The Role of Social Media in Today's College Student Experience
Transcript of The Role of Social Media in Today's College Student Experience
The Role of Social Media in Today’s College Student Experience �Liz Gross�Penn State Social Media Summit �November 9, 2015 �
@LizGross144 �
Early Facebook Research:�
• Here’s how often college students use it �(Jones, Ramanau, Cross, & Healing, 2010; Judd & Kennedy, 2010; Hargittai, 2008) �• Here’s what they post about �
(Selwyn, 2009) �• There are differences among users and non-users
(Hargittai, 2008) �• Students aren’t likely to utilize Facebook virtual
office hours with faculty�(Lei & Pitts, 2008) �
Early Facebook Research:�
• Students who spend more time on Facebook spend more time on face-to-face activities�(Heiberger & Harper, 2008) �• Students who persisted to the second year were
more likely to use Facebook to connect with other students at their institution�(Morris, Reese, Beck, & Mattis, 2010) �
Early Twitter Research:�• When used to supplement an LMS for an online class,
Twitter has a variety instructional benefits, including:�– Respond to students quickly�– Teach concise writing�– Maintain a relationship after the course ends�
(Dunlap & Lowenthal, 2009) �
• When using Twitter for learning Italian, more than half of students responded positively, but a third had negative opinions�(Antenos-Conferti, 2009) �
Post 2010 Research�
• Correlation to student outcomes�– i.e., engagement, GPA�
• Student identity development �• Better understanding of student perceptions of
institutional uses of social media�– Faculty�– Campus communicators�– Student activities�
When faculty use Twitter with students outside of class, students report higher levels of campus engagement and have higher GPAs.� Junco, Heiberger, & Loken, 2011 �
When attempting to correlate Facebook use to student outcomes, type of Facebook use matters.�
Junco, 2011 �
Relationship of Specific Facebook Activities to Student Engagement �# Creating or RSVPing to Facebook events�# Commenting�# Viewing photos�$ Posting photos�$ Checking up on friends�$ Playing Facebook games�
Junco, 2011 �
Pros �
• Online class discussions�• New student Facebook groups�• Coming out or exploring LGBT identity�• Positive risk-taking�
Campus professionals should support student engagement with social media & validate the exploration of their identities online.�
Junco, 2014 �
Since 2010,�
16,512 published doctoral dissertations have “social media” in the text.�
1,455 are relevant to higher education.�
23 identify “college students” as a subject.�
Based on a search of the ProQuest dissertation database.
I’ll review 5 of them for you.�
Developing Digital Student Leaders: A Mixed Methods Study of Student Leadership, Identity Development, and Decision-Making on Social Media��Dr. Josie Ahlquist�California Lutheran University�2015 �
@josieahlquist�
Colleges Need To Provide �
• Guidelines, not policies�• Student leader contracts with positive
language�• Inclusion of students in campus social
media policy development �
An Exploratory Study of Students’ Use of Facebook and Other Communication Modalities In Order To Receive Student Affairs Information ��Dr. Alicia Huppe �University of North Texas�2011 �
@aliciahuppe �
Percentage of students that had not accessed any student-affairs related pages on Facebook in the last year�
Student Use of Social Networking Sites: A Multi-Method Study At An Access Institution ��Dr. Jesse Robert Bishop�University of West Georgia�2015 �
@ProfJBishop�
Exploring the Role of Email, Blackboard, and Facebook in Student-Instructor Online Interactions Outside of Class: A Mixed Methods Study� �Dr. Olivia Laura Halic �University of Tennessee�2011 �
@Olitzi�
An Examination of the Relationship Between the Communication Methods Used in Out-of-Class Student-Faculty Interactions and the Content and Frequency of Those Interactions� �Dr. Liz Gross�Cardinal Stritch University�2015 � @LizGross144 �
The more methods a student uses to communicate with faculty, the more frequently they communicate with them.�
Students who use social media to communicate with faculty report twice as many faculty interactions than average.�
