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Twitter & the Social Media Student

UNCW Global Learning Technology Conference August 10th, 2012 Alan Reid

Alan Reid

on 9 July 2013

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Transcript of Twitter & the Social Media Student

Alan J. Reid
Join the conversation.
College students lead the charge in technology adoption
The Social Media Student
Is eternally plugged in
Technologically fluent
Interacts in real-time
Always accessible
Demands instant feedback
Prefers virtual relationships
Believes in multi-tasking
(Smith, Rainie, & Zickuhr, 2011)
... and they're coming.
1 in 3 students uses social media for educational purposes
96% of students use Facebook
88% of students have texted during class.
25% of students check their phones every single class.
97% of students w/smartphones connect to a social network.
(HackCollege, 2011)
A Mobile Social Media Student
Started in 2006
Largest demographic: 18-24 yr. olds
465 million accounts
175 million tweets/day
1 million accounts added each day
(mediabistro.com, 2012)

Bannert, Maria, Hildebrand, M., & Mengelkamp, C. (2009). Effects of a metacognitive support device in learning environments. Computers in Human Behavior, 25(4), 829-835. doi:10.1016/j.chb.2008.07.002

Dunlap, J. C. & Lowenthal, P. R. (2009). Tweeting the night away: Using Twitter to enhance socialpresence. Journal of Information Systems Education, 20(2).

Garrison, D., Anderson, T., & Archer, W. (2000). Critical thinking in a text based environment: computing conferencing in higher education. The Internet and Higher Education 2(2), 87-105. Retrieved May 18, 2010, from http://www.auspace.athabascau.ca:8080/depace/bitstream/2149/739/1/critical_inquiry_in_a_text.pdf

Gunawardena, C.N., & Zittle, F.J. (1997). Social presence as a predictor of satisfaction within acomputer-mediated conferencing environment. The American Journal of DistanceEducation, 11(3), 8-26. doi:10.1080/08923649709526970

HackCollege.com. (2011, October). Infographic: Generation mobile. Retrieved from http://www.hackcollege.com/blog/2011/10/31/generation-mobile.html

Junco, R., Heiberger, G., & Loken, E. (2011). The effect of Twitter on college student engagement and grades. Journal of Computer Assisted Learning, 27(2), 119–132.

Mediabistro. (2012, February). Just how big is Twitter in 2012? Retrieved from http://www.mediabistro.com/alltwitter/twitter-statistics-2012_b18914

Smith, A., Rainie, L., & Zickuhr, K. (2011, July). College students and technology. Pew Internet Research Group. Retrieved from: http://pewinternet.org/Reports/2011/College-students-and-technology/Report.aspx
Twitter in Academia
The Impact of Twitter
percentage that said Twitter kept them more engaged with their coursework over the course of one semester
percentage of increase in Twitter users' grades during one semester
the amount of increase in engagement scores for the course for Twitter users over one semester
percentage that said Tweets motivated them to think more about the class during that semester
percentage of survey respondents that agreed Twitter is an effective communication device with instructors
(Reid, Houchen-Clagett, & Browning, 2012)
(Junco, Heiberger, & Loken, 2011).
(Junco, et al., 2011).
(Reid, et al., 2012).
(Reid & Prudchenko, 2012).
How Twitter Works
Twitter is a real-time information network
Tweets are limited to 140 characters
Username begins with @
@reply is a directed message to another user.
Hashtags begin with # and categorize Tweets
To "follow" someone is to subscribe to their Tweets.
Your "followers" are those who are subscribed to you. They receive your Tweets.
percentage of students who identified Twitter as the preferred social networking tool in the classroom
(Reid, et al., 2012).
(Dunlap & Lowenthal, 2009).
*data based on 547 Tweets
Twitter as an
support device
"Metacognitive support focuses students' attention on their own thoughts and on understanding the activities they are engaged in during the course of learning...."

Twitter serves as a system for "metacognitive prompts ... where learners are stimulated to activate their own learning heuristics"
(Bannert, Hildebrand, & Mengelkamp, 2009)
Task value, perceptions of ease/difficulty/usefulness.
Goals, self-questioning, learning strategies.
Time/effort management, help-seeking, reminders.
Perceptions towards learning climate, aspects that help/hinder learning.
Creating Lists
Establish clear policies and expectations for online behavior.
Keep personal and academic profiles separate.
Notify administration prior to implementing social media.
Set privacy settings to highest security level.
Model Twitter use as an instructor.
Translate Twitter activity into assessment.
(Dunlap & Lowenthal, 2009; Reid & Prudchenko, 2012)
Faculty express more openness to communicating via social media than do students.
Faculty edge out students when asked if social media is a viable educational tool.
(Reid & Prudchenko, 2012).
Twitter in Academia
(Reid & Prudchenko, 2012).
Students & Faculty check social media accounts daily
50% of students view social media as a fad; 87% of faculty disagree.
Twitter-Specific Projects
Political Science
Follow politicians/government officials and reflect/summarize stances on issues.
Foreign Languages
Locate foreign native speakers and interact.
Natural Sciences
Use mobile devices on an excursion to tweet photos of various observations.
Tweet a thesis for peer feedback, build stories by adding one tweet at a time.
Their Eyes Were Watching God
Twitter assignment
the ability of participants in a community of inquiry
to project themselves socially and emotionally, as ‘real’
people (i.e. their full personality), through the medium of communication being used
Garrison, Anderson, & Archer, 2000
the psychological distance between the
teacher her students.
Gunawardena & Zittle, 1997
Social Presence
Course Satisfaction
Pintrich's four foci of self-regulation
Alan J. Reid
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