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Social Media for Connected Learning and Engagement in Online Education

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Learning: Design, Engagement and Definition

Abstract

This chapter presents the findings of a phenomenological research study that explored the use of social media in an online college course and its impact on learners’ experiences and feelings of engagement. Findings suggest that social media has the potential to positively impact learner engagement with instructional support and when it is elevated from merely an entertainment source to a productive source for connected learning. This includes uses for communication as well as creative expression within and beyond the class.

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Author information

Authors and Affiliations

  1. University of Minnesota, Minneapolis, MN, USA

    Angelica Pazurek

Authors
  1. Angelica Pazurek
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Correspondence to Angelica Pazurek .

Editor information

Editors and Affiliations

  1. College of Design, University of Minnesota, Saint Paul, MN, USA

    Brad Hokanson

  2. Learning Design and Technology, Purdue University, West Lafayette, IN, USA

    Marisa Exter

  3. Graduate Programs Office, Kent State University, Kent, OH, USA

    Amy Grincewicz

  4. University of Florida, Gainesville, FL, USA

    Matthew Schmidt

  5. Instruction Curriculum Leadership, University of Memphis, Memphis, TN, USA

    Andrew A. Tawfik

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© 2021 Association for Educational Communications and Technology (AECT)

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Pazurek, A. (2021). Social Media for Connected Learning and Engagement in Online Education. In: Hokanson, B., Exter, M., Grincewicz, A., Schmidt, M., Tawfik, A.A. (eds) Learning: Design, Engagement and Definition. Educational Communications and Technology: Issues and Innovations. Springer, Cham. https://doi.org/10.1007/978-3-030-85078-4_11

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  • DOI: https://doi.org/10.1007/978-3-030-85078-4_11

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-030-85077-7

  • Online ISBN: 978-3-030-85078-4

  • eBook Packages: EducationEducation (R0)

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