6% used to communicate with faculty�23% want to use it to communicate with faculty�
3% used to communicate with faculty�10% want to use it to communicate with faculty�
College students are high-frequency social media users�
Social media is multi-channel Platform usage is not universal �
Social media contributes to identity development �
Personal and academic identities are often viewed as mutually exclusive�
Colleges could be doing more to role-model productive use of social media�
This will be difficult until all employees are comfortable using social media�
Students don’t view social media as official communication�
There are opportunities to connect with some students using social media�
Because social media is not “official,” when you use it to impact a key objective you will be recognized.�
Sources �Ahlquist, J. (2015). Developing Digital Student Leaders: A Mixed Methods Study of Student Leadership, Identity Development, and Decision-Making on Social Media. (Doctoral dissertation.) �Antenos-Conforti, E. (2009). Microblogging on Twitter: Social networking in intermediate Italian classes. In Lomicka, L. & Lord, G. (Eds), The next generation: Social networking and online�
collaboration in foreign language learning. (pp. 59-90). Calico Monograph Series, No. 9.�Bishop, J.R. (2015). Student Use of Social Networking Sites: A Multi-Method Study At An Access Institution. (Doctoral dissertation.) �Dunlap, J. C., & Lowenthal, P. R. (2009). Tweeting the night away: Using Twitter to enhance social presence. Journal of Information Systems Education, 20(2), 129-136.�Gross, L. (2015). An Examination of the Relationship Between the Communication Methods Used in Out-of-Class Student-Faculty Interactions and the Content and Frequency of Those�
Interactions. (Doctoral dissertation.) �Halic, O. L. (2011). Exploring the role of email, Blackboard, and Facebook in student-instructor online interactions outside of class: A mixed methods study. (Doctoral dissertation.) Retrieved�
from: http://trace.tennessee.edu/utk_graddiss/1185 �Hargittai, E. (2008). Whose space? Differences among users and non-users of social network sites. Journal of Computer-Mediated Communication, 13(1), 276-297 �
doi: 10.1111/1083-6101.2007.0396.x�Heiberger, G., & Harper, R. (2008). Have you Facebooked Astin lately? Using technology to increase student involvement. New Directions for Student Services, 124, 19-35. doi: 10.1002/ss�Huppe, A. (2011). An Exploratory Study of Students’ Use of Facebook and Other Communication Modalities In Order To Receive Student Affairs Information.�
(Doctoral dissertation.) �Jones, C., Ramanau, R., Cross, S., & Healing, G. (2010). Net generation or digital natives: Is there a distinct new generation entering university? Computers & Education, 54(3), 722-732.�
doi: 10.1016/j.compedu.2009.09.22 �Judd, T., & Kennedy, G. (2010). A five-year study of on-campus internet use by undergraduate biomedical students. Computers & Education, 55(4), 1564-1571.�
doi: 10.1016/j.compedu.2010.06.022 �Junco, R. (2011a). The relationship between frequency of Facebook use, participation in Facebook activities, and student engagement. Computers & Education, 58(1), 162-171.�
doi:10.1016/j.compedu.2011.08.004 �Junco, R. (2014). Engaging students through social media: Evidence-based practices for use in student affairs. San Francisco, CA: Jossey-Bass.�Junco, R., Heiberger G., & Loken, E. (2011). The effect of Twitter on college student engagement and grades. Journal of Computer Assisted Learning, 27(2), 119-132.�
doi: 10.1111/j.1365-2729.2010.00387.x�Li, L., & Pitts, J. (2008). Does it really matter? Using virtual office hours to enhance student-faculty interaction. Journal of Information Systems Education, (20)2, 175-186.�Morris, J., Reese, J., Beck, R., & Mattis, C. (2010). Facebook usage as a predictor of retention at a private 4-year institution. Journal of College Student Retention, 11(3), 311-322.�
doi: 10.2190/CS.11.3.a�Selwyn, N. (2009). Faceworking: Exploring students’ education-related use of Facebook. Learning, Media and Technology, 34(2), 157-174.� � � � ��