Blending Social Media, Learning Theories, and Teachers' Knowledge in Promoting Innovative Pedagogy: SA Private Higher Learning Institutions

Austin Musundire
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Austin Musundire: University of Limpopo, South Africa

International Journal of Digital Literacy and Digital Competence (IJDLDC), 2020, vol. 11, issue 1, 46-61

Abstract: This study was aimed at addressing implementation challenges associated with constant development of educational technologies including use of social media in higher institutions of learning. Results from two focus group interviews each comprising of 10 purposefully sampled facilitators/lecturers from one of the higher learning institutions of learning in the Gauteng province indicated that blending social media, learning theories, and teachers' knowledge is an effective way of promoting innovative pedagogy. Implementation of the partnership staff development model with supportive external and internal monitoring teams as additional intervention strategies ensure a complete blending of social media implementation competencies with pedagogic practices aligned to teaching and learning theories for improved scholarship of teaching learning. In conclusion, a staff development program characterised by collegiality and participation ensures an enhanced teaching and learning process.

Date: 2020
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