Applying Social Media Research Methods in Geography Teaching: Benefits and Emerging Challenges?

Abstract

Students embody themselves within social media platforms and (re)craft their identities within social media platforms. These interfaces enable students to think critically regarding human geographic issues online and raise awareness of their positionalities in using ever-changing technology. This paper analy-ses how social media research can be developed into pedagogy, in relation to research that uses WhatsApp and Twitter as research methods to explore issues around identity within Eurovision Song Contest fandom. It argues that higher education institutions need to be continuously aware of the increasing need for digital integration into undergraduate geography teaching, fieldwork and pedagogy.

From Post to Spatial Information: Social Network Twitter as a Data Source in Geography Research

“…Bu durum adına önemli bir gelişme çeşitli üniversitelerin (James Madison Üniversitesi, ABD; Wisconsin-Madison Üniversitesi, ABD; Manchester Metropolitan Universitesi, İngiltere) coğrafya bölümlerinde sosyal medya-coğrafya ilişkisine ve sosyal medya verilerinin derslerde kullanımına yönelik ilginin artış göstermesidir. Yine bazı araştırmacılar (Hundey, 2012;Campagna, 2016;Halliwell, 2020) tarafından sosyal medya ve kullanıcı üretimli içeriklerin coğrafya eğitimine/araştırmalarına nasıl katkıda bulunabileceğine yönelik verilen örnekler bu olumlu gelişime katkı sağlamaktadır.…”

Assessing the Effectiveness of Geography-based Online Learning During the Covid-19 Pandemic in Higher Education

“…The questionnaires were filled through a Google Form sent via social media (WhatsApp group) for data collection from 28 May until 11 June 2021. This was meant to increase student awareness of the importance of embracing social media in learning circumstances (Halliwell, 2020). Additionally, a descriptive statistic technique was used to analyze the data, which was presented in bar charts to determine the response of geographic-based online learning.…”

“…Figure 5 shows the percentage of student responses concerning procedure/steps of learning. The level of student participation was used to establish whether online learning was being implemented effectively during the pandemic.The assessment was determined through (Halliwell, 2020;Salehudin et al, 2020). Table 6 shows the score of student participation response to online learning.…”

Twitter como recurso metodológico en Educación Superior: una experiencia educativa con estudiantes de Trabajo Social

“…En la actualidad, la sociedad no podría entenderse sin su vinculación con los últimos desarrollos tecnológicos y sus aplicaciones, y se caracteriza por tener ciudadanos interconectados de manera continua, gracias, entre otras cuestiones, al fácil acceso a internet y a la comunicación de telefonía móvil. Esta nueva forma de comunicación y de entender las relaciones ha transformado de manera considerable el modo de concebir lo que nos rodea y de adaptarnos a las nuevas realidades (Halliwell, 2020). De acuerdo con Martínez y Acosta (2011) y López-Noguero y Cobos (2016), las Tecnologías de las Información y de la Comunicación (TIC) posibilitan acceder de forma instantánea a una gran cantidad de información, que debe ser gestionada teniendo en cuenta que el exponencial crecimiento de estas nuevas tecnologías está reconfigurando las situaciones comunicativas y los procesos de enseñanza y aprendizaje.…”