Social media at the university: a demographic comparison

Abstract

PurposeThe purpose of this paper is to examine faculty and student responses to questions regarding their use of social media and to determine possible demographic differences.Design/methodology/approachA web‐based quantitative survey format utilizing multiple choice and matrix type questions was selected for this research.FindingsBoth faculty and students are active users of social media. Some distinct demographic differences were found but they did not always match expected results.Research limitations/implicationsThe nature of a multiple‐choice survey creates some limitations although it also makes it easier to obtain responses from a broad range of individuals. The responses to this survey indicate some interesting demographic results particularly related to gender differences (or lack of) with the students and faculty, as well as the differences between the two groups even when comparing the same ages. Additional research could help to explain these differences.Practical implicationsThis environmental scan can aid the library in determining potential social media to use to provide service to the campus.Originality/valueThe paper confirms that students and faculty are avid users of some, but not all, social media and the study raises some interesting questions regarding the differences between faculty and students.

Faculty Usage of Social Media and Mobile Devices: Analysis of Advantages and Concerns

“…Every faculty member, regardless of gender or academic rank, who responded to the survey, seems to be in general agreement concerning the pros and cons of using social media in the classrooms. While some research has supported the argument that there is a difference between the genders when it comes to the use of technology and the Internet, and more specifically, social media (Agbatogun, 2013;Huang et al, 2013;Ruleman, 2012), this study did not find evidence to support that finding. However, this study does concur with Kim et al (2011) andAgbatogum (2013), who found no significance relation between the use of social media, gender and academic rank.…”

“…Thus, it seems that females are more likely to use communication social tools (e.g., Facebook) than males as reported by Rovai and Baker (2005) and Ruleman (2012). Ruleman also found, contrary to traditional thought, that older faculty (61+), both male and female, use social media more than the middle-aged group (45-60).…”

“…However, these variables have not been fully investigated and, therefore, should be explored further to determine if a relationship exists among gender, rank, and social media usage in college teaching. Some research has supported the argument that there is a difference between the genders when it comes to the use of technology and the Internet in general and social media in particular (Agbatogun, 2013;Huang, Hood, & Yoo, 2013;Ruleman, 2012) while others did not find generational differences regarding the use of technology (Kim, Kwon, & Cho, 2011;Sahin & Thompson, 2007).…”

The impact of using Mobile Social Network Applications on Students’ Social-Life

“…International Journal of Instruction, April 2018 • Vol.11, No.2 were some research findings contradicted this result, Ruleman (2012) suggested that females are more likely to use communication social tools (e.g., Facebook) than males. It is clear from Table 4 that there was a significant difference in the scores for undergraduate and postgraduate students for MSNAs usage in social life (t=-3.35, p<0.05) in favour of postgraduate students.…”

The Potential for Facebook Application in Undergraduate Learning: A Study of Jordanian Students

“…Firstly, and with regard to motivations for using Facebook, social relationships were the most important motivation for use, followed by entertainment Hussain, Gulrez, & Tahirkheli, 2012;Moradabadi, Gharehshiran, & Amrai, 2012). Secondly, and in relation to frequency of use, a large proportion of students used Facebook on daily basis or logged in several times a day (Hrastinski & Aghaee, 2012;Hussain et al, 2012;Ruleman, 2012). The minimum time spent on site was 10 minutes, while the maximum time was 100 minutes (Kalpidou, Costin, & Morris, 2011).…”