Academic, Social, and Cultural Learning in the French #bac2018 Twitter Hashtag

Autor/inn/en	Greenhalgh, Spencer P.; Nnagboro, Cynthia; Kaufmann, Renee; Gretter, Sarah
Titel	Academic, Social, and Cultural Learning in the French #bac2018 Twitter Hashtag
Quelle	In: Educational Technology Research and Development, 69 (2021) 3, S.1835-1851 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Greenhalgh, Spencer P.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-1629
DOI	10.1007/s11423-021-10015-6
Schlagwörter	Social Media; Informal Education; Foreign Countries; Undergraduate Students; Cooperative Learning; Notetaking; Sharing Behavior; Computer Mediated Communication; Socialization; Electronic Learning; France + Suchen Sie Ihr Suchwort? Soziale Medien; Informelle Bildung; Nichtformale Bildung; Ausland; Kooperatives Lernen; Computerkonferenz; Socialisation; Sozialisation; Frankreich
Abstract	Despite the continued use of social media in educational contexts, there remains skepticism about whether platforms like Twitter can actually contribute to learning. In this paper, we argue that such skepticism is based on an overly narrow conception of learning that focuses on academic performance and disregards other manifestations. To advance this argument, we document use of the #bac2018 Twitter hashtag in the month leading up to the 2018 baccalauréat exams (the "bac"), which are significant not only for their role in the French educational system but also for their connections with broader French society and culture. We found that participants engaged in sharing notes; slacking, doubting, and fearing; requesting retweets; preferring topics; complaining; connecting with bac heritage and experience; joking; and showing awareness of time. In keeping with the significance of the bac, we found that these practices within the #bac2018 hashtag were associated with not only academic learning but also social and cultural practices that are significant despite their absence from any formal curriculum. These findings underline the complexity and richness that characterizes learning--especially in digital contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01