Twitter in the Higher Education Classroom: A Student and Faculty Assessment of Use and Perception

Autor/inn/en	Jacquemin, Stephen J.; Smelser, Lisa K.; Bernot, Melody J.
Titel	Twitter in the Higher Education Classroom: A Student and Faculty Assessment of Use and Perception
Quelle	In: Journal of College Science Teaching, 43 (2014) 6, S.22-27 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0047-231X
Schlagwörter	Science Instruction; Social Networks; Telecommunications; Technology Uses in Education; Educational Technology; Teaching Methods; College Faculty; College Students; Teacher Attitudes; Student Attitudes; Technology Integration; College Science; Online Surveys; Instructional Effectiveness; Indiana + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Social network; Soziales Netzwerk; Telekommunikationstechnik; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Unterrichtsmedien; Teaching method; Lehrmethode; Unterrichtsmethode; Fakultät; Collegestudent; Lehrerverhalten; Schülerverhalten; Unterrichtserfolg
Abstract	Social networking has become a prominent communication method in recent years. The objective of this study was to assess social media use and perception of utility in higher education classrooms among faculty, graduate, and undergraduate cohorts. As a case study, Twitter was included into a semester course to disseminate relevant course information and serve as a discussion tool. Overall, students used social media more frequently than faculty. Further, students more readily identified with positive aspects of social media inclusion into courses compared with faculty. We demonstrated that Twitter can be integrated into a classroom to augment content. However, Twitter was perceived as too obtuse for formal discussion interaction. We suggest that although Twitter provides a hub for linking course topics with current news and activities, use for active discussion and feedback should be tempered. (As Provided).
Anmerkungen	National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: http://www.nsta.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10