Abstract
Professional learning networks that utilize various social media platforms have sprung up among teachers, including in Indonesia. Social media-based professional learning networks are an alternative way of formally dealing with multiple limitations of teacher professional development in Indonesia. The research investigates 504 teachers’ experience in social media-based professional learning networks and their reasons for engaging. This study uses a mixed method with a sequential explanatory approach. Data was collected using questionnaires and in-depth interviews, and then the data was analyzed quantitatively and qualitatively. The results show that the teachers’ level of experience engaged in social media-based professional learning networks has yet to demonstrate the maximum level of each element of professional learning network experiences. Teachers’ reasons to be engaged in social media-based professional learning networks are to facilitate the learning process of teachers according to their needs, place them in equal roles and positions, provide opportunities for sharing and collaboration, emphasize learning strategies from fellow teachers, inspire good practices that have an impact on students, and encourage them always to reflect. Harmonizing the reasons with the learning experiences developed in social media-based professional learning networks can be an alternative way to increase professional learning network experiences for teachers.
Keywords: Learning Networks, Professional Experiences, Social Media, Teacher Development.