Twittermania: Understanding how social media technologies impact engagement and academic performance of a new generation of learners

被引:0
作者
Osatuyi B.J. [1 ]
Passerini K. [2 ]
机构
[1] St. John’s University, Queens, NY
来源
Communications of the Association for Information Systems | 2016年 / 39卷 / 01期
关键词
Engagement theory; Performance; Social impact theory; Technology-mediated learning; Twitter;
D O I
10.17705/1cais.03923
中图分类号
学科分类号
摘要
Twitter, a popular micro-blogging service, is increasingly evolving from being a mere chatting platform to a tool that is instrumental in affecting a desired learning and social change among individuals and organizations. Although using Twitter for learning while socializing represents a significant departure from its intended initial function, information systems (IS) researchers should further explore the impact and implications of social media technologies such as Twitter in the educational context. We draws on engagement theory and social impact theory to assess how social media technologies tools can support learning and improve students’ academic outcomes. We present an experiment in which we compared Twitter and a traditional discussion board to academically engage students over a 14-week period. The results show that actively using both Twitter and traditional discussion boards for engagement is related to student performance in the course. Social network analysis suggests that, by using Twitter, the students possibly created shared mental models that led them to engage with the class more, and therefore, better their performance. © 2016 by the Association for Information Systems.
引用
收藏
页码:509 / 528
页数:19
相关论文
共 44 条
[1]  
Alavi M., Marakas G.M., Yoo Y., A comparative study of distributed learning environments on learning outcomes, Information Systems Research, 13, 4, pp. 404-415, (2002)
[2]  
Astin A.W., Student involvement: A developmental theory for higher education, Journal of College Student Personnel, 25, 4, pp. 297-308, (1984)
[3]  
Baker E.L., Gearhart M., Herman J.L., Evaluating the Apple classrooms of tomorrow (SM), Technology Assessment in Education and Training, 1, pp. 173-197, (1994)
[4]  
Barkley E.F., Cross K.P., Major C.H., Collaborative Learning Techniques: A Handbook for College Faculty, (2004)
[5]  
Bloom B., Englehart M., Furst E., Hill W., Krathwohl D., Taxonomy of Educational Objectives: The Classification of Educational Goals, (1956)
[6]  
Borau K., Ullrich C., Feng J., Shen R., Microblogging for language learning: Using Twitter to train communicative and cultural competence, Advances in Web Based Learning-Icwl 2009, pp. 78-87, (2009)
[7]  
Borgatti S.P., Everett M.G., Freeman L.C., Ucinet for Windows: Software for Social Network Analysis, (2002)
[8]  
Bryant S.M., Hunton J.E., The use of technology in the delivery of instruction: Implications for accounting educators and education researchers, Issues in Accounting Education, 15, 1, pp. 129-162, (2000)
[9]  
Butcher K.F., Visher M.G., The impact of a classroom-based guidance program on student performance in community college math classes, Educational Evaluation and Policy Analysis, (2013)
[10]  
Chemers M.M., Hu L.-T., Garcia B.F., Academic self-efficacy and first year college student performance and adjustment, Journal of Educational Psychology, 93, 1, (2001)