Social Learning in the Digital Age: An Analyze of the Benefits of Twitter Platform from Vygotsky’s Perspective

This study examines the theoretical foundations of Vygotsky’s social constructivist theory of learning and explores its alignment with using Twitter as a pedagogical tool. Utilizing a literature review methodology, the research found three key aspects in which the Twitter platform reconciles with Vygotsky’s theoretical framework: co-construction of knowledge, active learning, and scaffolding. The findings reveal that Twitter positively impacts higher education by enhancing students’ academic achievement, engagement, and reflective practices. Additionally, the platform promotes a sense of community, promoting feelings of belonging and connectedness among students. These findings highlight the potential of Twitter as a supportive tool in contemporary educational settings grounded in social constructivist principles. Among the main takeaways for educational practitioners, are the importance of considering students’ prior Twitter experiences and providing extra resources for those without much experience in the platform, including ways to monitor their progress, along with the importance of integrating the use of Twitter in pedagogically sound manners, focusing on specific learning goals, and leading with clear rules and guidance, making expectations absolutely clear. Other important considerations are focusing on the creation of course designs that are useful for students, using strategies such as the separation of academic and personal accounts, as well as streamlined ways of accessing Twitter outlines and content in general that is posted on the platform.