In today’s hyperconnected world, Social Media Learning has emerged as a powerful form of ubiquitous learning—a type of learning that happens anytime, anywhere, and through everyday digital interactions. This concept refers to the integration of social networking platforms (such as Facebook, X/Twitter, Instagram, YouTube, and TikTok) into learning environments to support collaboration, knowledge sharing, and digital literacy.

Unlike traditional classroom instruction, social media learning fosters peer-to-peer engagement and community-based knowledge creation. Learners become content creators rather than passive recipients of information. According to Kalantzis and Cope (2016), this shift represents a key principle of e-learning ecologies—creating authentic, participatory, and connected learning spaces.

For example, many educators use Facebook Groups or Edmodo communities to extend discussions beyond class hours. In my experience as a teacher, creating a private class group on Facebook for my students encourages them to share reflections, upload creative outputs, and respond to one another’s ideas in real time. Likewise, platforms like YouTube and TikTok are now being used for microlearning—short, focused videos that explain key concepts or showcase student projects.

Social media also promotes over-the-shoulder learning, where students learn by observing peers’ posts, videos, or comment interactions. Through hashtags, reels, or collaborative storytelling, learners engage in informal yet meaningful knowledge exchange that complements formal instruction.

However, effective social media learning requires digital citizenship and guidance. Teachers play a crucial role in modeling responsible online behavior and curating safe digital spaces for collaboration.

Ultimately, Social Media Learning transforms casual scrolling into purposeful learning—turning digital spaces into platforms for creativity, empathy, and collective growth.

📚 References:

Kalantzis, M. & Cope, B. (2016). e-Learning Ecologies: Principles for New Learning and Assessment. Routledge.

Greenhow, C., & Lewin, C. (2016). Social media and education: Reconceptualizing the boundaries of formal and informal learning. Learning, Media and Technology, 41(1), 6–30.