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Purpose—the focus of this article is the role of social media in adult education and their impact on adult students in regards to their educational needs and specific personal situations within the frame of the learning partnership project. The Grundtvig learning partnership project "Institutional Strategies Targeting the Uptake of Social Networking in Adult Education (ISTUS) is an international partnership that includes partners from 7 EU countries. The aim of the research presented in this paper is to define cases of the uptake of technologies and applications by MRU students; thus, the objectives of the research are 1) to review literature pertaining to the field of social media in adult education context and 2) to analyse the respondents' insights as regards learning/teaching practices, resources, and facilities that affect their learning in relation to social networking and media use (taking into consideration both personal and educational perspectives). Design/methodology/approach—the research paper adopts qualitative research approach. Findings—students perceive SM mainly as online communication means (usually informal communication is implied). SM is firstly associated by learners with pastime venue, not educational resource. Thus, methods of teaching/learning in SM and with the help of SM have to be developed and improved. They have to be considered in line with the necessity to develop critical and reflexive thinking skills and media and information literacy skills. The respondents have pointed out both positive and negative aspects of social media use for learning/teaching. Creation of an inner institutional SM type involving qualified people with expertise in SM use for education has been suggested. Research limitations/implications—this article is focused only on the attitudes of MRU students though 105 interviews in total have been conducted within the framework of the project and not only students, but also teachers and administration have been interviewed. Practical implications—From the practical perspective, this research is a starting point for further investigation encompassing findings of all partners of the project. In addition, it provides insights into potential venues for improvement of the teaching methodology in the context of networked studies. Originality/Value—the research is particularly valuable since it is an important step to deeper insights into the existing situation, needs, tendencies, different attitudes and research issues important in the investigated context and developmental tendencies of education in contemporary society. The investigated theme adds to the existing studies of networked education that requires substantive and comprehensive investigations. ; Straipsnyje tiriama socialinių medijų įtaka suaugusiųjų švietime ir analizuojamas studentų požiūris į socialinių medijų naudojimą. Literatūros apžvalga atlikta remiantis projekto dalyvių sukaupta informacija apie socialinių tinklų ir socialinių medijų naudojimo švietime tyrimus, kurie archyvuojami projekto tinklaraštyje. Projekte ir šiame tyrime socialinės medijos apibrėžiamos kaip platus terminas, apimantis potencialiai neribotą interaktyvių interneto įrankių skaičių; šie įrankiai ir jų teikiamos galimybės įgalina socialinį bendravimą ir vartotojų kuriamo turinio sklaidą. Kalbant apibendrintai, šiuolaikiniai mokslininkai ir praktikai, susiduriantys su dinamiškai besivystančiomis socialinėmis medijomis ir jų poveikiu studijoms ir mokymosi fenomenui, pabrėžia, kad populiariausios mokymosi teorijos edukaciniame kontekste jau nebepaaiškina besikeičiančio mokymosi pobūdžio dėl didžiulio technologijų poveikio mokymosi procesui. Straipsnio teorinėje dalyje apžvelgiami mokslininkų siūlymai pažvelgti į šiuolaikinį mokymąsi iš kitokių perspektyvų, nei siūlo tradicinės teorijos, ir pastebėti kliūtis, kurios trukdo švietimo įstaigoms suvokti, kokios reikšmingos tampa socialinės medijos šiuolaikiniam besimokančiajam. Straipsnyje aprašomas nedidelės apimties kokybinis tyrimas, vykdytas Mykolo Romerio universitete: apklausta 15 dėstytojų, administracijos darbuotojų ir studentų. Šio straipsnio uždaviniai yra apžvelgti turimus tyrimus ir pateikti 5 MRU studentų interviu kokybinę analizę. Studentai socialines medijas pirmiausia suvokia kaip neformalios, kasdienės komunikacijos priemones, kurias taip pat naudoja ir kai kuriems studijų tikslams. Socialinių medijų naudojimas švietime ir aukštojo mokslo studijų procese yra aktualus tyrimo laukas. Tyrimo rezultatai leistų suvokti, kaip galima tobulinti socialinių medijų naudojimo studijose metodus. Pravartu būtų sukurti institucijos socialinių medijų tipą, kurio kūrime ir naudojime dalyvautų patyrę žmonės, galintys pagerinti mokymo(si) procesą. Be to, būtina ugdyti ir vystyti studentų kritiško ir refleksyvaus mąstymo bei medijų ir informacinio raštingumo įgūdžius.

