging Service by Students in Higher Education
type: item
description: Students are increasingly using social media with instant messaging, to build educational communities. Personal experience from my own teaching practice suggested the majority of the student cohort were engaged in these groups. When interviewing students about their sense of community in online spaces, the strength of feeling expressed about the risks and benefits of joining WhatsApp groups outweighed all other social media apps. This article uses interview data, in combination with teaching experience, to briefly reflect upon WhatsApp use in education. It concludes with a proposed pathway for further scholarship on this important emerging area of university life.
subject: Articles
  topic: section
creator: Sharon Mallon
rights: Copyright (c) 2026 Sharon Mallon https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2026-03-10
publication date: 2026-03-10
doi: 10.24377/LJMU.jsml.article1821

Using social media safely and appropriately in higher education: A reflection on the last 10 years
type: item
description: The ubiquitous use of mobile technology and easy access to social media apps, and more recently video conferencing software such as Zoom, provide multiple ways for individuals to interact. These technologies have been adopted by both educators and students and provide many useful ways to communicate and collaborate within and beyond the classroom. The acceleration of digital communication tools and widespread use of digital technology in our daily lives’ present tensions as the collection of personal data increasingly gives rise to privacy concerns. Furthermore, inappropriate online communications have resulted in serious situations and significant repercussions for those involved. It is therefore timely to revisit the guidance on appropriate online behaviour in the use of social media, and how we use technology safely, along with being clear about the potential implications if advice is not heeded. In our session we will share the open access resources we have developed at Sheffield Hallam University with suggestions on how these could be used with students. These include “How to use social media responsibly”, “Managing your digital footprint”, “Using social media for learning”, and “Using social media to enhance your employability”. This reflection paper considers the collaborative process undertaken to produce social media guidance for an institution.
subject: Articles
  topic: section
subject: social media
  topic: keywords
subject: institutional support
  topic: keywords
subject: technology enhanced learning
  topic: keywords
creator: Alison Purvis
creator: Sue Beckingham
rights: Copyright (c) 2026 Alison Purvis, Sue Beckingham https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2026-03-10
publication date: 2026-03-10
doi: 10.24377/LJMU.jsml.article1749

Globalization, Technologies, and Digital Culture in Graduate Contexts: Intercultural Possibilities and Challenges
type: item
description: This study focused on interculturally juxtaposing different higher education communities’ experiences with digital culture and technologies. The dialogues created among researchers from three different countries – Brazil, Canada, and the UK – contribute to an exchange of reflections and problematizations of what innovative and ubiquitous pedagogical practices are like. For the past few years, especially due to COVID-19, researchers have identified the impact of digital culture on educational practices in different universities, highlighting there is a need to further understand the relationship between the advancements in digital culture and its outcomes for innovative educational practices. The participants in the study helped the research team to consider the possibilities and challenges of digital culture in education by sharing perspectives on: 1) the conception educational communities in universities have about innovation, educational practices and digital culture; and 2) the relationship of instructors, students, and other members of the educational community (e.g.; secretaries, deans, head of departments) toward educational practices that include innovation, and digital culture in their day-to-day practices. Our discussions broadened the notions of innovation, and digital culture in educational practices by inviting professionals from universities from different contexts to reflect on intercultural aspects that shape new dialogues to negotiate tensions among educational practices within digital culture. Keywords
subject: Articles
  topic: section
creator: Gustavo Moura
creator: Maria Cristina Lima Paniago
rights: Copyright (c) 2026 Gustavo Moura, Maria Cristina Lima Paniago https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2026-03-10
publication date: 2026-03-10
doi: 10.24377/LJMU.jsml.article1819

PDT1076 – An Exploration of Foundation Degree Student Experiences of Navigating Digital Communities to Inform Their Undergraduate Studies
type: item
description: None
subject: Articles
  topic: section
creator: Adam Chapman
rights: Copyright (c) 2026 Adam Chapman https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2026-03-10
publication date: 2026-03-10
doi: 10.24377/LJMU.jsml.article1818

