Training Online Technical Communication Educators to Teach with Social Media: Best Practices and Professional Recommendations

Vie, Stephanie

doi:10.4324/9780429400797-14

Cited by 3 publications

(11 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Whereas IT teaches SMC from a technical point of view, and marketing views social media as a tool to capture markets, BPC sees SMC as a part of larger corporate and organizational communication (Meredith, 2012). Various studies have called for using social media in BPC research (Meredith, 2010) and as a pedagogical tool in BPC (D’Angelo, 2010; Meredith, 2010; Vie, 2017). Teaching SMC skills in a BPC curriculum has become essential (Henry & Venkatraman, 2013; Melton & Hicks, 2011).…”

Section: Literature Reviewmentioning

confidence: 99%

“…The present-day students may be very dexterous and comfortable in using social media in their personal life, but this skillfulness in personal space is not necessarily transferred easily to the professional space (Abe & Jordan, 2013; Dahlstrom & Bichsel, 2014; Melton & Hicks, 2011). In fact, several research studies (Buck, 2012; Buck & Mina, 2019; Leon & Pigg, 2011; Vie, 2015, 2017) have shown how deliberate interventions are required to assist students in transferring the SMC and rhetoric skill learned in the personal context to the professional and academic context. Furthermore, BPC instructors, though accepting the increasing use of social media by businesses, may be hesitant in incorporating social media in their courses (Moran et al, 2011; Roblyer et al, 2010; Sapkota & Vander Putten, 2018; Sheppard, 2009; Vie, 2015, 2017).…”

mentioning

confidence: 99%

“…In fact, several research studies (Buck, 2012; Buck & Mina, 2019; Leon & Pigg, 2011; Vie, 2015, 2017) have shown how deliberate interventions are required to assist students in transferring the SMC and rhetoric skill learned in the personal context to the professional and academic context. Furthermore, BPC instructors, though accepting the increasing use of social media by businesses, may be hesitant in incorporating social media in their courses (Moran et al, 2011; Roblyer et al, 2010; Sapkota & Vander Putten, 2018; Sheppard, 2009; Vie, 2015, 2017). Similarly, students might not realize the value of social media in professional settings and for businesses (Hurley & Kimme Hea, 2014) and consider social media as something unprofessional (Decarie, 2010).…”

mentioning

confidence: 99%

See 2 more Smart Citations

Teaching Professional Use of Social Media Through a Service-Learning Business Communication Project

Sharma

2022

Business and Professional Communication Quarterly

View full text Add to dashboard Cite

Using social media communication (SMC) for personal and professional use represents two different skill sets. Though students often use SMC on a personal basis for fun and connecting with friends, they often fail to understand how SMC can be used effectively as a professional organizational/corporate communication tool. A service-learning project was conceptualized in a business and professional communication (BPC) course, where students ( n = 93) used professional SMC skills to design social media campaigns for fulfilling nongovernmental organizations’ needs of manpower, material, and/or money. Students’ attitudes and efficacy toward SMC were recorded using a survey questionnaire. The need and obstacles in including SMC in BPC are also discussed in the article.

show abstract

Section: Literature Reviewmentioning

confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

See 1 more Smart Citation

Teaching Professional Use of Social Media Through a Service-Learning Business Communication Project

Sharma

2022

Business and Professional Communication Quarterly

View full text Add to dashboard Cite

show abstract

“…Social media platforms, including Twitter, have found their way into TPC classrooms-and with good reason. Vie (2018) stressed that social media are not "fads" but rather legitimate platforms for communication that students will engage with in personal, academic, and professional contexts. As such, TPC educators have "a responsibility" to prepare students for composing effectively and ethically on these platforms (p. 354).…”

Section: Applications In the Tpc Classroommentioning

confidence: 99%

Protecting Pandemic Conversations: Tracing Twitter’s Evolving Content Policies During COVID-19

Hope

2020

Journal of Business and Technical Communication

View full text Add to dashboard Cite

Throughout the COVID-19 pandemic, Twitter has served as a leading public platform for sharing, receiving, and engaging with virus-related content. To protect users from misinformation, Twitter has enforced stricter content-vetting policies. This article positions Twitter as a politically motivated entity and briefly traces Twitter’s use and applications of the term “harmful content.” The author investigates how the platform’s broadening of its definition of harmful content illustrates Twitter’s strategy for combating misinformation by acting on kairotic moments in a way that is shaped by the diverse authoritative voices already guiding larger public COVID-19 discussions. The article concludes by examining the roles these observations can play in technical and professional communication classrooms.

show abstract

“…Some research has worked to explore the uses of social media platforms in the classroom. Social media have become prevalent in personal and business life and colleges have been emphasizing the teaching impact of these technologies, from sharing information (Jannett, 2013), to creating broader educational communities (Friess & Lam, 2018), to overall training for advancement in a professional environment (Friess & Lam, 2018; Vie, 2017; Young & Hinesly, 2014).…”

mentioning

confidence: 99%

Student-Professor Social Media Relationships: An Exploratory Study of Privacy and Trust

Cistulli

Snyder

2022

Business and Professional Communication Quarterly

View full text Add to dashboard Cite

This article explores social media relationships between undergraduates and their professors. It addresses social media efficacy’s and social media privacy’s impact on students’ trust in both their professors and university. An online survey of 448 business students found that students who are in social media relationships with professors are more concerned about their own social media privacy and that these students are less likely to trust their professors and the university. When it comes to perceptions of professor and university trust, students’ perceptions of social media privacy are more important than their social media connections with professors. Implications are discussed.

show abstract

Training Online Technical Communication Educators to Teach with Social Media: Best Practices and Professional Recommendations

Cited by 3 publications

References 0 publications

Teaching Professional Use of Social Media Through a Service-Learning Business Communication Project

Teaching Professional Use of Social Media Through a Service-Learning Business Communication Project

Protecting Pandemic Conversations: Tracing Twitter’s Evolving Content Policies During COVID-19

Student-Professor Social Media Relationships: An Exploratory Study of Privacy and Trust

Contact Info

Product

Resources

About