How can Educators Use Social Media App Clubhouse to enhance learning

Recently Clubhouse app has created a lot of buzz & hype which are useful basically for teaching and learning processing as a social media app on platform. Clubhouse app is especially a social media platform app which got a lot of talk about it around the world which is an invite-only social media platform that has creating some serious FOMO (Fear of Missing Out) talk (JMIR Medical Education, 2021). From the teaching perspective, this Clubhouse app is proved to be very as a useful way of connecting the students with the teaching community and beyond the boundaries simply allowing the sharing of ideas, feelings, and plans in between them. During the period of remote learning, this app came as an ideal solution to the distant learning process that will stilt the natural conversations in different groups. It’s most basic usage is that it is an audio app only, but the way this app is being used is quite powerful which allows people to listen each other in as chat or join in together (Chang et al. 2021). The Clubhouse app is only available on all the iOS devices at the time of publishing. This audio-only social media app is such an app where the users can also publish their talks or have others listen to them and talk back. As a user of the Clubhouse app, it has been made possible to listen in to a conversation just a bit like being at a TED conference conversation but in case of Clubhouse app one can just raise a hand to join in if got invited (ScienceDirect, 2021). One negative factor is that Clubhouse is useful to teachers only but can also be made useful to students if the users find interest by browsing various groups and finding those people who wish to follow. If the person finds a spot of an interesting talk or any group that relates to certain subject which has been teaching then it can lead towards flagging of students with access to extra research. Clubhouse has invites only for joining, which means one can't just download and start using the app; the person have to find another member who has any invites left to share with that person. The positive impact is that they don't have to be a part of any particular community to join such as teaching (ScienceDirect, 2021).

One can also find different people outside of this app by using other social media platforms where other people might publish their thoughts and work. So if the student is following a teacher on any social media platform like Twitter as an example, the person can find Twitter as medium to use the same handle as on their name in Clubhouse app making the finding process easy (Hanafizadeh et al. 2021). Clubhouse can be downloaded only when one have someone to invite using the email which is used to start the app. Clubhouse can be used by the teachers to engage in a 24/7 staff room facility effectively that is filled with a vast array of various teachers, administrators, artists, scientists, thinkers, businesses, creators, innovators, influencers and many others.

Clubhouse is such a social media app with hotspot where teachers can chat and socialise. Now Clubhouse has turned into one of the biggest selling points where it allows one to listen to different thoughts & views. On other social media app or platforms, choosing the person whom to follow and who can follow anyone and can create echo chambers with members but the settings of Clubhouse is different where one can hear anyone from anywhere worldwide on any topic. Strielkowski (2021) mentioned that in Clubhouse there are separate rooms for relationship advice, how to be a successful person, branding and marketing facilities and advices for first-time house buyers. In Clubhouse app, the teachers use it to apply for listening to interesting conversations of two people or groups about educational content and other subjects too (ScienceDirect, 2021). This conversation can be related to general knowledge of various subject areas, pedagogy, human behaviour where there’s something for everyone. There exists Ed Clubhouse discussion having topics which varies from school culture to curriculum and everything in between them. There presents structured discussions with opportunities to have a debate and questions-answers. KHalatbari and Mozaffari (2021) stated that there are no conferences or face-to-face CPD courses so Clubhouse perhaps satisfies the urge of people to chat through educational content issues with some other interested professionals also.

The Clubhouse app differs from all the other social media apps & platforms, here everything is all about just voice without pictures so the non-image-based element is found to be more appealing to people which increases its usage. According to Chikhi (2021) the idea of connecting every possible educator is not new but the old apps and platforms through which educators finds other educators, share ideas and learning have grown old. In the Clubhouse app in the process of having an in-person conversation or conference and with the energy of an Edcamp process the educators find the audio app which is a new place to connect with the peers from around the world. According to Konhäusner and Seidentopf (2021) Clubhouse has always given very few different ways for the educators to take part in the process of professional development. There are opportunities to join in a separate room and listen to the conversations or start a new chat room with any group of people to talk to them about any topic of the person’s choice in Clubhouse app. The combinations of scheduled chat sessions and impromptu chat rooms that give the feeling to the person of a structured conference room with any of the Edcamp component (SpringerLink, 2021). One of such interesting things about Clubhouse app is that there is chance for the new users who can find it confusing to handle and for that there are many ways of using it and not just one way to use it properly. Being an educator who desires to grow and learn with the help of others, by listening to others who has many benefits, must use the Clubhouse app since it gives the time to reflect on the knowledge that they shared and achieved multiple perspectives from them.

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References

Chang, C.Y., Wu, S.W. and Kuo, H.C., 2021. Nurturing Creativity Through Social Media. Journal of Education Research, (328), pp.44-65.

Chikhi, I., 2021. Financial Influencers and Social Media: The Role of Valuable and Trusted Content in Creating a New Form of Authenticity.

Hanafizadeh, P., Shafia, S. and Bohlin, E., 2021. Exploring the consequence of social media usage on firm performance. Digital Business, 1(2), p.100013.

JMIR Medical Education, 2021. Social Media and Medical Education in the Context of the COVID-19 Pandemic: Scoping Review, available at: https://mededu.jmir.org/2021/2/e25892/

KHalatbari, M. and Mozaffari, A., 2021. Investigating the dimensions of emergence and emergence of club house network in Iran. Media Studies, 15(4), pp.7-18.

Konhäusner, P. and Seidentopf, R., 2021. Digital Marketing Effects of Clubhouse on Crowdfunding in the Context of COVID-19. Journal of Risk and Financial Management, 14(8), p.347.

ScienceDirect, 2021. Exploring the consequence of social media usage on firm performance, available at: https://www.sciencedirect.com/science/article/pii/S2666954421000120

ScienceDirect, 2021. Social Media as a tool to advance Women In Cardiology: paving the way for gender equality and diversity, available at: https://www.sciencedirect.com/science/article/pii/S2589790X21002262

SpringerLink, 2021. Elevating Twitter-Based Journal Club Discussions by Leveraging a Voice-Based Platform: #HemepathJC Meets Clubhouse, available at: https://link.springer.com/article/10.1007/s11899-021-00644-2

Strielkowski, W., 2021. Clubhouse: Yet Another Social Network?. Available at SSRN 3832599.