JISC

The term ‘social software’ covers a range of software tools which allow users to interact and share data with other users, primarily via the web. This study examined the use of social software in the UK further and higher education sectors to collect evidence of the effective use of social software in enhancing student learning and engagement.

Executive Summary

The term ‘social software’ covers a range of software tools which allow users to interact and share data with other users, primarily via the web. Blogs, wikis, social networking websites, such as Facebook and Flickr, and social bookmarking sites, such as Delicious, are examples of some of the tools that are being used to share and collaborate in educational, social, and business contexts. The key aspect of a social software tool is that it involves wider participation in the creation of information which is shared.

This study examined the use of social software in the UK further and higher education sectors to collect evidence of the effective use of social software in enhancing student learning and engagement. In this study, data from 26 initiatives, where social software tools have been employed, has been collected, analysed and synthesised. The cases chosen give a spread of tools, subject areas, contexts (parttime, full-time or distance learning), levels of study, and institutions (higher and further education). A case study methodology was followed and both educators and students were interviewed to find out what they had done, how well it had worked, and what they had learned from the experiences.

This study provides insights about the: educational goals of using social software tools; enablers or drivers within the institution, or from external sources which positively influence the adoption of social software; benefits to the students, educators and institutions; challenges that may influence a social software initiative; and issues that need to be considered in a social software initiative.

Our investigations have shown that social software tools support a variety of ways of learning Our investigations have shown that social software tools support a variety of ways of learning: sharing of resources (eg bookmarks, photographs), collaborative learning, problem-based and inquiry-based learning, reflective learning, and peer-to-peer learning. Students gain transferable skills of team working, online collaboration, negotiation, and communication, individual and group reflection, and managing digital identities. Although these tools enhance a student’s sense of community, sharing and collaboration brings in additional responsibility and workload, which some students find inflexible and rather ‘forced’. The study found that students have concerns about privacy and the public nature of the tools for their academic activities.

The educator’s role is changing from being a provider of information to a facilitator or moderator, which raises training needs, workload issues, and adjusting to a ‘new’ way of teaching. Institutions face the dilemma of adopting and recommending tools in the pubic domain over which they have no control. On the other hand, the institution’s VLE may not provide tools with as rich a functionality as is available in the tools which are in the public domain.

The analysis in this report is presented as answers to questions which educators and policy makers may have about social software initiatives. It is hoped that the lessons and the recommendations, as captured in this report and the case studies will influence the learning and teaching strategies in higher and further education – specifically institutions which are considering the use of social software. The results highlight the different pedagogical roles of social software: communication, nurturing creativity and innovation, and collaborative learning.

Download the full report below. This report is available in electronic format only

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