Journal ArticleDOI
The Effect of Twitter on College Student Engagement and Grades
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TLDR
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 is provided.Abstract:
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.read more
Citations
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The relationship between frequency of Facebook use, participation in Facebook activities, and student engagement
TL;DR: Results indicate that Facebook use was significantly negatively predictive of engagement scale score and positively predictive of time spent in co-curricular activities, and some Facebook activities were positively predicting of the dependent variables, while others were negatively predictive.
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The role of social media in higher education classes (real and virtual) – A literature review
TL;DR: This paper summarizes the scholarly writings as well as reviews the findings of empirical investigations on the utility and effectiveness of social media in the higher education class and discusses some limitations.
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Too much face and not enough books: The relationship between multiple indices of Facebook use and academic performance
TL;DR: Using a large sample of college students to examine the relationship among multiple measures of frequency of Facebook use, participation in Facebook activities, and time spent preparing for class and actual overall GPA revealed that time spent on Facebook was strongly and significantly negatively related to overall GPA.
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Heutagogy and Lifelong Learning: A Review of Heutagogical Practice and Self-Determined Learning.
TL;DR: The article provides a basis for discussion and research into heutagogy as a theory for guiding the use of new technologies in distance education and describes the role of Web 2.0 in supporting a heUTagogical learning approach.
Journal ArticleDOI
Measuring student engagement in technology-mediated learning
TL;DR: This review examines existing approaches to measure engagement in technology-mediated learning, identifies strengths and limitations of existing measures, and outlines potential approaches to improve the measurement of student engagement.
References
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Journal Article
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TL;DR: The theory of student involvement as mentioned in this paper can explain most of the empirical knowledge about environmental influences on student development that researchers have gained over the years, and it is capable of embracing principles from such widely divergent sources as psychoanalysis and classical learning theory.
Book
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TL;DR: Chickering is a Distinguished Professor of Higher Education at Memphis State University and a Visiting Professor at George Mason University as mentioned in this paper, and Gamson is a sociologist who holds appointments at the John W. McCormack Institute of Public Affairs at the University of Massachusetts-Boston, and in the Center for the Study of Higher and Postsecondary Education at University of Michigan.
Journal ArticleDOI
Unmasking the Effects of Student Engagement on First-Year College Grades and Persistence
TL;DR: In this paper, the effects of student engagement on first-year college students' persistence and persistence were investigated. But they focused on the first year of a student's education and did not consider the second year.
IMPLEMENTING THE SEVEN PRINCIPLES: Technology as Lever
TL;DR: The AAHE Bulletin first published seven principles for good practice in Undergraduate Education as mentioned in this paper, which were followed by a Faculty Inventory and an Institutional Inventory (Johnson Foundation, 1989) and by a Student Inventory (1990).