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Reflection of social media in adult education context in international projects

Social media (SM) are considered as a particularly popular means to ensure the attractiveness of learning. SM usability and possibilities in adult education is viewed from the perspective of teachers and learners positions. Worldwide SM inseparable from the learners, as the most popular communication and information dissemination tools. Transmission of information and communication opportunities, professional development – these are the main factors determining the success of SM use in adult education. As communication is an integral part of education, teachers, professors, arise the question how to use SM more efficient in training and learning process. Worldwide and Lithuanian researchers analyze SM classification, impact on adult education, business and the public sector: Lev Manovich (2009), B. Peters (2009), AM Kaplan and M. Haenlein (2010), Fernandez-Villavicencio, N. (2010),. Pečiulis Z. (2011, 2014), Gudonienė V. (2011), Nevinckaitė L. (2011) and many other authors. They make the findings that the SM are undoubted popular and their use in business or in any other economic sector nowadays is indispensable. SM are a web based tools that allow consumers to become active creators of content, they allow users to interact with each other, to create an information and make an exchange of information. Adult learners need to feel meaningful and to understand the benefits of the SM in communication, because it is directly linked to use of SM in different areas of education. Adult teachers using SM as an innovative teaching method can motivate learners to register in SM environments and participate in discussions sharing their knowledge. For example, a Facebook profile, rich in news, discussions. Professional profiles in particular encourage excel in learners / teachers professional fields, encourage learning through experience.

Adult educators using SM as an innovative teaching method can motivate learners to register in SM environments and participate in discussions sharing their knowledge. For example, a Facebook profile, rich in news, discussions. Professional profiles in particular encourage excel in learners / teachers professional fields, encourage learning through experience and work-based learning.

Adults‘ desire to learn from the experience promotes and extends the opportunity to work and be connected to a world of information. Such training / learning is without the hierarchy, and can be connected to the network constantly, in addition, it is attractive to learn through computer games, because it facilitates the absorption of knowledge.

Authors Vaičiūnienė V. ir Mažeikienė V. (2012) in their article Social media in adult education: insights gained from Grundtvig learning partnership project “Institutional strategies targeting the uptake of social networking in adult education (ISTUS)“ (project No  2011-1-DE2-GRU 06-077981) overviewed social media impact on adult learners needs in specific personal learning situations. The article was written within the framework of the project partnership, according to research conducted at Mykolas Romeris University. Main survey questions were – why to use the SM? What are the examples of the use of SM? What effect SM for work and learning? What kind of abilities and skills can be provided by the SM?

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Vilhelmina Vaičiūnienė
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