"Hello, you and I haven't met in person before, but…" Social media for community building and self-development.
type: item
description: Social media has become a significant tool for professional development and community building. This paper reflects on the transformative impact of social media on the author’s career within Higher Education (HE). Navigating the challenges and opportunities in HE has been shaped by engaging with various social media forums. The author shares their personal account of how social media has played a pivotal role in overcoming challenges, building a professional community, and fostering growth.
subject: Articles
  topic: section
creator: Kiu Sum
rights: Copyright (c) 2026 Kiu Sum https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2026-03-10
publication date: 2026-03-10
doi: 10.24377/LJMU.jsml.article1577

Supporting First Generation Students with Discord.
type: item
description: First-generation students account for almost half of all new student enrolments in some higher education institutions. However their non-continuation rates and final degree classifications are notably lower than that of their continuing generation peers. From a series of focus groups held with first-generation students at Sheffield Hallam University several issues were identified that were unique to this particular student group, notably a lack of process knowledge, lower than average participation, a limited sense of belonging and difficultly managing their multiple roles. Through a practitioner-led design research methodology the platform Discord was chosen in consultation with the students to investigate how the platform can be used to improve their sense of belonging and course community. These were measured against a series of defined metrics to provide both qualitative and quantitative data for analysis. Initial results have demonstrated a higher than anticipated student engagement with the technology platform and regular communication between peers without academic staff involvement.
subject: Articles
  topic: section
subject: informal learning
  topic: keywords
subject: active learning
  topic: keywords
subject: Engaging learners
  topic: keywords
subject: Technology
  topic: keywords
subject: Social media
  topic: keywords
subject: Technology Enhanced Learning
  topic: disciplines
creator: Michael Bass
rights: Copyright (c) 2026 Mike https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2026-03-10
publication date: 2026-03-10
doi: 10.24377/LJMU.jsml.article1184

Editorial
type: item
subject: Editorial
  topic: section
creator: Sarah Honeychurch
creator: Deb Baff
creator: Mark Breslin
creator: Sarah Hallam
creator: Glenn Hurst
creator: Laura Riella
creator: Gabriella Rodolico
creator: Nina Walker
rights: Copyright (c) 2024 Sarah Honeychurch; Deb Baff, Mark Breslin, Sarah Hallam, Glenn Hurst, Laura Riella, Gabriella Rodolico, Nina Walker https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2026-03-04
publication date: 2026-03-04
starting page: 01
ending page: 01
doi: 10.24377/LJMU.jsml.article1001

SocMedHE: More than a conference?
type: item
description: Using SocMedHE as a case study, in this paper we provide some examples of extracting and analysing information from tweets and we introduce some example tools for doing this. We also use these tools in order to explore some different ways in which we can play with this type of data. This paper is an extension of a conference presentation to SocMedHE21 (Turner 2021a).
subject: Articles
  topic: section
subject: SNA
  topic: keywords
subject: social network analysis
  topic: keywords
subject: social media
  topic: keywords
creator: Scott Turner
creator: Sarah Honeychurch
rights: Copyright (c) 2024 Scott Turner, Dr, Sarah Honeychurch, Dr https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2026-03-04
publication date: 2026-03-04
starting page: 25
ending page: 38
doi: 10.24377/LJMU.jsml.article724

