Synthesis Paper Example on Social Media in Education

The rapid growth of the internet and social media platforms has changed education's nature across the globe. Previous research on social media in education has shown that social media platforms enhance students' engagement (Faizi et al. 50). Also, researchers have theorized that social media in educational settings eliminates barriers such as lack of confidence, which allows all the students to fully demonstrate their creativity (Javaeed et al. 12). Social medial is the key to making classroom ethnically diverse and more engaging (Ahmed, 74). Other researchers found that social medical education through e-learning is an important program that enhances higher education (Hismanoglu 149). Although most researchers have supported that social media is reviving education positively, other researchers have argued that involving digital devices in the education of children under three years negatively impacts their development in linguistics and sign reading (Operto et al. 656).

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In their research on “Exploring the Potential Benefits of Using Social Media in Education,” Rdouan Faizi and his colleagues found that social media have many educational-related advantages. Through examining a large volume of online tools, the researchers found a direct relationship between web-based applications such as social networks, blogs, micro-blogs, wikis, media sharing, RSS, and social bookmarking. Education as a web-based application was found to bolster communication between the students and the teacher (Faizi et al. 50). With the aid of social media platforms, teachers and students can easily and freely interact. The scholars also found that incorporating social media platforms in education enhances student engagement where all students, including those who complain of being intimidated or bored in the classroom, have the opportunity to voice their ideas and creativity (Faizi et al. 50). Similarly, social media applications enhance collaboration by allowing students to work as a team to achieve a common goal. And hence, it should be integrated into the educational curriculum (Faizi et al. 50).

Similarly, research by Javaeed and his colleagues on “Impact of Social Media Integration in Teaching Methods on Exam Outcomes” had similar findings to those of Faizi and his colleagues (Javaeed et al. 2). To determine if social media played any role in the education curriculum, the researchers researched Poonch Medical College. The research involved assessing the student's outcomes on one unit, taught using two methods that are purely traditional methods and the other using traditional methods supplemented with some aspects of social media (Javaeed et al. 2). The researchers found that the students scored higher on the unit when teaching was supplemented with some social media aspects. The researchers cited that the difference was that social media got rid of the barriers, such as lack of confidence. All students had the opportunity to demonstrate their creativity and speak their minds fully. Another reason was that social media platforms enhanced collaboration, allowing students to work as a team to achieve a common goal. This resulted in the hiked-up results. Like Faizi and his colleagues, Javaeed and his colleagues also suggested that social media be incorporated into an educational system (Javaeed et al. 12).

Like other scholars, in his research on "Social Media Integration in Secondary Education in Pakistan," Rida Ahmed investigated the suitability of integrating social media into the educational curriculum and highlighted the necessity and significance of social media in secondary education (Ahmed, 74). Rida’s findings were similar to those of Javeed and Faizi in that social media is the key tool for making classrooms ethnically diverse and more engaging (Ahmed 74). Rida’s research also suggested that it is high time that schools take advantage of the continued advances in technology to make education at all levels much more interactive. This will provide all learners an equal opportunity to speak their minds and demonstrate their creativity without fear of being intimidated (Ahmed 74).

The rapid growth of the internet and social media platforms has changed the nature of higher education worldwide. The demand for distance education has reshaped how higher education is delivered, leading to an increase in e-learning (Hismanoglu 149). According to Murat Hismanoglu, e-learning is significantly being embraced by educational institutions. Murat articulates that e-learning has brought great benefits to modern education (Hismanoglu 149). Benefits such as self-paced program since the course materials are accessible anytime anywhere, easy consultation between instructors and students, more interactive teaching, and extensive teaching materials availability (Hismanoglu 152). There are also great challenges when institutions are implementing distance learning (Hismanoglu 149). The major challenge of e-learning is that it requires up-front investments. There might be an insufficient supply of the required technology, and students' culture may restrict them from using computers or the internet (Hismanoglu 152). Murat defines E-learning as a learning experience delivered through electronic technologies, the use of internet, video and audiotapes, intranets or extranets, interactive televisions, satellite broadcasting, mobile, and wireless applications allow the delivery and interaction among participants (Hismanoglu 150). E-learning is classified into three; web-supplemented, web-depended, and mixed-mode (Hismanoglu 151). Per Murat Hismanoglu, e-learning is a critical development in the education sector. The government should ensure its success by financing and establishing partnerships between private information technology organizations and public education institutions.

Although Murat supported e-learning by using modern technologies and digital devices in a higher education institution, other researchers have different opinions (Operto et al. 656). Operto et al. discourage the use of digital devices in educating children between the ages of 8 and 36 months (Operto et al. 656). Operto and other researchers researched how digital devices impacted the understanding and usage of languages by children under three years (Operto et al. 656). Their cross-sectional research indicated that the more children interacted with digital devices, the lower their level of action and gesture quotient (Operto et al. 656).

Works Cited

Ahmed, Rida. “Social Media Integration In Secondary Education In Pakistan.” Journal of Education and Educational Development, vol. 3, no. 1, 2016, p. 74., doi:10.22555/joeed.v3i1.712.

Faizi, Rdouan, et al. “Exploring the Potential Benefits of Using Social Media in Education.” International Journal of Engineering Pedagogy (IJEP), vol. 3, no. 4, 2013, p. 50., doi:10.3991/ijep.v3i4.2836.

Hismanoglu, Murat. “E-Learning Practices in North Cyprus Universities: Benefits, Drawbacks and Recommendations for Effective Implementation.” International Education Studies, vol. 4, no. 4, 2011, doi:10.5539/ies.v4n4p149.

Javaeed, Arslaan, et al. “Impact of Social Media Integration in Teaching Methods on Exam Outcomes.” Advances in Medical Education and Practice, Volume 11, 2020, pp. 53–61., doi:10.2147/amep.s209123.

Operto, Francesca Felicia, et al. “Digital Devices Use and Language Skills in Children between 8 and 36 Month.” Brain Sciences, vol. 10, no. 9, 2020, p. 656., doi:10.3390/brainsci10090656.