The goal of Cilliers’ study “Reflecting on social learning tools to enhance the teaching-learning experience of generation Z learners” is to evaluate the social learning tools used in a third-year urban and regional planning curriculum at the North-West University of South Africa. It is founded on the educational philosophies of constructivist theory and socialization.
The comments of Generation Z students who had been exposed to a variety of social media platforms served as the foundation for the empirical inquiry. Based on longitudinal data, the article sought to determine if social learning technologies may enhance student engagement in modern classrooms (Cilliers, 2020). During ten years, it decided the social media tool interests and behaviors of Generation Z students.
Reviews of the literature show that social media and social learning technologies have been more popular during the past ten years. Socialization technologies may become even more critical in upcoming teaching-learning initiatives, given the growing accessibility of social media platforms and the desire of learners to use them. Thus, according to social learning theories, there are many learning opportunities depending on how intellect, culture, and behavior interact with one another to enhance the quality of education (Cilliers, 2020). Social learning technologies can improve education in this way by strengthening the teaching-learning process and increasing access to education by facilitating collaboration and understanding with a variety of stakeholders.
Social learning technologies increase students’ engagement while giving students new chances to develop their own study and research methods. According to the empirical research presented in this paper, socialization technologies not only improve the teaching-learning experience for Generation Z students by considering their types of learners, but they also increase pleasure levels (Cilliers, 2020). Although only WhatsApp was utilized by all the students for academic reasons, all students reported that they had access to public learning technologies. Only 38% of students who stated they had a Facebook account also said they utilized it for educational purposes (Cilliers, 2020). Only 23% of students who said they had an Instagram account indicated that they used it for educational purposes (Cilliers, 2020). The literature research, along with the empirical inquiry detailed in the previous sections, led to the following results and suggestions.
Reference
Cilliers, E. J. (2020). Reflecting on social learning tools to enhance the teaching-learning experience of generation Z learners. Frontiers in Education. Web.