Learning by Tweeting

Abstract

Marketing professionals use Twitter extensively for communicating with and monitoring customers, for observing competitors, and for analyzing chatter concerning brands, products, and company image. Can professors use Twitter to engage students in conversation about a marketing course? The authors argue that Twitter has many benefits for marketing educators who are interested in engaging students in experiential learning. In a real-time environment for student learning, professors may use Twitter for direct communication with students to generate discussion and interest in the course topics and examples. Just as marketers use Twitter to generate interest, discussion, and brand image, educators can use Twitter to generate this interest in a course through social media. Furthermore, Twitter is a fast, easy method for making announcements, solving student issues, and performing course-related administrative duties. In three studies, both quantitative and qualitative data suggest that when students engage in Twitter use with the professor, students feel better prepared for future careers. In addition, students indicate that Twitter facilitates achieving traditional educational goals. The qualitative data offer insights into potential problems. Suggestions for educators interested in using Twitter are offered.

Twitter Use and its Effects on Student Perception of Instructor Credibility

“…When presented with Twitter messages that were half social and half professional, the students who tweeted more frequently (more than a few times per week) rated these hypothetical instructors as more credible than did students who tweeted less frequently. This finding adds to work by Rinaldo et al (2011), suggesting that students who are more familiar with Twitter may have positive experiences using the technology. We emphasize caution in the interpretation of this finding because it only emerged in one of the three conditions.…”

“…Rinaldo, Tapp, and Laverie (2011) found that students who utilized Twitter the most frequently benefited more in terms of increased student involvement in the course, increased satisfaction with the course, enhanced learning, and career preparation. Conversely, the students who were unfamiliar with Twitter resisted using it for class, complained that it was difficult to understand, and felt that it was a waste of time.…”

Twitter’s contribution to improving strategic communication in Latin American universities

“…Ebner et al (2010) junto a Stieger y Burger (2010) reconocen que es útil en el ámbito universitario para difundir información y fomentar debates entre estudiantes interesados en temas específicos (Rinaldo, Tapp y Laverie, 2011). Favorece el aprendizaje a partir de la participación de la comunidad (Rampai y Sopeerak, 2011) y potencia el intercambio de opiniones y experiencias enriquecedoras entre personas de diversos grupos y proyectos (Rinaldo et al, 2011). Los hashtags permiten transmitir en tiempo real conferencias, seminarios, etc., realizar encuestas y formular preguntas directas a los ponentes.…”

Uncovering the scholarly use of Twitter in the academia: Experiences in a British University

“…Twitter can also help to establish scholars' profiles and expertise through giving them a digital presence Veletsianos 2011). Meanwhile, a number of studies have reported on students' learning experiences with microblogging and social media (Dunlap and Lowenthal 2009;Greenhow and Robelia 2009;Junco et al 2011;Rinaldo et al 2011;Selwyn 2009Selwyn , 2012. The characteristics of interaction in Twitter align with constructivist and participatory pedagogies.…”