Social Media Infusion Instructional Design Model: A Connectivism-based Model to Improve Preservice Teachers’ Research Skills

Abstract

Research skills (RSs) are essential competencies for in-service teachers to respond effectively to contingencies occurring within educational contexts. A research skill-based learning continuum shaped within a modern and interactive environment, such as social media-supported learning, is necessary to develop preservice teachers’ (PSTs’) RSs. Despite the growing research on social media–based learning, a critical gap remains regarding the implementation of social media-based instructional design (ID) models specifically aimed at systematically developing PSTs’ RSs. This paper analyzed the effect of a connectivism-based ID model on improving PSTs’ RSs. The Social Media Infusion (SMI) ID model was developed for the research intervention. This study involved 57 PSTs. A non-equivalent control group pretest–posttest design was employed, involving intact groups of PSTs in an experiment (N=27) and a control (N=30) groups. To analyze the ID model’s effectiveness in improving PSTs’ RSs, questionnaires were used to measure perceived RSs, while rubrics were developed and employed to assess RS development and levels. Statistical analysis, including a Sign Test, Friedman’s Ranking Test and Post hoc Pairwise Comparisons were conducted to evaluate the ID model’s effectiveness, supported by descriptive comparisons of PSTs’ RSs between the experiment and control groups. The results showed that the SMI ID model is effective in improving PSTs’ RSs. The study offers a connectivism-based ID model for integrating social media into higher education learning environments. The study highlights the importance of continuous formative evaluation and structured learning autonomy in improving RSs.