Examining the Feasibility of Incorporating Social Media Platforms into Professional Training Programs

Alharbi, M; Warrender, J; Devlin, M

doi:10.5220/0012234100003584

Examining the Feasibility of Incorporating Social Media Platforms into Professional Training Programs

Lookup NU author(s): Malak Alharbi, Dr Jennifer Warrender, Dr Marie Devlin ORCiD

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Abstract

The efficacy of incorporating social media platforms into professional training programs remains uncertain and ambiguous. To optimize the effectiveness of utilizing social media platforms in such programs, it is imperative to comprehend the requirements and influences of instructors and organizations, as well as the preferences and needs of the target audience. This necessitates finding a harmonious balance between leveraging the interactive features of social media and effectively mitigating potential challenges. That is why this research adopts a qualitative case study approach in order to examine the feasibility of incorporating social media platforms into professional training programs. The study involved pre-service instructors from three universities in Saudi Arabia which pursued their studies at the faculty of Computer Sciences and engaged in training courses. The findings of the study indicate that, Twitter emerges as the predominant social media application employed for educational and learning endeavours on a daily basis. The level of belief in the efficacy of social media applications as effective learning environments is substantial. Despite the considerable difficulties individuals encounter in communicating with their peers and professionals during training courses, the individuals involved persist in their efforts. The influence of social media applications on the sharing of learning content with colleagues is significant, indicating a substantial impact. In addition, the utilization of social media applications and the act of sharing content with colleagues have a significant impact on the learning process of pre-service teachers.