This also appears in my working annotated bibliography pages.
Tess, P.A. (2013). The role of social media in higher education classes (real and virtual) – A literature review. Computers in Human Behavior, 29.
In this review article, Tess discusses articles published prior to 2012 that discuss social media in higher education classrooms. Tess found that most of the articles published about social networking sites in the classroom relied on surveys and questionnaires for evidence of outcomes.
While a bit dated in 2016 (year of my posting), his concluding question still stands up 4 years after data collection. Tess asks “Can the same affordances of social networking sites that support individual level use, commend the integration of SNSs into the higher education class?” (p. A66). This question continues to be researched. I continue to grapple with this question when I assign not just SNSs as required technology for the course, but with Web 2.0 technologies (such as Word Clouds and Infographics), and with the learning management system.
This is also a very complex question – do instructors use SNSs in similar ways that influence how a site is assigned? I’ve discussed Twitter with various colleagues, many implement the tool in their classrooms very differently than I do while our learning goals are similar. So in asking if individual level use can be integrated into the higher ed classroom, the researcher also needs to consider practices associated with the SNSs realizing practices are not uniform across users.
It’s this question that I want to focus on here. When I assign Twitter to students, I build the assignment as a “Live Tweeting Class Notes” and “Live Tweeting Reading Notes” assignment, that also requires engagement with peers in the course hashtag. Have I just recreated the discussion board differently? I drew on ideas of Writing about Writing in developing this assignment, where students write informally about their own writing and learning.
What I know so far:
- students are writing about writing
- students are practicing writing for a known audience
- students are writing in a shorthand form that must convey an argument (elevator pitch)
- students are more engaged
- favorite created hashtag so far #drphelpmegetthatdegree
Next steps –
- beyond surveys and questionnaires, how can I measure the effectiveness of Twitter in the classroom?
- is there a measured difference based on major? Now that I’m teaching a junior level writing with next to no English majors – how does this space help students further along in their majors write about writing?