Social Media in History Learning: Findings from a Project Involving Active Engagement
type: item
description: This paper reports on an experimental study involving active social media engagement to explore its potential for increasing efficiency in history teaching and learning. To this end, a two-stage work program was implemented. In the first stage, a series of videos were created by blending three traditional forms: historical documentary, drama, and educational video. These videos were shot at various locations, including Göbeklitepe, a UNESCO World Heritage site. The videos were then published on YouTube and their links were shared on Facebook. In the second stage, the impact of the videos was measured based on viewer interactions such as watching, liking, expressing emotions, re-sharing, and commenting on both platforms. The Göbeklitepe series, consisting of 11 videos published over 11 weeks, received more than 255,000 views on YouTube. Analysis of user interaction data showed that 82,19% of the users who went beyond just viewing found the work successful. The overall conclusion is that social media can be a useful tool for increasing the efficiency in history teaching and learning, provided that care is given to conceptual design as well as to content quality. This study is expected to lead to further research using the same model to improve these results.
subject: Articles
  topic: section
subject: Social Media
  topic: keywords
subject: History Teaching and Learning
  topic: keywords
subject: Teaching and Learning Strategies
  topic: keywords
subject: Media in Education
  topic: keywords
subject: ; Gobeklitepe (Şanliurfa, Turkey)
  topic: keywords
creator: Ramazan Acun
rights: Copyright (c) 2026 Ramazan Acun https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2026-03-10
publication date: 2026-03-10
doi: 10.24377/LJMU.jsml.article914

Social Media as a Pedagogical Tool in Class: Tiktok Case Study
type: item
description: Social media has been an ever-growing medium with the expansion of multiple platforms and user adoption around the globe. According to Hootsuite’s Annual Digital Data Report for the year 2022, there are 4.62 billion users of social media across the globe, with a 10.1% increase from the subsequent year. This paper aims to explore Tiktok platform as a pedagogical tool for learning in the classroom for University Students in an "Online Behavior Class" at the American University in Cairo. Results show that Gen-Z University students indeed prefer integrating social media to their educational experience, and even prefer expressing through short video content over other assessment alternatives. Beyond that, short video content creation allowed them to express more creatively, and also reflecting on the class curriculum through using short video content production, was a more effective method of material reflection than other reflective methods.
subject: Articles
  topic: section
subject: Social Media
  topic: keywords
subject: Pedagogy
  topic: keywords
subject: Tiktok
  topic: keywords
subject: Reflection
  topic: keywords
subject: Case Study
  topic: keywords
subject: Higher Education
  topic: disciplines
subject: Education
  topic: disciplines
creator: Sarah Seif
rights: Copyright (c) 2022 Sara Seif
date: 2022-12-14
publication date: 2022-12-14
starting page: 69
ending page: 78
doi: 10.24377/LJMU.jsml.article697

Using Learning Management Systems to Scaffold Collaborative and Interactive Teaching and Learning
type: item
description: The Sustainable Development Goal 4 of the United Nations advocates for inclusive and equitable quality education for all despite the unique circumstances faced by the learners and the teachers. Such circumstances could be economic, social or natural such as the COVID-19 Pandemic, which led to disruptions on the school calendar. Although several institutions of Higher Learning transited to online teaching using Learning Management Systems (LMS), the use of technology in ensuring interactivity and collaboration, which are crucial aspects of learning, needs to be examined more closely to establish its effectiveness. Given the fact that COVID -19 will be with us in the unforeseeable future, online teaching is here to stay. It is thus imperative to improve it so that the quality of education is not compromised. Previous research has shown the importance of Technology, Pedagogy and Content knowledge in effective delivery. LMS and related tools have been used to change the view of technology in the classroom, and the facilitator’s role is being re-evaluated. Successful facilitators look for innovative ways to scaffold the learning process. Instructional scaffolding is the process of supporting students in order to enhance learning and aid in the mastery of tasks. The aim of this study was to establish how LMS tools are used to improve collaboration and interaction in online teaching. The objectives were to establish which LMS tools are used to aid in interactivity and collaboration, how these tools are used to scaffold the teaching and learning process and how different elements interact to complete the scaffolding process. This study used a qualitative methodology where two virtual focus groups consisting of faculty and students in online graduate courses were used to review the scaffolding process. The findings were analyzed qualitatively and the results indicate that synchronous and asynchronous tools found in LMS and their plugins are used to scaffold collaboration and…
subject: Articles
  topic: section
subject: Scaffolding
  topic: keywords
subject: Collaboration
  topic: keywords
subject: Learning Management System
  topic: keywords
subject: Information Communications Technology
  topic: keywords
subject: Interactivity
  topic: keywords
creator: Alice Macharia Njuguna
creator: Gikandi Joyce
rights: Copyright (c) 2022 Alice Macharia Njuguna, Joyce Gikandi
date: 2022-12-14
publication date: 2022-12-14
starting page: 53
ending page: 68
doi: 10.24377/LJMU.jsml.article677

