Twitter Use and its Effects on Student Perception of Instructor Credibility

DeGroot, Jocelyn M.; Young, Valerie; VanSlette, Sarah

doi:10.1080/03634523.2015.1014386

Cited by 34 publications

(21 citation statements)

References 23 publications

(46 reference statements)

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“…In line with research on privacy aspects of social media , a number of studies also highlight students concerns over their right to privacy and how these concerns affected their Twitter use (DeGroot et al, 2015;Gonzalez & Gadbury-Amyot, 2016;Rinaldo et al, 2011). With the growing use of the internet for professional purposes, concerns associated with online reputation were also flagged (Cho & Rangel, 2017;Kinnison et al, 2017).…”

Section: Adverse Perceptions and Adoption Obstaclesmentioning

confidence: 99%

“…This created a unique experience that allowed them to interact and collaborate professionally with colleagues outside of their immediate communities (Davis, 2015;Greenhalgh et al, 2016;Munoz, Pellegrini-Lafont, & Cramer, 2014). Studies also report relationship improvement between instructors and students, as the platform promotes open and real-time communication (DeGroot et al, 2015;Diug et al, 2016;Domizi, 2013;Gonzalez & Gadbury-Amyot, 2016;Rehm & Notten, 2016). Furthermore, Twitter goes beyond simply connecting with classmates and support learners to follow and build a community for the purpose of learning.…”

Section: Communities Of Practicementioning

confidence: 99%

“…A number of recent studies have also demonstrated the value, impact, and acceptance of Twitter in the context of education. For instance, Twitter has been reported to increase learning capabilities and communication (Bista, 2015;Carpenter, 2014;DeGroot, Young, & VanSlette, 2015). Similarly, Twitter is deemed helpful in enhancing engagement and collaboration among peers, teachers, and students (Desselle, 2017;Greenhalgh, Rosenberg, & Wolf, 2016;Osatuyi & Passerini, 2016).…”

Section: Introductionmentioning

confidence: 99%

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Use of Twitter across educational settings: a review of the literature

Malik

Heyman-Schrum

Johri

2019

Int J Educ Technol High Educ

100

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The use of social media across the educational landscape is on the rise. Subsequently, the body of research on this topic is vibrant and growing. In this article, we present findings from a review of 103 peer-reviewed scientific studies published over the last decade (2007-2017) that address the use of Twitter for educational purposes across formal and informal settings. The majority of the studies reported in the literature are descriptive case studies carried out with students in North American and European higher education settings. Analysis of these studies signals Twitter as a useful tool for communication due to high accessibility, novelty, and real-time format. Students, teachers, and other stakeholders use it as a pedagogical tool to gain information, interact and engage with each other, participate in their respective communities of interests, and share their insights about specific topics. Moreover, Twitter has the potential to enhance students' learning capabilities as well as improve their motivation and engagement due to its unique features and non-traditional teaching approach. Finally, our analysis advocates for carrying out further empirical studies focusing on digital trace data and inference, particularly in the developing countries.

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Section: Adverse Perceptions and Adoption Obstaclesmentioning

confidence: 99%

Section: Communities Of Practicementioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Use of Twitter across educational settings: a review of the literature

Malik

Heyman-Schrum

Johri

2019

Int J Educ Technol High Educ

100

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“…However, the majority of existing research has focused on adult, higher education (e.g., Deng & Tavares, 2013;Hew, 2011;Jones, Blackey, Fitzgibbon, & Chew, 2010;Junco & Cotton, 2012;Kirschner & Karpinski, 2010;Manca & Ranieri, 2016;Wang, Woo, Quek, Yang, & Liu, 2012), on researcher-initiated interventions (e.g., Puhl, Tsovaltzi, & Weinberger, 2015;Wang et al, 2012), or on the potential of such tools (e.g., DeGroot, Young, & VanSlette, 2015;Labus, Despotović-Zrakić, Radenković, Bogdanović, & Radenković, 2015;Roblyer, McDaniel, Webb, Herman & Witty, 2010;Teclehaimanot & Hickman, 2011). Few studies have investigated the actual, spontaneous use and uptake of these tools by teachers and students in secondary schools.…”

