Pedagogical Innovations for the Millennial Sport Management Student: Socrative and Twitter

Abstract

Pedagogical innovation involving smartphone technology paired with complementary applications may offer sport management faculty the opportunity to create an environment of engaging instruction. Technologically enhanced and innovative assignments have the potential to stimulate student interest and critical-thinking skills by presenting new experiences and active learning opportunities via participatory education. Through the discussion of technology integration and pedagogical innovation when teaching millennial students, the purpose of this paper is to provide a conceptual framework—namely, the concerns-based adoption model (CBAM)—to introduce mobile technologies, such as Socrative and Twitter, into the sport management classroom.

Social media in sport management education: Introducing LinkedIn

“…However, the inherent characteristics of social media in terms of networking and content sharing have been noticed by the academic community, and their use in the educational landscape is also on the rise ( Malik et al, 2019 ). Indeed, there is a need and desire to rethink models for teaching and learning and introduce pedagogical innovations in the classroom ( Manning, Keiper, & Jenny, 2017 ). Pedagogical innovation can be viewed as the attitude and process of investigating new ideas, conceptions, proposals, and contributions ( Imbernón, 1996 ), aiming to transform and improve the teaching and learning processes.…”

“…Pedagogical innovation can be viewed as the attitude and process of investigating new ideas, conceptions, proposals, and contributions ( Imbernón, 1996 ), aiming to transform and improve the teaching and learning processes. In this sense, social media offer the opportunity to create learning contexts as well as positive and engaged educational experiences for students ( Manning et al, 2017 ).…”

“…Despite the huge industry interest, there is a clear need for academic literature with a specific focus on LinkedIn. Within the sport management education literature, with the exception of the work of Brown and Pederson (2019) , Twitter is the social media that has generated the most interest (e.g., Brown & Pederson, 2019 ; Feito & Brown, 2018 ; Manning et al, 2017 ; Marr & Dewaele, 2015 ; O'Boyle, 2014 ; Sanderson & Browning, 2015 ). While these studies have focused mainly on providing conceptual frameworks as well as rules and benefits on how and why to use social media in sport management courses, researchers have been asking for additional social media research to establish methodological standards and best practices, as well as with regard to pedagogical experiences ( Lebel, Danylchuk, & Millar, 2015 ; Mayr & Weller, 2017 ).…”

Development and Preliminary Validation of Social Media as an Educational and Professional Tool Student Perceptions Scale (SMEPT-SPS)

“…For its part, O'Boyle [35] examined the practical uses of Facebook and Twitter within a sports-andrecreation-management degree, reporting a high level of student and staff interaction. In addition, Manning et al [36] indicate that social media's educational introduction could lead towards new more-participative educational learning experiences, stimulating student interest and critical thinking. Finally, Zachos et al [37] conducted a review about social-media implementation through higher education indicating that articles analysed confirmed the connection of social media with successful academic outcomes in different educational areas (e.g., support, upgrading of educational processes, co-operation, and performance).…”

#ODU2ODU: Testing the Benefits of a Partnership Between Sport Management Classrooms

“…Students' love of sport-along with growth and innovation of sport-connected careers-have helped sport management, marketing, and communications grow as academic disciplines (Atwater, Borup, Baker, & West, 2017;Costa, 2005;Manning, Keiper, & Jenny, 2017;Pitts, 2001). Like business education, training in sport-related academic fields requires understanding of relevant theory and applied, practical vocational training (Chalip, 2006).…”