The effect of Twitter on college studentengagement and grades В jcal_387 1 .. 14
L. Junco, 5. G. HeibergerвЂ & Elizabeth. LokenвЂЎ
*Lock Haven University, Lock Dreamland, PA 17745, USAвЂ South Dakota State University, Brookings, SECURE DIGITAL 57007, USAвЂЎThe Pennsylvania Point out University, College or university Park, PA 16802, UNITED STATES
the currentstudy serves to extend previous research by using anexperimentaldesigntoexaminethecausallinkbetweeneducationally relevant social media use and studentengagement in a sample of American college or university stu-dents Methods
Eight sections of a one-credit п¬Ѓrst-year seminar coursefor pre-health professional majors (students planningto apply at dental, chiropractic, medical, physicaltherapy, etc . schools) were employed for the study. Several ofВ the portions were randomly assigned to the experimen-tal group and 3 to the control group. The experi-mental group used Myspace as part of the category while thecontrol group did not (complete types of procedures describednext). non-e of the students used Facebook before partici-pating in this study. Both groups used Ning (http://В www.ning.com;a service that allows users to createtheir own social networking site) instead of a learningmanagement system as a regular part of the training course. Students were asked to participate in the study bytaking a pre- and post-test (the survey that contain theengagement instrument).
This research provides the п¬Ѓrst piece of controlled experi-mental facts that employing Twitter in educationally rel-evant ways may increase student engagement andimprove grades, and thus, that social networking can be usedas an educational tool to assist students reach desiredcollegeoutcomes. Weprovidedevidencetosuggestthatstudents and faculty were both remarkably engaged in thelearning process through communication and connec-tionsonTwitter. Asthereiscontinuinggrowthintheuseof social media
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