Using Twitter™ to drive research impact: A discussion of strategies, opportunities and challenges

Schnitzler, Katy; Davies, Nigel; Ross, Fiona; Harris, Ruth

doi:10.1016/j.ijnurstu.2016.02.004

Cited by 87 publications

(75 citation statements)

References 33 publications

(46 reference statements)

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“…They are userfriendly, inexpensive technologies that can be broadly scaled to include a large number of users (Fischer and Reuber, 2011); however, social media has mixed connotations within academia. Some see social media as a waste of time and effort; some view it as a valuable network for personal interactions (Schnitzler et al, 2016); and others understand it can be a vast instrument of meaningful engagement. For example, three of the authors (J. Brosnan, J. Hoyle, and E. Stafne) had total engagements (clicks + retweets + likes + replies) for 9 months (Jan. to Sept. 2016) totaling 11,098.…”

Section: Symposiummentioning

confidence: 99%

“…Most individual learners do not have access to research literature or the desire to read it. Social media can break down that barrier, providing an accessible format to share information (Schnitzler et al, 2016), and facilitate independent learning. For example, tweeting side-by-side images of a healthy and diseased lima bean (Phaseolus lunatus) with 140 characters of information is likely more accessible than a research article on downy mildew and its' impact.…”

Section: Symposiummentioning

confidence: 99%

“…Retweeting, reposting or forwarding a message posted by another user, is a good way to expand the reach of extension stories from colleagues. In a guide for researchers' Twitter use, Schnitzler et al (2016) recommend engaging in professional conversations and avoiding bias. It is critical to remember the digital footprint left in online engagement and the future implications of publicly expressing a bias.…”

Section: Barriers and Limitationsmentioning

confidence: 99%

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Using Technology to Enhance Extension Education and Outreach

Barton

et al. 2017

hortte

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We held a technology session at the 2016 Annual Meeting of the American Society for Horticultural Science in Atlanta, GA, to provide guidance for technology choices in extension education and an opportunity to learn more about engaging new audiences, including the millennial generation (people born between 1982 and 2000). The use of technology is now an integral part of extension-client interaction. Presenters in the session gave examples of when technologies such as blogs, social media accounts, or web conferencing tools allowed extension personnel to increase engagement with online consumers and ultimately help fulfill extension’s mission of extending knowledge and changing lives. Effective engagement requires both educators and learners to be satisfied with the exchange. It is critical to monitor the quality of these digitally facilitated exchanges as compared with traditional face-to-face interactions. Additionally, it is possible to quantify digital engagement with readily available metrics, such as “retweets” (a reposted or forwarded message) or “likes” (indication an item is appreciated). These allow innovative and substantive reporting to further justify continued use of digital technologies for enhancing client-extension relations.

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Section: Symposiummentioning

confidence: 99%

Section: Symposiummentioning

confidence: 99%

Section: Barriers and Limitationsmentioning

confidence: 99%

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Using Technology to Enhance Extension Education and Outreach

Barton

et al. 2017

hortte

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“…If you have published the hard work has only started 12 . Social media can help build traffic for an article, ensuring that work will be read, spread, and cited beyond the confines of journal web sites 13 .…”

Section: So Far This Editorial Has Looked At the Opportunities Socialmentioning

confidence: 99%

Harnessing Social Media to Network and Share Research

John-Matthews

2016

Journal of Medical Imaging and Radiation Sciences

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“…Schnitzler et al [9] studied how to enhance the research impact for researchers by using Twitter as an empirical study, the results indicated that Microblogging was considered as an effective channel to promote the research impact. Zhang et al [10] conducted a survey of Wechat and applied the structural equation modeling (SEM) method to investigate how to retain network users, and revealed that social value and hedonic value matters considerably in users' continuance intention.…”

Section: Introductionmentioning

confidence: 99%

Evaluating the Dissemination Impact of Social Networks based on an Entropy and Analytic Hierarchy Process Hybrid Model

Wang¹,

Liu²,

Wang³

et al. 2017

Proceedings of the 2017 International Conference on Education Science and Economic Management (ICESEM 2017)

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Abstract-Nowadays, social networks greatly affect people's daily life. However, the need to evaluate the dissemination impact of social networks based on multiple criteria has become a necessity. In this paper, the authors construct an evaluation index system, develop an entropy and Analytic Hierarchy Process hybrid model, and derive the priority among the alternative social networks, including Facebook, Twitter, Snapchat, Wechat and Sina Microblogging, based on the bybrid weight, which is determined by the entropy weight and Analytic Hierarchy Process weight. The results reveal that the impact of social networks is influenced by several key performance indicators, including the number of daily active users (DAU), the growth rate of DAU, the average number of messages released per day, net profit, and market value. The study shed some lights on multi-criteria decision making in social networks.

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Using Twitter™ to drive research impact: A discussion of strategies, opportunities and challenges

Cited by 87 publications

References 33 publications

Using Technology to Enhance Extension Education and Outreach

Using Technology to Enhance Extension Education and Outreach

Harnessing Social Media to Network and Share Research

Evaluating the Dissemination Impact of Social Networks based on an Entropy and Analytic Hierarchy Process Hybrid Model

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