Despite the widespread use of social media by students and its increased use by instructors, very little empirical evidence is available concerning the impact of social media use on student learning and engagement. This paper describes our semester-long experimental study to determine if using Twitter – the microblogging and social networking platform most amenable to ongoing, public dialogue – for educationally relevant purposes can impact college student engagement and grades. A total of 125 students taking a first year seminar course for pre-health professional majors participated in this study (70 in the experimental group and 55 in the control group). With the experimental group, Twitter was used for various types of academic and co-curricular discussions. Engagement was quantified by using a 19-item scale based on the National Survey of Student Engagement. To assess differences in engagement and grades, we used mixed effects analysis of variance (ANOVA) models, with class sections nested within treatment groups. We also conducted content analyses of samples of Twitter exchanges. The ANOVA results showed that the experimental group had a significantly greater increase in engagement than the control group, as well as higher semester grade point averages. Analyses of Twitter communications showed that students and faculty were both highly engaged in the learning process in ways that transcended traditional classroom activities. This study provides experimental evidence that Twitter can be used as an educational tool to help engage students and to mobilize faculty into a more active and participatory role.

The Effect of Twitter on College Student Engagement and Grades

Educators and others are interested in the effects of social media on college students, with a specific focus on the most popular social media website-Facebook. Two previous studies have examined the relationship between Facebook use and student engagement, a construct related to positive college outcomes. However, these studies were limited by their evaluation of Facebook usage and how they measured engagement. This paper fills a gap in the literature by using a large sample (N = 2368) of college students to examine the relationship between frequency of Facebook use, participation in Facebook activities, and student engagement. Student engagement was measured in three ways: a 19-item scale based on the National Survey of Student Engagement, time spent preparing for class, and time spent in co-curricular activities. Results indicate that Facebook use was significantly negatively predictive of engagement scale score and positively predictive of time spent in co-curricular activities. Additionally, some Facebook activities were positively predictive of the dependent variables, while others were negatively predictive.

The relationship between frequency of Facebook use, participation in Facebook activities, and student engagement

The role of social media in higher education classes (real and virtual) – A literature review

Student engagement literature review

Too much face and not enough books: The relationship between multiple indices of Facebook use and academic performance

Herein, we present data from two studies of Twitter usage in different postsecondary courses with the goal of analyzing the relationships surrounding student engagement and collaboration as they intersect learning outcomes. Study 1 was conducted with 125 students taking a first-year seminar course, half of who were required to use Twitter while the other half used Ning. Study 2 was conducted with 135 students taking a large lecture general education course where Twitter participation was voluntary. Faculty in Study 1 engaged with students on Twitter in activities based on an a priori theoretical model, while faculty in Study 2 only engaged students sporadically on the platform. Qualitativeanalysesof tweetsandquantitativeoutcomesshowthatfacultyparticipation on the platform, integration of Twitter into the course based on a theoretically driven pedagogical model and requiring students to use Twitter are essential components of improved outcomes.

Putting Twitter to the Test: Assessing Outcomes for Student Collaboration, Engagement and Success.

This chapter explores Facebook.com's current and potential uses for increasing college student involvement. Ideas based on Astin's model of student involvement provide a framework for discussion.

/pdf/have-you-facebooked-astin-lately-using-technology-to-3y5i9o0ftm.pdf

Have You Facebooked Astin Lately? Using Technology to Increase Student Involvement

The Healthfulness of Entrées and Students' Purchases in a University Campus Dining Environment.

Current research supports the role of metacognitive strategies to enhance reading comprehension. This study measured the effectiveness of online versus face-to-face metacognitive and active reading skills lessons introduced by Biology faculty to college students in a nonmajors introductory biology course. These lessons were delivered in two lectures either online (Group 1: N = 154) or face to face (Group 2: N = 152). Previously validated pre- and post- surveys were used to collect and compare data by paired and independent t-test analysis (α = 0.05). Pre- and post- survey data showed a statistically significant improvement in both groups in metacognitive awareness (p = 0.001, p = 0.003, respectively) and reading comprehension (p < 0.001 for both groups). When comparing the delivery mode of these lessons, no difference was detected between the online and face-to-face instruction for metacognitive awareness (pre- p = 0.619, post- p = 0.885). For reading comprehension, no difference in gains was demonstrated between online and face-to-face (p = 0.381); however, differences in pre- and post- test scores were measured (pre- p = 0.005, post- p = 0.038). This study suggests that biology instructors can easily introduce effective metacognitive awareness and active reading lessons into their course, either through online or face-to-face instruction.

https://journals.asm.org/doi/pdf/10.1128/jmbe.v15i1.629

Greg Heiberger

Papers

The Effect of Twitter on College Student Engagement and Grades

Putting Twitter to the Test: Assessing Outcomes for Student Collaboration, Engagement and Success.

Have You Facebooked Astin Lately? Using Technology to Increase Student Involvement

The Healthfulness of Entrées and Students' Purchases in a University Campus Dining Environment.

Examining the delivery modes of metacognitive awareness and active reading lessons in a college nonmajors introductory biology course.