The Cross-platform Social Engagement of Students
type: item
description: With social media being a ubiquitous part of the way students engage with each other, this study explores how media, journalism, and publishing students use social media both in and outwith the classroom. It focuses on how cohorts use social media during class times – how they are speaking to each other and scrolling social feeds – and how they communicate about course related content after class. This research highlights the obligation that some students feel to answer questions that come into the group social channels, while linking that obligation to a sense of reciprocity. It shows how these issues are embedded it in the value exchange of emotional labour and its relationship to gender. Not all students feel obligated to take part and many indicate levels of frustration at the stream of questions, which can, in turn, exacerbate negative mental health issues in students.
subject: Articles
  topic: section
subject: Social Media
  topic: keywords
subject: Social Obligation
  topic: keywords
subject: Emotional Labour
  topic: keywords
subject: Higher Education
  topic: keywords
subject: Higher Education
  topic: disciplines
subject: Social Media
  topic: disciplines
creator: Miriam J Johnson
rights: Copyright (c) 2022 Miriam J Johnson
date: 2022-12-14
publication date: 2022-12-14
starting page: 79
ending page: 95
doi: 10.24377/LJMU.jsml.article702

Editorial
type: item
description: The Jounral of Social Media for Learning: Winter Edition
subject: Editorial
  topic: section
creator: Dawne Irving-Bell
creator: David Wooff
creator: Sarah Honeychurch
creator: Sue Beckingham
creator: Matt McLain
rights: Copyright (c) 2022 Dawne Irving-Bell, David Wooff, Sarah Honeychurch, Sue Beckingham, Matt McLain
date: 2022-12-14
publication date: 2022-12-14
starting page: 1
ending page: 2
doi: 10.24377/LJMU.jsml.article872

Computer Science Educators’ Use of Twitter for Conference Engagements: A Grounded Theory Analysis
type: item
description: This study explored how computer science education community used Twitter as a conference backchannel. Using Constructivist Grounded Theory methodology, four themes and ten categories emerged. These themes are: Promote Scholarship; Connect, Promote and Extend the Research Community; Engage in Professional Learning; Humanise the Conference Space. Participants using the conference backchannel contributed to the scholarly discourse, extended the reach of the conferences they attended. They benefitted from various discourses, gained publicity, engaged in networking opportunities, enhanced their own professional learning while extending care for other participants. The findings of this study have implications for the computer science education research community. The study provides insights to organisers on how to extend and enhance conference experiences. For researchers, attendees and users of research output, the study demonstrates tangible benefits of connecting, networking and professional learning. For those responsible for assessing researchers’ contribution to scholarship, this study highlights researchers’ engagement in public scholarship. Opportunities for future research are identified.
subject: Articles
  topic: section
subject: Twitter
  topic: keywords
subject: Conference
  topic: keywords
subject: Scholarship
  topic: keywords
subject: Computer Science Education
  topic: keywords
subject: Back Channel
  topic: keywords
subject: Computer Science Education
  topic: disciplines
subject: Social Networks
  topic: disciplines
subject: Higher Education
  topic: disciplines
creator: Lenandlar Singh
rights: Copyright (c) 2022 Lenandlar Singh
date: 2022-03-18
publication date: 2022-03-18
starting page: 31
ending page: 52
doi: 10.24377/LJMU.jsml.article496

