The major findings from the 2013 Social Media Higher Education Survey jointly conducted by Pearson Learning Solutions & The Babson Survey Research Group.
In it's third year, the 2012 Social Media in Higher Education survey is a study conducted by Pearson in conjunction with the Babson Survey Research Group on how today's faculty are using social media in their personal, professional and teaching lives. These results were presented by Mike Moran of Converseon, Jeff Seaman of the Babson Survey Group, and Hester Tinti-Kane of Pearson Learning Solutions at the Social Media for Teaching and Learning event in Boston, MA on Oct. 19th.
You can download the full 2012 Social Media in Higher Education report at www.pearsonlearningsolutions.com/social-media-survey.
Team 2 argues that, contrary to Team 1 stance on the lack of research on adolescent literacies, we do have research on adolescents' digital literacies to provide guidance for teachers and policy makers.
In it's third year, the 2012 Social Media in Higher Education survey is a study conducted by Pearson in conjunction with the Babson Survey Research Group on how today's faculty are using social media in their personal, professional and teaching lives. These results were presented by Mike Moran of Converseon, Jeff Seaman of the Babson Survey Group, and Hester Tinti-Kane of Pearson Learning Solutions at the Social Media for Teaching and Learning event in Boston, MA on Oct. 19th.
You can download the full 2012 Social Media in Higher Education report at www.pearsonlearningsolutions.com/social-media-survey.
Team 2 argues that, contrary to Team 1 stance on the lack of research on adolescent literacies, we do have research on adolescents' digital literacies to provide guidance for teachers and policy makers.
EFL Students’ Perceptions and Attitudes towards Facebook as anEducational Lea...inventionjournals
The purpose of this study was to examine EFL students’ perceptions and attitudes towards Facebook as an educational learning tool.Participants were twenty eight undergraduate female students who experienced teaching and learning through Facebook and some classroom and face-to-face sessions. The researcher, to collect data, prepared and used two instruments; The first was face-to-face interview, while the second was Facebook Perception and Attitudes Questionnaire. Having conducted interviews, and administered the Facebook Perception and Attitudes Questionnaire, data were analyzed quantatively and qualitatively. The findings revealed that students had high and positiveperceptions of Facebook and its activities as a learning environment. Also, students had good and favourable attitudes towards using Facebook on teaching and learning.
A literature review of the impact of online social neyworking sites on student engagement and achievement; as partial completion of the Masters of Education program at menorial Univesity of Newfoundland.
Extent of social media usage by students for improved learning in Tertiary In...iosrjce
This study was carried out to ascertain the perception of students on the use of social media for
educational purposes. It was conducted in three tertiary institutions in Rivers State. The sample comprised 200
respondents randomly selected from three tertiary institutions in Rivers State. Five research objectives and four
null hypotheses were used for the study. Mean scores, ANOVA, multiple comparison test using schaffer model,
and Correlational Analysis were the statistical tools used in the study. The study found that social media is used
in the study. The study found that social is used for educational purposes in terms of communication, sharing
and exchanging ideas with improved engagement with technology. The study also revealed that social media is
frequently used for interactions with friends for classroom assignment, communication in and outside
classroom, promoting interactions during lectures, promoting informal learning, enhance course grades,
facilitating language exchange, video conferencing, creating room for educational and video sharing. In terms
of attitude of students, respondents generally have favourable attitude towards use of social media. The study
revealed significant differences exist in social media usage across the three universities involved in the study
and significant differences exist in usage of social media between male and female respondents; and in attitude
of students towards social media. Based on these findings, the study recommend that the use of social media
should be incorporated into the curriculum for enhanced universities education.
IMPACT OF FACEBOOK USAGE ON THEACADEMIC GRADES: A CASE STUDYSajjad Sayed
IMPACT OF FACEBOOK USAGE ON THE ACADEMIC GRADES: A CASE STUDY
This article prove a Impact on Students grades but it was recommendation of author of this article that students can reap higher grades if institute will monitor its usage. for example open access for few hours in a day at mentioned time.
