Social media as a student response system : new evidence on learning impact

The ubiquitousness of social media renders it a potentially powerful tool in higher education. This study explores the use of Twitter as a tool to enhance active learning and improve feedback during large-sized lectures. Students in a final-year undergraduate accounting course at an Australian unive...

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Vydané v:Research in learning technology Ročník 26; číslo 2018; s. 1 - 29
Hlavný autor: Liu, Chelsea
Médium: Journal Article
Jazyk:English
Vydavateľské údaje: Jarfalla Association for Learning Technology 01.01.2018
Predmet:
Accounting education
Active learning
Classroom response systems
College Students
Communication
Course Content
Educational technology
Elections
Feedback
Flipped classroom
Higher education
Interactive learning
large lectures
Learner Engagement
Learning experience
Learning Processes
Lecture method
Marketing
Pedagogy
Social Media
Social networks
Student participation
student response system
Student response systems
Studies
Surveys
Teaching
Twitter
University students
User behavior
Web 2.0
Australia
New York
United States > US
ISSN:2156-7077, 2156-7069, 2156-7077
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Abstract The ubiquitousness of social media renders it a potentially powerful tool in higher education. This study explores the use of Twitter as a tool to enhance active learning and improve feedback during large-sized lectures. Students in a final-year undergraduate accounting course at an Australian university engaged in Twitter-based synchronous activities, including answering in-lecture quizzes and posting questions. This study explores two key questions: (1) 'what encourages students to actively utilise social media in their learning process?' and (2) 'what pedagogical advantages are offered by social media in enhancing students' learning experiences?' Results of a student survey administered at the end of the course show that (1) students are more likely to participate in in-lecture Twitter activities if they are familiar with the technology, (2) Twitter activities encourage students to participate in active learning, (3) Twitter provides a platform enabling two-way student-instructor communication and (4) students find Twitter activities helpful regardless of whether they attend the lecture in real time or view online lecture recordings. These findings deepen our understanding of the pedagogical benefits of using Twitter as a student response system, which will assist educators to better harness the power of social media in the learning-teaching process. [Author abstract]
AbstractList The ubiquitousness of social media renders it a potentially powerful tool in higher education. This study explores the use of Twitter as a tool to enhance active learning and improve feedback during large-sized lectures. Students in a final-year undergraduate accounting course at an Australian university engaged in Twitter-based synchronous activities, including answering in-lecture quizzes and posting questions. This study explores two key questions: (1) ‘what encourages students to actively utilise social media in their learning process?’ and (2) ‘what pedagogical advantages are offered by social media in enhancing students’ learning experiences?’ Results of a student survey administered at the end of the course show that (1) students are more likely to participate in in-lecture Twitter activities if they are familiar with the technology, (2) Twitter activities encourage students to participate in active learning, (3) Twitter provides a platform enabling two-way student–instructor communication and (4) students find Twitter activities helpful regardless of whether they attend the lecture in real time or view online lecture recordings. These findings deepen our understanding of the pedagogical benefits of using Twitter as a student response system, which will assist educators to better harness the power of social media in the learning–teaching process.
The ubiquitousness of social media renders it a potentially powerful tool in higher education. This study explores the use of Twitter as a tool to enhance active learning and improve feedback during large-sized lectures. Students in a final-year undergraduate accounting course at an Australian university engaged in Twitter-based synchronous activities, including answering in-lecture quizzes and posting questions. This study explores two key questions: (1) 'what encourages students to actively utilise social media in their learning process?' and (2) 'what pedagogical advantages are offered by social media in enhancing students' learning experiences?' Results of a student survey administered at the end of the course show that (1) students are more likely to participate in in-lecture Twitter activities if they are familiar with the technology, (2) Twitter activities encourage students to participate in active learning, (3) Twitter provides a platform enabling two-way student-instructor communication and (4) students find Twitter activities helpful regardless of whether they attend the lecture in real time or view online lecture recordings. These findings deepen our understanding of the pedagogical benefits of using Twitter as a student response system, which will assist educators to better harness the power of social media in the learning-teaching process. [Author abstract]
Author Chelsea Liu
AuthorAffiliation University of Adelaide. Business School
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Cites_doi 10.1177/0273475315593380
10.1080/1369118X.2011.587882
10.1080/1369118X.2013.782328
10.1111/j.1467-8535.2011.01251.x
10.1080/1369118X.2012.756050
10.1017/CBO9781139198752
10.1177/0273475311410845
10.1080/15391523.2014.925701
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SubjectTerms Accounting education
Active learning
Classroom response systems
College Students
Communication
Course Content
Educational technology
Elections
Feedback
Flipped classroom
Higher education
Interactive learning
large lectures
Learner Engagement
Learning experience
Learning Processes
Lecture method
Marketing
Pedagogy
Social Media
Social networks
Student participation
student response system
Student response systems
Studies
Surveys
Teaching
Twitter
University students
User behavior
Web 2.0
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