Utilization of social media for different business purposes: A social media age?
type: item
description: The utilization of social networking sites (SNSs) and social networking information (SNI) as parts of broader social media (SM) for various business purposes and practices have gained substantive importance from the academicians and practitioners in recent years. This paper theoretically aims to highlight some of such utilization based on published papers. We carefully selected 132 such papers from “Google Scholar” searching for most frequently used keywords such as SM, SNS, SNI, business, human resource management (HRM), marketing, branding, talent search & acquisition, recruitment & selection etc. After reviewing those papers, we identified that, in general, SM is an increasingly used platform for different business purposes. We anticipate that, despite of several flaws, SNSs will continue to gain momentous attention of all types of users in upcoming years creating a social media based business world. We are hopeful that the paper will be useful for the academicians, practitioners and policymakers from a number of viewpoints.
subject: Articles
  topic: section
subject: Social Media
  topic: keywords
subject: Social Networking Sites
  topic: keywords
subject: Social Networking Information
  topic: keywords
subject: Business
  topic: keywords
subject: Organisation
  topic: keywords
subject: Users
  topic: keywords
subject: Social Media
  topic: disciplines
creator: Md Sajjad Hosain
creator: Nazmus Shoeb Jamil
creator: Mahbubun Nabi Rasel
rights: Copyright (c) 2022 Md Sajjad Hosain, Nazmus Shoeb Jamil, Mahbubun Nabi Rasel
date: 2022-06-06
publication date: 2022-06-06
starting page: 03
ending page: 30
doi: 10.24377/LJMU.jsml.article670

SocMedHE21 Expert Panel
type: item
description: SocMedHE21 Expert Panel
subject: Articles
  topic: section
creator: Sarah Honeychurch
creator: Sue Beckingham
creator: Debbie Baff
creator: Suzanne Faulkner
creator: Dawne Irving-Bell
rights: Copyright (c) 2024 Sarah Honeychurch, Sue Beckingham, Debbie Baff, Suzanne Faulkner, Dawne Irving-Bell https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2026-03-04
publication date: 2026-03-04
starting page: 39
ending page: 48
doi: 10.24377/LJMU.jsml.article749

The co-creation of a digital escape room designed to develop students’ digital confidence
type: item
description: In this paper we set out the design and delivery of a digital, text-based escape room designed to provide a virtual induction and help to build students’ digital confidence. We begin by briefly explaining the reasoning behind our choice of game and platform and describing the staff-student partnership that delivered the project. We then describe the game itself, providing examples of some of the tasks, and showing how we embedded this in a large undergraduate class. We talk through our experiences of the process and present the results of the student evaluation and feedback. We end by reflecting on our experience and giving some practical suggestions for practitioners wishing to adapt this game for use in their own teaching.
subject: Articles
  topic: section
subject: GBL
  topic: keywords
subject: escape room
  topic: keywords
subject: induction
  topic: keywords
creator: Sarah Honeychurch
creator: Matt Offord
rights: Copyright (c) 2024 Sarah Honeychurch, Dr, Matt Offord, Dr https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2026-03-04
publication date: 2026-03-04
starting page: 02
ending page: 12
doi: 10.24377/LJMU.jsml.article713

Using qualitative content analysis of social presence indicators within the Community of Inquiry model
type: item
description: In 2000, Garrison et al. developed the Community of Inquiry (CoI) framework with the aim of structuring the process of learning in an online environment which consists of social, cognitive and teaching presence. Two approaches have been developed and applied to analyse data for the CoI framework: content analysis of Computer Mediated Communication (CMC) and the more regularly used CoI survey. However, these were developed just as social media was in its infancy. The CoI framework has been used regularly for Twitter analysis, but this paper argues that more qualitative content analysis is required and presents an updated coding table for qualitative content analysis of social presence in tweets.
subject: Articles
  topic: section
subject: Twitter; Community of Inquiry; Social Presence
  topic: keywords
subject: Technology Enhanced Learning
  topic: disciplines
creator: Olivia Kelly
rights: Copyright (c) 2024 Olivia Kelly https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2026-03-04
publication date: 2026-03-04
starting page: 13
ending page: 24
doi: 10.24377/LJMU.jsml.article701

Reflections on #SocMedHE20
type: item
description: A reflection on the #SocMedHE20 Tweetposium.
subject: Articles
  topic: section
creator: Catriona (Nina) Walker
rights: Copyright (c) 2022 Catriona (Nina) Walker
date: 2022-03-18
publication date: 2022-03-18
starting page: 13
ending page: 15
doi: 10.24377/LJMU.jsml.article562