Using social media to support learning in higher educationSue Beckingham
My keynote presentation considers how social media and digital technologies can be utilised effectively to enhance both informal and formal learning. Drawing upon the 5C Framework (Nerantzi and Beckingham 2014) I will share examples of how social media is used to connect, communicate, curate, collaborate and create; and through a student-staff partnership called ‘SMASH’ (Social Media for Academic Studies at Hallam) how with my students we have explored how social media can be used for ‘learning activities’ within and beyond the classroom, to ‘organise learning’ using relevant social media tools to curate and organise information, and the importance of ‘showcasing learning’ to enable students to openly share outcomes and projects.
Here are the slides from our 2011 Social Media in Higher Education Survey. We presented this research at the Pearson Cite Conference in Denver on 4.11.2011.
Hester Tinti-Kane
Director of Online Marketing and Research
Pearson Learning Solutions
hester.tinti-kane@pearson.com
Presentation that explains the relationship between the Facebook use and academic performance, based on the results of an expressive and exploratory survey study on college students who use Facebook and who do not use.
Ref: "Computers and Human Behavior" by Paul A. Kirschner & Aryn C. Karpinski
Using Social Media in Student Affairs: An Evidence-Based ApproachRey Junco
Talk given at #ACPA14 conference based on a chapter from the upcoming book Engaging Students through Social Media: Evidence Based Practices for Use in Student Affairs http://goo.gl/HGWW9j
Code//Politics presentation at BornHack 2016Karen Melchior
“Code is law” wrote Lawrence Lessig back in 1999. This has evolved and been demonstrated again and again since then. Code defines an ever increasing part of our personal and social lives. How businesses and friends interact with us, but also how authorities and intelligence services see us. It is already the case for many but soon the lives and rights as citizens of all of us will be defined by code. Code is political. Politics depend on code. If we want a world that is open and diverse we must code for it. How do we achieve better code, better politics and a better world together?
Recognizing transactions and other in-house activities likely to involve the use of open source code; potential approaches to identifying and negotiating open source terms in licensing and service agreements; best practices for the internal use of open source code
EFL Students’ Perceptions and Attitudes towards Facebook as anEducational Lea...inventionjournals
The purpose of this study was to examine EFL students’ perceptions and attitudes towards Facebook as an educational learning tool.Participants were twenty eight undergraduate female students who experienced teaching and learning through Facebook and some classroom and face-to-face sessions. The researcher, to collect data, prepared and used two instruments; The first was face-to-face interview, while the second was Facebook Perception and Attitudes Questionnaire. Having conducted interviews, and administered the Facebook Perception and Attitudes Questionnaire, data were analyzed quantatively and qualitatively. The findings revealed that students had high and positiveperceptions of Facebook and its activities as a learning environment. Also, students had good and favourable attitudes towards using Facebook on teaching and learning.
A literature review of the impact of online social neyworking sites on student engagement and achievement; as partial completion of the Masters of Education program at menorial Univesity of Newfoundland.
Extent of social media usage by students for improved learning in Tertiary In...iosrjce
This study was carried out to ascertain the perception of students on the use of social media for
educational purposes. It was conducted in three tertiary institutions in Rivers State. The sample comprised 200
respondents randomly selected from three tertiary institutions in Rivers State. Five research objectives and four
null hypotheses were used for the study. Mean scores, ANOVA, multiple comparison test using schaffer model,
and Correlational Analysis were the statistical tools used in the study. The study found that social media is used
in the study. The study found that social is used for educational purposes in terms of communication, sharing
and exchanging ideas with improved engagement with technology. The study also revealed that social media is
frequently used for interactions with friends for classroom assignment, communication in and outside
classroom, promoting interactions during lectures, promoting informal learning, enhance course grades,
facilitating language exchange, video conferencing, creating room for educational and video sharing. In terms
of attitude of students, respondents generally have favourable attitude towards use of social media. The study
revealed significant differences exist in social media usage across the three universities involved in the study
and significant differences exist in usage of social media between male and female respondents; and in attitude
of students towards social media. Based on these findings, the study recommend that the use of social media
should be incorporated into the curriculum for enhanced universities education.