Section: Teacher-student Social Network Technologies Interactionmentioning

confidence: 99%

“WhatsApp, Teacher?” - Student Perspectives on Teacher-Student WhatsApp Interactions in Secondary Schools

Rosenberg

Asterhan

2018

JITE:Research

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Aim/Purpose: In this paper, we analyze the phenomenon of “classroom WhatsApp groups”, in which a teacher and students from a particular classroom interact with one another, while specifically focusing on the student perspective of these interactions. Background: The instant messaging application WhatsApp enables quick, interactive multimedia communication in closed groups, as well as one-on-one interactions between selected group members. Yet, very little is known about the extent, nature, and purposes of these practices, the limitations and affordances, the type of discourse and conflicts that develop in these spaces, and the extent to which it affects teacher-student interactions outside of WhatsApp (e.g., the social climate in class, the teacher’s status, teacher-student and student-student relations), especially from the students’ perspective. Methodology: Our methodology combines questionnaires, personal interviews, and focus groups with Israeli secondary school students (N = 88). Contribution: The present study adds to the expanding body of empirical research on social media use in educational settings by specifically focusing on a heretofore underexposed aspect, namely, secondary school student-teacher communication in the popular instant messaging application WhatsApp. We report on findings from the student perspective and discuss the advantages and limitations of this form of communication sphere, and on the social functions of the different classroom WhatsApp groups in secondary school students’ everyday life. Findings: The combined findings reveal that classroom WhatsApp groups have become a central channel of communication for school-related topics. It is used primarily for organizational purposes (sending and receiving updates and managing learning activities), as well as a means for teachers to enforce discipline. Students mentioned many advantages of WhatsApp communication, such as easy access, the ability to create communities, the ability to safeguard personal privacy, and the communication format (written, mediated, personal, or group). However, they also recognized limitations (i.e., communication overload) and challenged teacher ability to monitor and affect student interactions in social media, even when they are present in these WhatsApp classroom groups. Finally, we report on the role of parallel, sans-teacher WhatsApp groups, which are characterized as back stage discourse arenas that accompany the front stage offline classroom activities and the “official” classroom WhatsApp group. Recommendations for Practitioners: The combined findings of this study indicate how WhatsApp-based, joint teacher-student groups can serve a variety of educational purposes, namely, organizational, instructional, and educational-disciplinary. In addition, and in spite of teachers concerns, students are aware of the challenges inherent to the use of WhatsApp for communication with their teachers. Some of the main characteristics that prevent teachers from using other ubiquitous digital communication media, such as Facebook or Twitter, are not relevant when it comes to WhatsApp. Both teachers and students view WhatsApp as a favored channel of communication because of the low exposure to personal information and minimal invasion of privacy. Future Research: The qualitative methodology of this paper limits the ability to generalize the current findings to other contexts and population groups. Future research should preferably explore the generalizability of our findings to larger sections of teenage populations. It should also explore similarities and differences with other age groups. Finally, the present study was set in a particular country (Israel). Local norms of cellphone use and of appropriate teacher-student interaction, as well as locally developed media domestication patterns, may differ from country to country and/or from one cultural group to another. Future research should then include and compare the current findings with data from different countries and cultures in order to complete the picture.

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“…Likewise, micro-blogging platforms (e.g., Twitter) are used to stimulate student engagement in the classroom. In particular, Twitter enables students to share their thoughts about a discussion topic within 140 characters [13,31,32,47].…”

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confidence: 99%

The Use of Social Media for Blended Learning in Tertiary Education

Chan¹,

Leung²

2016

ujer

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The use of social media facilitates communication and collaboration among users to support the student-centered learning environment. In this study, Twitter was used to support blended learning activities in two university courses. A survey was conducted and the results showed that Twitter was easy to use and it could facilitate knowledge sharing among different learners. However, the text-based communication for a relatively simple exchange hindered the interaction among learners. Moreover, students preferred using social media such as Facebook with a higher degree of popularity.

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Twitter Use and its Effects on Student Perception of Instructor Credibility

Cited by 34 publications

References 23 publications

Use of Twitter across educational settings: a review of the literature

Use of Twitter across educational settings: a review of the literature

“WhatsApp, Teacher?” - Student Perspectives on Teacher-Student WhatsApp Interactions in Secondary Schools

The Use of Social Media for Blended Learning in Tertiary Education

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