Ami Dav's Site

Hello everyone!

My name is Amira, and I am currently in my final year of psychology at UVic. I’m excited to share a bit about my educational journey and the various factors have influenced my learning experiences so far.

Social Media and Its Role in Education:

Social media has had a significant impact on various aspects of my life, including my education. Using social media platforms, I am able to connect with peers, share events, and build a sense of community with others at my school (Anderson et al., 2024).

Personally, I have found Linkedin and Instagram to be valuable social platforms to engage and connect with fellow students. Using these platforms, I can easily form study groups and share learning materials with my classmates. 

When used constructively, social media can enhance learners’ engagement by allowing students to share ideas, collaborate, and interact with others in real-time, For example, live online discussions or video calls related to educational topics can broaden students’ perspectives and allow students to engage with diverse voices (Robertson, 2023). That being said, there are challenges to social media discussions. Distractions, misinformation, and cyberbullying can create barriers, undermining the positive effects of online learning (Lahti et al., 2024). Therefore, these factors must be monitored carefully to promote productive engagement with social media platforms. If problematic barriers are addressed, social media can be a powerful tool for enhancing education.

Personalized Learning and Digital Literacies:

Personalized learning has kept me motivated by allowing me to explore subjects at my own pace. For example, online educational videos often include settings which allow students to view transcripts or adjust video speed for improved clarification. Both of these factors have greatly improved my understanding of course content and allowed me to engage with learning material using methods that would not be possible in a traditional in-person lecture.

Improving digital literacy skills has also greatly enhanced my ability to navigate online resources as it helps me evaluate the credibility of online sources. For example, I often use the UVic Libraries page to find peer-reviewed articles from credible sources to support my studies.

Digital Identity and Online Presence:

I actively manage my digital identity by curating my social media profiles to reflect my academic interests and professional goals. For instance, I use LinkedIn to connect with professionals in my field and showcase my professional achievements. I’m also mindful to keep my Instagram account private to maintain boundaries. Managing a positive online presence is important to me, especially when it comes to professional opportunities. I avoid sharing any content that could negatively impact how I’m perceived by potential employers or collaborators. Maintaining this balance ensures that my online presence reflects my values and aspirations.

Navigating and Using Online Platforms Ethically:

Learning how to manage digital platforms effectively is a continuous process as each social media platform comes with its own set of challenges. It is important to practice ethical behaviour online as the information we share can have lasting impacts on ourselves and others. I’ve learned to be mindful of privacy settings and avoid posting content that could harm others or myself. Using online platforms ethically can benefit society by creating a positive online community where respect, trust, and responsible sharing are normalized.

To conclude, the integration of social media and online learning has made a significant positive impact in my educational experiences. By embracing these tools responsibly, I’ve been able to enhance my understanding of course content. I look forward to learning new ways to navigate these topics throughout this course.

References:

Anderson, K. C., Albinsson, P. A., & Ducarroz, C. (2024). Peer‐to‐peer community on social media: An exploratory cross‐cultural study. Journal of Consumer Behaviour, 23(3), 1285–1306. https://doi.org/10.1002/cb.227

Lahti, H., Kokkonen, M., Hietajärvi, L., Lyyra, N., & Paakkari, L. (2024). Social media threats and health among adolescents: evidence from the health behaviour in school-aged children study. Child and Adolescent Psychiatry and Mental Health, 18(1), 62–17. https://doi.org/10.1186/s13034-024-00754-8

Robertson, R. (2023). A critical race theory analysis of transnational student activism, social media counter-stories, and the hegemonic logics of diversity work in higher education. International Journal of Qualitative Studies in Education, 36(5), 900–917. https://doi.org/10.1080/09518398.2021.1885073