IMPACT OF FACEBOOK USAGE ON THEACADEMIC GRADES: A CASE STUDYSajjad Sayed
IMPACT OF FACEBOOK USAGE ON THE ACADEMIC GRADES: A CASE STUDY
This article prove a Impact on Students grades but it was recommendation of author of this article that students can reap higher grades if institute will monitor its usage. for example open access for few hours in a day at mentioned time.
Using social media to support learning in higher educationSue Beckingham
My keynote presentation considers how social media and digital technologies can be utilised effectively to enhance both informal and formal learning. Drawing upon the 5C Framework (Nerantzi and Beckingham 2014) I will share examples of how social media is used to connect, communicate, curate, collaborate and create; and through a student-staff partnership called ‘SMASH’ (Social Media for Academic Studies at Hallam) how with my students we have explored how social media can be used for ‘learning activities’ within and beyond the classroom, to ‘organise learning’ using relevant social media tools to curate and organise information, and the importance of ‘showcasing learning’ to enable students to openly share outcomes and projects.
Here are the slides from our 2011 Social Media in Higher Education Survey. We presented this research at the Pearson Cite Conference in Denver on 4.11.2011.
Hester Tinti-Kane
Director of Online Marketing and Research
Pearson Learning Solutions
hester.tinti-kane@pearson.com
Presentation that explains the relationship between the Facebook use and academic performance, based on the results of an expressive and exploratory survey study on college students who use Facebook and who do not use.
Ref: "Computers and Human Behavior" by Paul A. Kirschner & Aryn C. Karpinski
Using Social Media in Student Affairs: An Evidence-Based ApproachRey Junco
Talk given at #ACPA14 conference based on a chapter from the upcoming book Engaging Students through Social Media: Evidence Based Practices for Use in Student Affairs http://goo.gl/HGWW9j
Code//Politics presentation at BornHack 2016Karen Melchior
“Code is law” wrote Lawrence Lessig back in 1999. This has evolved and been demonstrated again and again since then. Code defines an ever increasing part of our personal and social lives. How businesses and friends interact with us, but also how authorities and intelligence services see us. It is already the case for many but soon the lives and rights as citizens of all of us will be defined by code. Code is political. Politics depend on code. If we want a world that is open and diverse we must code for it. How do we achieve better code, better politics and a better world together?
Recognizing transactions and other in-house activities likely to involve the use of open source code; potential approaches to identifying and negotiating open source terms in licensing and service agreements; best practices for the internal use of open source code
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How Community Colleges Are Using Social Media: 2013 Case StudyLeigh-Anne Lawrence
Presents the results of a 2013 community college social media study. The purpose of this study was to explore how community colleges use social media to communicate and build relationships with students and the campus community. The survey sought information about current usage, initial implementation, policies and guidelines, and best practices for institutional social media use.
Learn more at www.leighannelawrence.com.
This paper explores university approaches to teaching social media and the expertise of social media professionals.
Colleges and universities teach social media in business or communication-focused departments if it all. Social
media professionals were surveyed to assess their skill set and how they obtained it. Respondent’s self-reported
skills predominantly comprise marketing and brand management vs. analysis. Identification of this skill gap
provides business schools opportunities to adjust their curriculum by teaching social media strategy coupled with
analytics to better prepare graduates.
"Developing a Blueprint for Social Media Pedagogy: Trials, Tribulations, and Best Practices" by Zhang and Freberg in Journal of Public Relations Education (JPRE) Vol. 4, Issue 1 Spring 2018
ABSTRACT:
Social media research, and particularly social media pedagogy,
has increased substantially as a domain in public relations
research. Yet, along with this increased focus on social media
pedagogy, educators and other higher education professionals
are under pressure from industry, professional communities,
and university administrations to keep their classes updated and
relevant for their students. To better understand the current state
and rising expectations facing educators teaching social media,
we interviewed 31 social media professors to explore the trials and
tribulations of their journey and to identify best practices for social
media as a pedagogical tool. The study also suggests a blueprint
for implementing social media pedagogy in the classroom. Future
implications for both research and practice are discussed.