One of the aims of university education is to prepare an independent researcher who is able to process and manage information flow and think critically. The task of making an oral presentation is very effective in developing indispensable professional skills and English for Specific Purposes (ESP) skills. In addition, it allows an ESP teacher to combine autonomous learning with social interaction in the classroom. The object of the research is focused on the ESP teaching/learning. This object has been chosen due to its importance and relevance in the overall academic setting as well as for the formation of individual professional skills of students. The main question raised in the research is how presentation preparation task and its outcomes add up to the improvement of professional skills. Thus the research was carried out aiming to reveal that preparation for a presentation stimulates learner independence (autonomy), the follow-up tasks (prepared by students) and discussion enhance social interaction and students gain valuable research skills. As a research tool a questionnaire was designed to obtain both quantitative and qualitative data. The main questions addressed were: (1) how does preparation for a presentation stimulate learner independence (autonomy)? (2) how do the follow-up tasks and discussion enhance social interaction? and (3) what skills do students gain while implementing the task? The research proved that preparation for a presentation and the subsequent performance supplemented by language use tasks designed by students themselves (i) catalyse learner independence (autonomy), (ii) assist the learner and his group mates in acquiring indispensable scientific research skills and ESP skills, and (iii) develop critical thinking. ; Vienas iš universitetinio mokymo tikslų – parengti savarankišką mokslininką tyrėją, kuris sugebėtų kritiškai mąstyti ir valdyti informacijos srautus. Parengti pristatymą tam tikra tema yra veiksminga užduotis, tobulinanti kalbinius ir profesinius studentų gebėjimus bei leidžianti dėstytojui taikyti savarankiško mokymosi ir socialinės komunikacinės sąveikos metodus. Remiantis teorinėmis prielaidomis, buvo iškelti klausimai: (1) Kaip pasirengdamas pristatymui ir parengdamas užduotis studentas tobulina savarankiško mokymosi įgūdžius? (2) Kaip sukuriamas palankus socialinis komunikacinis kontekstas ? (3) Kokių įgūdžių studentai įgyja, kaip juos patobulina? Ieškant atsakymų buvo sudarytas klausimynas, kurio tikslas buvo gauti kiekybinius ir kokybinius duomenis. Tyrimu atskleista, kaip parengiant pristatymą pagerinamas mokymo( si) procesas ir kokie veiksniai turi įtakos savarankiškam akademiniam mokymuisi, analizuojant informaciją, lavinant kritiško mąstymo įgūdžius.

The COVID-19 pandemic has prompted a unique global experience, arousing both exclusionary nationalistic and inclusionary responses of solidarity. This article aims to explore the discursive and linguistic means by which the COVID-19 pandemic, as a macro-event, has been translated into local micro-events. The analysis studies the global pandemic through the initial statements of 29 leading political actors across four continents. The aim is to examine discursive constructions of solidarity and nationalism through the social representation of inclusion/exclusion of in-, out-, and affiliated groups. The comparative analysis is based on the theoretical and methodological framework of the socio-cognitive approach to critical discourse analysis and is informed by argumentation theory and nationalism studies. The results of our analysis suggest that leaders have constructed the virus as the main outgroup through the metaphors of the pandemic-as-war and the pandemic-as-movement which have entered the national space. Faced with this threat, these speeches have discursively constructed the nation-as-a-team as the main in-group and prioritized (1) a vertical type of solidarity based on nationhood and according to governmental plans; (2) exclusionary solidarity against rule-breakers; (3) horizontal solidarity that is both intergenerational and among family members, and (4) transnational solidarity. It is not by chance that the world stands as a relevant affiliated group that needs to forcibly collaborate in order to face the main outgroup, the virus itself. A major consensus has been found in constructing the out-group. In contrast, the linguistic and discursive constructions of in-groups and their affiliates display a greater variation, depending upon the prevalent discursive practices and social context within different countries.

The COVID-19 pandemic has prompted a unique global experience, arousing both exclusionary nationalistic and inclusionary responses of solidarity. This article aims to explore the discursive and linguistic means by which the COVID-19 pandemic, as a macro-event, has been translated into local micro-events. The analysis studies the global pandemic through the initial statements of 29 leading political actors across four continents. The aim is to examine discursive constructions of solidarity and nationalism through the social representation of inclusion/exclusion of in-, out-, and affiliated groups. The comparative analysis is based on the theoretical and methodological framework of the socio-cognitive approach to critical discourse analysis and is informed by argumentation theory and nationalism studies. The results of our analysis suggest that leaders have constructed the virus as the main outgroup through the metaphors of the pandemic-as-war and the pandemic-as-movement which have entered the national space. Faced with this threat, these speeches have discursively constructed the nation-as-a-team as the main in-group and prioritized (1) a vertical type of solidarity based on nationhood and according to governmental plans; (2) exclusionary solidarity against rule-breakers; (3) horizontal solidarity that is both intergenerational and among family members, and (4) transnational solidarity. It is not by chance that the world stands as a relevant affiliated group that needs to forcibly collaborate in order to face the main out- group, the virus itself. A major consensus has been found in constructing the out-group. In contrast, the linguistic and discursive constructions of in-groups and their affiliates display a greater variation, depending upon the prevalent discursive practices and social context within different countries.

The COVID-19 pandemic has prompted a unique global experience, arousing both exclusionary nationalistic and inclusionary responses of solidarity. This article aims to explore the discursive and linguistic means by which the COVID-19 pandemic, as a macro-event, has been translated into local micro-events. The analysis studies the global pandemic through the initial statements of 29 leading political actors across four continents. The aim is to examine discursive constructions of solidarity and nationalism through the social representation of inclusion/exclusion of in-, out-, and affiliated groups. The comparative analysis is based on the theoretical and methodological framework of the socio-cognitive approach to critical discourse analysis and is informed by argumentation theory and nationalism studies. The results of our analysis suggest that leaders have constructed the virus as the main outgroup through the metaphors of the pandemic-as-war and the pandemic-as-movement which have entered the national space. Faced with this threat, these speeches have discursively constructed the nation-as-a-team as the main in-group and prioritized (1) a vertical type of solidarity based on nationhood and according to governmental plans; (2) exclusionary solidarity against rule-breakers; (3) horizontal solidarity that is both intergenerational and among family members, and (4) transnational solidarity. It is not by chance that the world stands as a relevant affiliated group that needs to forcibly collaborate in order to face the main outgroup, the virus itself. A major consensus has been found in constructing the out-group. In contrast, the linguistic and discursive constructions of in-groups and their affiliates display a greater variation, depending upon the prevalent discursive practices and social context within different countries.