There are lots of ‘feel good’ stories about using Twitter in teaching, and I’ve long been a supporting of using social media in undergraduate classes. But does it work…? What effects does Twitter have on learning?
This was a question we decided to tackle in my field biology class, and recently, in a collaboration with Lauren Soluk (as part of her graduate work), we surveyed students about using Twitter in the classroom*. Here are the take-home messages from the work:
- Students Tweeted over 200% more than what was required as part of the course work
- Students used Twitter in many different ways, from informal communication, to promoting their own blogs, to asking questions of each other or of the course instructors and TA.
- Students used Twitter to communicate with their instructor or TA 56% of the time, with their peers 27% of the time, and with people external to the course 17% of the time.
- 94% of students felt that among-group communication was beneficial (i.e., either ‘yes” or ‘somewhat’) to their learning, and 78% of students surveyed felt Twitter increased this among-group communication.
- When asked whether Twitter had an impact on how they engaged with the course content, 67% of the students answered ‘yes’ or ‘somewhat’.
- When asked whether Twitter is a good tool to help student learn in the classroom, 78% of the students answered ‘yes’ or ‘somewhat’.
Interesting, most students surveyed said they wouldn’t continue to use Twitter after the class was over. They certainly preferred other tools (e.g., Facebook) to Twitter. Despite this, the students felt Twitter useful in the context of the field biology class, and could see its value independent of their own personal views.
Overall, the results are impressive, and suggests there are good reasons to consider using social media tools such as Twitter, in a University class. It’s certainly not a tool for everyone (and there are important guidelines to consider), nor would it be useful in all contexts, but it clearly serves an important role in my field biology class. Twitter allows students to engage with different audiences, and helps create a rather novel learning community: a community that can include experts from around the world.
*Soluk, L & CM Buddle Tweets from the forest: using Twitter to increase student engagement in an undergraduate field biology course [v1; ref status: awaiting peer review]
Note: this paper is currently awaiting peer review – please consider reading the full paper and providing a review!