This was a presentation that I gave to lead a discussion on the use of social media in higher education teaching and learning. Some of the points on the slides came from the discussion which took place in the group regarding social media and its use in teaching and learning in higher education
Using Social Media in Academic Practice: A Student-led Training InitiativeLeRoy Hill
This presentation provides an overview of a student-led training Initiative on social media in academic practice at the University of Nottingham led by LeRoy Hill and Andy Coverdale.
Co-presented with LeRoy Hill at Future Learningscapes; a 21st Century Challenge e-Learning Conference, University of Greenwich on 7 July 2010. Case study of a collaborative student-led training initiative with the Jubilee Graduate Centre at the University of Nottingham.
Online students initiate informal learning practices using social toolseLearning Papers
Authors: Anna Rubio Carbó, NÚRIA SERRAT
Various informal learning processes were developed during a course at the IL3-UB, when participants engaged in numerous out-of-class communication and exchange activities. This study aims to determine students’ perceptions of what they learned and investigate their transference of Web 2.0 learning to the workplace. Preliminary conclusions are presented.
Slides for week one of the Social Module for the Design for Learning Program, about "Exploring Social Media for Online Learning," by instructor Arden Kirkland. Video presentation at https://www.youtube.com/watch?v=dj84YqaJuKo
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2013 Social Media in Higher Education Survey Results
1.
2. Social Media in US
Higher Education
2013: Survey and Case Studies
Survey:
Hester Tinti-Kane, VP, Marketing and Social Media Strategy
Jeff Seaman, Co-Director, Babson Survey Research Group
2
How Today’s Higher Education Faculty Use Social Media
3. Goal: Deeper look at faculty use of social
media
Fourth annual report – examining year-to-year changes in
unique types of usage for this specific population.
•Representative
national sample of teaching faculty: N = 7,969
•Historical
data: How are college faculty using social media?
Which social media do faculty use for personal communication?
Professional use? For teaching?
•New
for 2013: What value do faculty see in virtual
communities? How are faculty using social media for
assignments?
3
19. Technological Promise
The interactive nature of online and mobile
technologies create better learning environments – 2013
Strongly Agree
Strongly
Disagree
Somewhat Disagree
Somewhat Agree
19
20. Technological Concerns
Online and mobile technologies are more distracting
than helpful to students for academic work – 2013
Strongly Agree
Strongly
Disagree
Somewhat Disagree
Somewhat Agree
20
21. Communications
Impact of Digital Communication on
Communication with Students
Increased
No Impact
Decreased
0%
21
10%
20%
30%
40%
50%
60%
70%
80%
90%
30. Social Media Case Studies
Study Team
•
Hester Tinti-Kane, Project Lead
•
Krista Jackman and Gillian Seely, Case Study Writers
•
Deborah Forrester, Market Research
30
31. Social Media Case Studies
Objective
•
To identify faculty members whose use of social tools in the
teaching and learning process in higher education will provide
rich case studies for digital publication and conference
presentations.
•
Case studies outlined:
–
–
The rationale for that particular use of social tools
–
How the faculty member has addressed typical concerns
surrounding the use of social tools
–
31
How the faculty member is using social tools
Metrics of success, if available
32. Social Media Case Studies
Implications of the research
•
Faculty were chosen to highlight the use of social media to achieve one or more of the
following goals, which represent opportunities to shape a continuing series of case studies:
–
–
Extend learning outside of class
–
Support the development of social presence and a personal brand; teach appropriate
use of 21st century digital literacy in the workplace
–
Foster collaborative study
–
Foster rich discussion: student to teacher, student to student, peer questioning,
reflection, especially in online/blended courses and large classes
–
Support differentiation by focusing on individual identity development
–
32
Promote experiential learning/authentic learning
Support academic goals: write clearly and concisely; build information literacy and
research skills
33. Thank you! Connect with us…
Hester Tinti-Kane
@tintikane
Hester.Tinti-kane@pearson.com
Jeff Seaman
jseaman@seagullhaven.com
33
Editor's Notes
Unique research examines type of social media usage by a specific population
The survey is addressed to a nationally representative sample of all higher education faculty who are teaching (defined as having at least one course code associated with them).
