Final Reflections: What Have We Learned? (and Still Need to Know)

Wrapping up this journey of reflections on adult learning through social media is both a celebration of what we have discovered and an invitation to keep exploring. Over the past several weeks, each blog post has highlighted a key aspect of this dynamic phenomenon, blending personal experience, theory, and practical observation to explore how digital media reshapes how adults learn.

In one of my posts, I shared my experience learning Microsoft Office hacks through Instagram Reels, a clear example of informal learning that did not occur in a formal course but in spontaneous moments of scrolling. This demonstrated how knowledge can flow accessibly and continuously, like a river, and how learning can thrive outside traditional classrooms (Jenkins, Ito, & Boyd, 2016).

Another reflection examined how race, gender, and representation appear, or are silenced, in social learning spaces. Asking who gets to speak and who is heard pushes us to recognize that these platforms are not neutral. We must reconsider the digital gatekeeping mechanisms embedded in them (Noble, 2018).

I also wrote about the impact of the pandemic, which magnified digital access inequalities, especially for low-income adults, rural learners, and older populations. The so-called “digital divide” goes beyond connectivity; it includes digital literacy and the sense of belonging in online environments (Horrigan, 2016). There is still a long way to go to ensure equitable access to and participation in these learning communities.

Motivation theory was another key theme in my posts. Using Self-Determination Theory (Deci & Ryan, 1985) and Expectancy-Value Theory (Wigfield & Eccles, 2000), we see that adults engage with social media for learning because they find value, autonomy, and a sense of competence. Emerging technologies like AI tutors and virtual reality point to a future of even more personalized and immersive learning experiences.

Through my interactions with classmates like Paris, Adam, Aastha, John, India, and Felipe, I have seen how collaborative reflection and experience-sharing deepen our understanding. We discussed digital detox, digital citizenship, performance assessment in collaborative spaces, and the unique challenges international students face online. These exchanges show that learning happens not just in content, but in the connections we create.

As we close this cycle, I leave a few critical questions for continued thought:

  • How can we ensure online learning communities are inclusive, culturally responsive, and critical?
  • How do we balance the informality of social media with evidence-based educational practices?
  • How can we prevent technological innovation from deepening existing inequalities rather than alleviating them?

We do not have all the answers yet. However, one thing is sure: learning through social media is a living, fluid, and profoundly human practice, and it is only just beginning.

 It was great to share these thoughts with you all so far. I hope we can engage with one another in the future.

See you around!

The Great Gatsby



References

Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. Springer.

Horrigan, J. B. (2016). Digital Readiness Gaps. Pew Research Center. https://www.pewresearch.org/internet/2016/09/20/digital-readiness-gaps/

Jenkins, H., Ito, M., & boyd, d. (2016). Participatory culture in a networked era: A conversation on youth, learning, commerce, and politics. Polity Press.

Noble, S. U. (2018). Algorithms of oppression: How search engines reinforce racism. NYU Press.

Wigfield, A., & Eccles, J. S. (2000). Expectancy–value theory of achievement motivation. Contemporary Educational Psychology, 25(1), 68–81. https://doi.org/10.1006/ceps.1999.1015

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