LITMIR.BIZ

Скачать книгу

voluntarily used the social site achieved higher grades at the end of the course (Bowman and Akcaoglu 2014). There’s evidence to suggest that using social platforms in courses can aid in comprehension. In one study, the use of Facebook led to undergraduates understanding an increased amount of course content (Hurt et al. 2012). Twitter has also been found to improve grades among students. In a study comparing two large lectures, with one designed to incorporate the microblogging platform, Junco et al. (2013) found “requiring students to use Twitter as part of the course is important in affecting academic outcomes” (p. 284). Social media is becoming a central part of higher education for both digital natives and digital immigrants, whether one was born into the world of digital media or their fingers stumbled upon it later in life.

      References

      1 Al-Samarraie H. (2019). A scoping review of videoconferencing systems in higher education: Learning paradigms, opportunities, and challenges. International Review of Research in Open and Distributed Learning 20 (3): 121–140. https://doi.org/10.19173/irrodl.v20i4.4037.

      2 Berk R.A. (2009). Multimedia teaching with video clips: TV, movies, YouTube, and mtvU in the college classroom. International Journal of Technology in Teaching and Learning 5 (1): 1–21.

      3 Bowman N.D., and Akcaoglu M. (2014). “I see smart people!”: Using Facebook to supplement cognitive and affective learning in the university mass lecture. The Internet and Higher Education 23: 1–8. https://doi.org/10.1016/j.iheduc.2014.05.003.

      4 Fleck B.K.B., Beckman L.M., Sterns J.L. et al. (2014). YouTube in the classroom: Helpful tips and student perceptions. Journal of Effective Teaching 14 (3): 21–37.

      5 Grandoni D. (2013). First YouTube video, “Me At The Zoo,” was uploaded eight years ago, an April 23. HuffPost (23 April).

      6 Gregory P., Gregory K., and Eddy E. (2014). The instructional network: Using Facebook to enhance undergraduate mathematics instruction. Journal of Computers in Mathematics and Science Teaching 33 (1): 5–26.

      7 Hurt N.E., Moss G.S., Bradley C.L. et al. (2012). The “Facebook” effect: College students’ perceptions of online discussions in the age of social networking. International Journal for the Scholarship of Teaching and Learning 6 (2): 1–26.

      8 Junco R., Elavsky C.M., and Heiberger G. (2013). Putting Twitter to the test: Assessing outcomes for student collaboration, engagement and success. British Journal of Educational Technology 44 (2): 273–287. https://doi.org/10.1111/j.1467–8535.2012.01284.x.

      9 Kassens A.L. (2014). Tweeting your way to improved #writing, #reflection, and #community. The Journal of Economic Education 45 (2): 101–109. https://doi.org/10.1080/00220485.2014.889937.

      10 Khan Academy. (2020). A personalized learning resource for all ages. About (9 June).

      11 Lage M.J., Platt G.J., and Treglia M. (2000). Inverting the classroom: A gateway to creating an inclusive learning environment. Journal of Economic Education 31 (1): 30–43. https://doi.org/10.2307/1183338.

      12 Malouff J.M., and Emmerton A.J. (2014). Students can give psychology away: Oral presentations on YouTube. Psychology Learning and Teaching 13 (1): 38–42.

      13 Malouff J.M., and Shearer J.J. (2016). How to set up assignments for students to give oral presentations on video. College Teaching 64 (3): 97–100. https://doi.org/10.1080/87567555.2015.1125840.

      14 Marlow S.L., Lacerenza C.N., and Salas E. (2017). Communication in virtual teams: A conceptual framework and research agenda. Human Resource Management Review 27 (4): 575–589. https://doi.org/10.1016/j.hrmr.2016.12.005.

      15 Rusk M.D. (2000). Video projectors: Media services in the high technology classroom. Community and Junior College Libraries 9 (3): 55–59. https://doi.org/10.1300/J107v09n03_08.

      16 Sheeran N., and Cummings D.J. (2018). An examination of the relationship between Facebook groups attached to university courses and student engagement. Higher Education 76 (6): 937–955. https://doi:10.1007/s10734%E2%80%93018%E2%80%930253%E2%80%932.

      17 Vimeo. (2020). Our passionate community. About (9 June).

Social Media and Civic Engagement in the College Classroom: Reflections on a Social Media Campaign Promoting Diversity and Inclusion

      Drew T. Ashby-King

      Drew T. Ashby-King, MS (University of Tennessee, Knoxville) is a doctoral student and graduate teaching assistant in the Department of Communication at the University of Maryland. Drew’s scholarship focuses on the intersection of instructional, organizational, and intercultural communication. He is interested in understanding student-institutional relationships and how institutional contexts influence classroom communication and student learning and development.

      As an undergraduate student, I thought of social media as a place to share funny videos, connect with family members who lived overseas, and where some posted hurtful messages. During sophomore year, my perspective began to change when I enrolled in a communication course focused on persuasion. This class took a service-learning approach by having students apply theories of persuasion to an anti-hate social media activism campaign. My experience in Dr. Lisa Hanasono’s persuasion class taught me how social media can be used as a tool for civic engagement and activism in the classroom and beyond.

      Social Media in a Persuasive Communication Course

      At the beginning of the semester, the professor announced that we would be actively using social media in class and collectively launching a campaign focused on anti-hate social media activism. As a student, I was excited. I was rarely, if ever, told it was okay to use social sites in class. Hanasono (2017) explains the approach to this course in “Making a difference: A community-based campaign that promotes diversity and inclusion.” Throughout the semester, we used social media during in-class activities, as part of out-of-class assignments, and in our semester-long group project.

As we learned about theories of persuasion, social media posts were often used as examples. Theories would be applied to posts as a way for us, as students, to connect course content to examples present in our own lives. When given the opportunity to use social media during in-class activities, we would search social sites to find posts that were strong examples of what we were discussing in class that day. As the semester progressed, we also wrote persuasive messages that could be posted on different platforms, taking into consideration the features of each (e.g. Twitter’s character restriction) and how theories could be effective or ineffective guides when writing persuasive social media posts based on the unique characteristics of each platform.

      Social media was also central to the activities and assignments outside of the classroom. In small groups, we took what we learned through in-class activities and applied it to our larger assignments. Throughout the semester, we had to persuade our friends and family to engage with our campaign’s social media platforms and ask them to create anti-hate messages that supported the mission of the campaign. Toward the end of the semester, as a summative assignment, each group took charge of posting on one of the campaign’s social media platforms by applying what we learned throughout the semester in a setting that would be viewed by everyone we persuaded to engage with the campaign.

      Reflecting on This Course’s Role in My Academic Success

      Looking back on this experience, I can see the role it played in my learning and

Скачать книгу