Hamish the Coo
type: item
description: The antics of Hamish the Coo
subject: Articles
  topic: section
subject: Education
  topic: disciplines
creator: Suzannne Faulkner
creator: Sarah Honeychurch
rights: Copyright (c) 2022 Sarah Honeychurch, Dr, Suzannne Faulkner, Ms
date: 2022-03-18
publication date: 2022-03-18
starting page: 2
ending page: 5
doi: 10.24377/LJMU.jsml.article578

Identity on Social Media
type: item
description: In this short piece I talk about identity on social media and compare it to a performance. I highlight the importance of an audience for online learners and emphasise that the connections that we forge in our online interactions are as real as the ones that we make in our off-line lives. I end by thanking my online communities for all of the support they continue to give me.
subject: Articles
  topic: section
subject: Open
  topic: keywords
subject: Community
  topic: keywords
subject: Identity
  topic: keywords
subject: Performance
  topic: keywords
subject: Audience
  topic: keywords
creator: Sarah Honeychurch
rights: Copyright (c) 2022 Sarah Honeychurch
date: 2022-03-18
publication date: 2022-03-18
starting page: 16
ending page: 18
doi: 10.24377/LJMU.jsml.article645

Editorial
type: item
subject: Editorial
  topic: section
subject: editorial
  topic: keywords
creator: Claire Timmins
creator: Sarah Honeychurch
creator: Suzanne Faulkner
creator: Tracy Atkinson
rights: Copyright (c) 2022 Sarah Honeychurch
date: 2022-03-18
publication date: 2022-03-18
starting page: 1
ending page: 1
doi: 10.24377/LJMU.jsml.article651

Accessibility Matters: Supporting Inclusive Social Media in Academic Libraries
type: item
description: While visual content provides a fun and expressive outlet for people, the experience isn’t the same for everyone, particularly when it comes to social media. For a large portion of the population, some kinds of content are inaccessible. The Open University’s mission is to be open to people, places, methods, and ideas, and this means that a commitment to equality is embedded in all that we do, including our social media activity. People of all ages, backgrounds, and abilities study with The OU – for instance, 30,791 students declaring a disability studied with us in 2019/20 – so it is crucial that we consider inclusive design practices on social media to benefit as many people as possible. This reflective piece will look at the journey taken by the OU Library’s Engagement and Insight team to create an ‘Inclusive & Accessible Social Media’ guide, that can be shared amongst other academic libraries and beyond, to help them also use social media in a way that promotes diversity, equality, and inclusion. If the effort is made to make content inclusive and accessible, then more people can enjoy it, feel connected with it, and engage with it.
subject: Articles
  topic: section
subject: social media
  topic: keywords
subject: academic libraries
  topic: keywords
subject: inclusivity
  topic: keywords
subject: accessibility
  topic: keywords
subject: university libraries
  topic: keywords
creator: Tyne Stanley
rights: Copyright (c) 2022 Tyne Stanley
date: 2022-03-18
publication date: 2022-03-18
starting page: 6
ending page: 9
doi: 10.24377/LJMU.jsml.article567

From tweeting to tweetposium. So what? A reflection.
type: item
description: In this reflection, a learner shares their experience of engaging with other like-minded individuals in the online higher education community, @SocMedHE. Furthermore, how engaging the community has enabled their development from observing from a distance to active participation (e.g. #SocMedHE20 tweeposium) and subsequently using that knowledge and experience for other online activities.
subject: Articles
  topic: section
subject: Social Media
  topic: keywords
subject: Community
  topic: keywords
subject: Network
  topic: keywords
subject: Research
  topic: keywords
subject: PhD
  topic: keywords
creator: Kiu Sum
rights: Copyright (c) 2022 Kiu Sum
date: 2022-03-18
publication date: 2022-03-18
starting page: 10
ending page: 12
doi: 10.24377/LJMU.jsml.article518

