Antecedents and consequences of social media utilization in college teaching: a proposed model with mixed‐methods investigation

Abstract

Purpose -The purpose of this paper is to investigate the antecedents and consequences of social media utilization in teaching by college faculty. Design/methodology/approach -The paper is based on literature review, the author's observations, and qualitative and quantitative information reported by 249 full-time and part-time faculty members.Findings -There are four antecedent factors for social media utilization in teaching: faculty personal social media involvement and personal readiness; external pressures from peers, supervisors, students and their employment; expected benefits; and perceived risks. Two factors are important to assess the consequences of social media utilization in teaching: perceived student satisfaction and student learning outcomes. Research limitations/implications -Data were obtained from only one university. This paper includes only simple statistical analysis, although structural equation analysis is more appropriate for testing the model.Practical implications -The established social media utilization model suggests that the key to solving problems related to social media utilization in teaching is to address faculty's concerns and convince them about the benefits of social media utilization with examples and sound outcomes.Originality/value -This study draws on both past publications and first-hand research; it establishes a social media utilization model about the antecedents and consequences of social media utilization in teaching, and has both qualitative and quantitative data to support the model.

Online access to higher education on YouTubeEDU

“…Although Cao and Hong (2011), Chelliah and Clarke (2011), Kamenetz (2010), and others have mentioned the possibilities of improving online social media, serious research into the potential and consequences of this technology has not been attempted. Universities promote peer review and validate information; the internet promotes information production without validation.…”

Social Networking Media: An Approach for the Teaching of International Business

“…As contrasted with college students, most faculty members are "digital immigrants" (Prensky, 2001). Cao and Hong (2011) encourage the use of social media in higher education, but suggest that it requires research attention. They indicate that there have been no systematic studies that have analyzed both the antecedents and consequences of social media as applied to college teaching.…”

Using social media applications for educational outcomes in college teaching: A structural equation analysis

“…Video blogging can result in gains in grades for undergraduate education (Kiili, Multisilta, Suominen & Ketamo, ). Students who expect real‐time communication with their instructors can find social media tools such as Tweeting, blogging and virtual interactions very satisfying (Cao & Hong, ). In sum, students report their enjoyment in the diverse learning processes using social media applications; and at the same time, they demonstrate satisfying actual achievement of tangible learning outcomes.…”

“…The adoption of social media applications by college students for entertainment and learning is common. College students use various social media applications (Cao & Hong, ; Dahlstrom, ), as it has become an indispensable part of their everyday life for personal and learning purposes. Mobile technologies and smartphones interweave social media in their palms and at their command (Dahlstrom, ).…”