Abstract

This research investigates the nature and efficacy of collaborative learning between professional participants within social media spaces with particular attention paid to the role of peer instruction, mentoring and scaffolding.

This work draws upon Social Network Theory, Actor-Network Theory, Vygotsky’s Zone of Proximal Development and concept of scaffolded learning, and theories of learning through Affinity Spaces. The work is also informed by the researcher’s professional role working with social media. The research presented sits within the wider context of emerging research into the use of social media in everyday life, including the Oxford Internet Survey, Pew Internet and American Life Project, and research into the cultural and educational impact of new social technologies, including the work of danah boyd, Mimi Ito, and Christine Greenhow.

Two forms of research data collection took place: self-completion online questionnaires completed by volunteer participants (n=44) in October 2011; and follow-up interviews (n=4) conducted using Skype Chat in February 2012. Volunteer recruitment was through convenience sampling of social media channels, predominantly Twitter.

The research finds informal gift economies emerging around the exchange of information and advice. Trust and safety are found to be crucial factors in emerging scaffolding practices, with individuals constructing personal rules and etiquette for dealing with the challenges of social media such as blurred identities. Peer recognition for helpfulness and support occurs within social media but there appears to be a lack of comparable professional recognition. Serendipitous learning and scaffolded moments are found to occur and an extension of the scaffolding concept, in which individuals identify their own zone(s) of proximal development and proactively seek support from peers, is proposed.

Issues associated with peer learning and scaffolding are discussed with a particular focus on the problematic emerging practice of providing private steers and corrections arising from public discussions. Recommendations for operationalising key findings are made and areas for further research identified.

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