Faculty were asked about their social media use in three different areas: personal, professional (non-teaching), and teaching use.
Faculty Personal Use of Social Media – 2013
Monthly +RarelyDo not use
201370.3%13.6%16.1%
201264.4%19.5%16.1%
Faculty Professional Use of Social Media – 2013
UseDo not use
201355%45%
201244.7%55.3%
Faculty Teaching Use of Social Media – 2013
UseDo not use
201341.0%59.0%
33.8%66.2%
Faculty were asked about their social media use in three different areas: personal, professional (non-teaching), and teaching use.
Faculty are sophisticated consumers of social media. They match different sites to their varying personal, professional and teaching needs.
Level of personal social media use among faculty (70.3%) mirrors that of the general population.*
*Pew Internet Project says “72% of Online Adults are Social Networking Site Users” August 2013
http://pewinternet.org/Reports/2013/social-networking-sites.aspx
Frequency of Faculty Personal Use of Social Media by Site – 2012 and 2013
20122013
Twitter7.9%10.5%
Podcasts14.5%17.3%
LinkedIn18.8%24.4%
Blogs and Wikis20.3%24.9%
Facebook52.5%57.0%
As was noted in last year’s report, there is a strong relationship between the age of the faculty members and the pattern of their social media use. Younger faculty continually lead older faculty in the proportion that make use of social media.
This pattern is far stronger for personal use of social media, where older faculty are less likely to see the value. When the focus changes to professional use, however, the level of use by age is far more similar.
Under 3535-4445-5455+
Use social media - personal (at least monthly)86.6%80.2%73.4%63.0%
Under 3535-4445-5455+
Use social media - professional (at least monthly)63.6%62.7%58.7%49.2%
Majority (55%) use social media in a professional context (any aspect of their profession outside of teaching), up from 44% last year.
Frequency of Faculty Professional Use of Social Media by Site – 2012 and 2013
20122013
Twitter5.7%9.4%
Podcasts11.0%14.3%
Facebook18.5%23.4%
Blogs and Wikis19.0%25.3%
LinkedIn23.8%32.8% - 9pt increase!
Faculty Professional Use of Social Media by Age – 2012 and 2013
Age20122013
55+37.8%49.2%
45-5446.1%58.7% - 12.6 pt increase!
35-4452.5%62.7%
Under 3555.7%63.6%
Not just a digital native phenomenon, growing at faster rates in older faculty.
Faculty Professional Use of Social Media by Discipline – 2012 and 2013
Discipline20122013
Mathematics and Computer Science35.2%44.4%
Natural Sciences36.2%51.1% - 15 pt increase!
Social Sciences48.6%54.8%
Humanities and Arts50.2%56.2%
Professions and Applied Sciences47.6%60.2%
Difference in timing of adoption among specific groups moving at slower rates. What will the future bring?
Slightly less than one-half of all teaching faculty report that they participate in virtual communities. The pattern by age is not as strong as observed for general social media use. The use of virtual communities around professional interests displays a different pattern than other social media use – with faculty at the youngest and oldest ages showing the lowest level of sue, and those from35 to 54 displaying greater participation.
Under 3535-4445-5455+
Virtual communities for your personal interests44.1%42.4%41.7%34.8%
Under 3535-4445-5455+
Virtual communities for your professional interests45.7%53.1%54.5%46.4%
Not a majority (41%), but steady year to year growth (up from 34% in 2012).
Before we dive into the specific findings of teaching with social media, let’s explore some of the preliminary questions we asked about the impact of technology on teaching and learning today.