Social Media Usage and Coping Strategies among University of Ghana Undergraduate Students
type: item
description: The emergence of the internet has propelled the influence of social media among tertiary students all over the world. This study investigates the effect of social media on the academic lives of University of Ghana undergraduate students as well as their coping strategies in dealing with the social media pressures. By relying on a mixed method approach and a sample of 420 students from the University of Ghana, the study shows that WhatsApp is the mostly used social media platform among University of Ghana students for academic purposes. Also, the study showed that social media platforms are often used to communicate with their family and friends rather than for academic purposes. While the use of social media positively impacted on academic performance through research, the study also showed that it impacts negatively on academic lives given its addictive nature. Thus, to cope with this effect, the study revealed that respondents prefer to put off their mobile data or WiFi when studying. It is recommended that the University of Ghana must embark on sensitization to educate students on how to balance their studies with social media usage so that they can use the internet productively.
subject: Articles
  topic: section
subject: University of Ghana, social media, coping strategies, Facebook, WhatsApp
  topic: keywords
creator: Joseph Bawa
creator: Ebenezer Darkwah Odame
creator: Abdul Hamid Kwarteng
creator: Anthony Ayim
creator: and Michael Kojo Kolugu
rights: Copyright (c) 2021 Joseph Bawa, Ebenezer Darkwah Odame, Abdul Hamid Kwarteng, Anthony Ayim; Michael Kojo Kolugu
date: 2021-07-18
publication date: 2021-07-18
starting page: 055
ending page: 070
doi: 10.24377/LJMU.jsml.vol2article462

A case study using Instagram to create an online learning environment
type: item
description: Although there is a high prevalence of personal distractions/distractors (e.g., social media) in higher education, only a few instructors are implementing them for educational purposes. The present case study explored how Instagram engaged first year students in a Kinesiology class by utilizing hashtag data. Results suggested that greater than half of the class engaged in the online learning environment. Text analysis revealed nearly half of the data was categorized as good feelings, and Instagram posts revealed that students applied course concepts and met learning outcomes. Social network analysis revealed a lack of discussion/communication amongst students, however, conversation appeared to be centralized around the opinion leader (i.e., the instructor), and extended beyond those registered in the class. This case study provided an insight into how distractors, such as social media, may be used to elicit agency, deep learning, reflection, and critical thinking among students in higher education.
subject: Articles
  topic: section
subject: social media
  topic: keywords
subject: post-secondary education
  topic: keywords
subject: learning communities
  topic: keywords
subject: participatory learning
  topic: keywords
creator: Sara Santarossa
creator: Paige Coyne
creator: and Sarah J Woodruff
rights: Copyright (c) 2021 Sara Santarossa, Paige Coyne and Sarah J Woodruff.
date: 2021-07-18
publication date: 2021-07-18
starting page: 003
ending page: 016
doi: 10.24377/LJMU.jsml.vol2article509

'In it together'
type: item
description: Facebook has the potential to be used as an educational tool that supports the formation of a cohort identity, improving engagement which can potentially positively impact on retention and performance. An in-house initiative created staff-maintained Facebook groups for each cohort within the Psychology suite of programmes, utilising staff engagement to add an additional learning resource for students during the duration of their course. The groups were positively received by 99% of students, showing that students immensely valued the additional learning resource available to them. Thematic analysis revealed key positive themes sense of community and support, ease of communication and the breaking down of barriers between staff and students; key negative themes involved concern around the potential for students to miss out on a valuable resource. The staff-maintained Facebook groups achieved their aim of creating a socially-oriented learning space that fostered a sense of community and cohort identity; the groups have been integrated into the permanent provision within the School of Psychology. This type of initiative has the potential to improve engagement, performance and retention in a world where blended learning is increasingly utilised.
subject: Articles
  topic: section
creator: Vanessa Parson
creator: Hannah Bain
rights: Copyright (c) 2021 Vanessa Parson and Hannah Bain
date: 2021-07-18
publication date: 2021-07-18
starting page: 040
ending page: 054
doi: 10.24377/LJMU.jsml.vol2article531