The interactive nature of online and mobile technologies create better learning environments
Strongly Disagree 7.7%
Somewhat Disagree 33.1%
Somewhat Agree 45.9%
Strongly Agree 13.3%
59.2% agree
Online and mobile technologies are more distracting than helpful to students for academic work
Strongly Disagree 9.2%
Somewhat Disagree 34.7%
Somewhat Agree 41.2%
Strongly Agree 14.8%
The Impact that Digital Communication Has Had on Your Communication with Students – Faculty
DecreasedNo ImpactIncreased
4.4%16.6%78.9%
Not a majority (41%), but steady year to year growth (up from 34% in 2012).
Frequency of Faculty Teaching Use of Social Media by Site – 2012 and 2013
20122013
Twitter2.7%4.1%
Facebook7.6%8.4%
LinkedIn4.5%11.1%
Podcasts14.2%16.3%
Blogs and Wikis21.6%26.9%
Faculty Teaching Use of Social Media by Age – 2012 and 2013
Age20122013
55+29.5%35.8%
45-5434.1%45.4%
35-4438.3%49.6% 11 pt increase!
Under 3541.5%41.0%
Why is the age difference different in this usage? Possibly career stage of middle aged faculty may be driving stronger use of social media. Experimental.
Faculty Teaching Use of Social Media by Discipline – 2012 and 2013
Discipline Code20122013
Mathematics and Computer Science26.7%34.7%
Natural Sciences24.3%36.1% 12pt increase!
Social Sciences36.8%40.0%
Professions and Applied sciences37.3%43.0%
Humanities and Arts39.7%45.8%
Use of Social Media by Type of Assignment and by Site – 2013
FacebookLinkedInTwitterPodcastBlogs and Wiki
Read, watch, listen16.5%6.6%8.7%57.5%58.6%
Add comments16.0%5.3%7.5%25.4%72.8%
Create11.9%4.6%7.4%23.2%81.5%
Usage of social tools across the sites.
Use of Social Media by Type of Group Assignment and by Site – 2013
FacebookLinkedInTwitterPodcastBlogs and Wiki
Read, watch, listen19.4%5.6%7.7%39.9%65.4%
Add comments17.9%4.7%7.2%21.2%75.8%
Create13.6%4.5%7.0%22.3%82.5%
Pattern is similar to individual assignment use.
Creation is huge especially for blogs and wikis – interesting to see the active use of social tools instead of just passive media consumption. Frequency not depth of use. Sophistication of use, selective for certain levels of interactivity. Deeper than just specific sites for personal, professional and teaching, but sites within teaching for specific strategies.
How does the social functionality impact learning? Some examples? Blog posts with an audience as opposed to one to one reading and reviewing by faculty.
Barriers to Faculty Use of Social Media – 2013
Very ImportantImportant
Lack of support at my institution15.2%20.6%
Takes too much time to learn or use16.2%25.2%
Lack of integration with LMS19.4%25.9%
Inability to measure effectiveness20.0%32.4%
Grading and assessment26.9%30.8%
Separate course and personal accounts36.8%21.8%
Concerns about privacy38.8%23.9%
Integrity of student submissions43.9%28.5%
Stronger views on top 3 – Very important vs important. Consistent, but growth is still strong for teaching use. Could be stronger and faster with some of the barriers/risks lowered.
Sophistication of use, acknowledged risks, but rewards too.
Risk to reward relationship? Are any of these barriers holding you back? Why? Has anyone overcome these barriers? How?
Privacy Concerns for Faculty Use of Social Media in Teaching – 2013
Total
Strongly AgreeSomewhat Agree
Risks to the personal privacy of faculty34.6%48.9%
Risks to the personal privacy of students36.0%50.6%
Others outside of class should not be able to view class-related content61.1%25.3%
Others outside of class should not be able to view class discussions66.3%23.1%
Others outside of class should not be able to participate in class discussions71.3%20.0%
Deeper in to this concern:
Concerns about privacy, both for themselves and for their students, and about maintaining the class as a private space for free and open discussion, remain a major concern.
Recognize those in the room –
Krista Jackman
Gerol Petruzella
Larry Domine
Tony Stanislawski
Kevin Trowbridge