#TestReview: Exploring the Use of Social Media as a Digital Study Guide
The purpose of this case study was to understand how students could study for course examinations using social media. This study used two theoretical frameworks, Web 2.0 Technologies and connectivism, as the guiding concepts to explore how students in an introductory college course perceived the use of Twitter and Storify as test reviews and study guides. Forty-six university students in a journalism course were surveyed about their perceptions of these approaches. Results showed students believed the Twitter in-class review helped them to recall information more effectively. In addition, students used Storify as a study guide, and most said Storify helped to improve their test grades. Recommendations to modify this pedagogical approach and future research ideas are discussed.
Ayres, J. (1996). Speech preparation processes and speech apprehension. Communication Education, 45, 228-235.
Britton, J., Burgess, T., Martin, N., McLeod, A., & Rosen, H. (1975). The development of writing abilities. London: Macmillan Education for the Schools Council.
Carrell, L. J., & Menzel, K. E. (1997). The impact of preparation and motivation on learning performance. Communication Education, 46, 262-272.
Chen, G. M. (2011). Tweet this: A uses and gratifications perspective on how active Twitter use gratifies a need to connect with others. Computers in Human Behavior, 27, 755-762.
Cheung, C.M., & Lee, M. K. (2010). A theoretical model of intentional social action in online social networks. Decision Support Systems, 49, 24-30.
Cohen, A., & Duchan, G. (2012). The usage characteristics of Twitter in the learning process. Interdisciplinary Journal of E-Learning and Learning Objects, 8, 149-163.
Cohen, J., & Mihailidis, P. (2012). Storify and news curation: Teaching and learning about digital storytelling. In Second Annual Social Media Technology Conference & Workshop (Vol. 1, pp. 27-31).
Cox, J. B. (2013). Twitter, Facebook, Blogs, and Media-Sharing Sites in the Classroom. Social Media: Pedagogy and Practice, 21.
Dabbagh, N., & Kitsantas, A. (2012). Personal learning environments, social media, and self-regulated learning: A natural formula for connecting formal and informal learning. Internet and Higher Education, 15, 3-8.
Duggan, M., & Smith, A. (n.d.). Demographics of key social networking platforms. Pew Research Centers Internet American Life Project RSS. Retrieved June 3, 2014, from http://www.pewinternet.org/2013/12/30/demographics-of-key-social-networking-platforms/.
Ebner, M., Lienhardt, C., Rohs, M., & Meyer, I. (2010). Microblogs in higher education – A chance to facilitate informal and process-oriented learning? Computers & Education, 55, 92-100.
Evans, A., Twomey, J., & Talan, S. (2011). Twitter as a public relations tool. Public Relations Journal , 5(1), 1-20. Retrieved June 7, 2014, from http://www.prsa.org/Intelligence/PRJournal/D.
Fincham, K. (2011). Review: Storify. The Journal of Media Literacy Education, 3(1).
Fox, B. I., & Varadarajan, R. (2011). Use of Twitter to encourage interaction in a multi-campus pharmacy management course. American Journal of Pharmaceutical Education, 75(5), 1-8.
Fu, F., Liu, L., & Wang, L. (2008). Empirical analysis of online social networks in the age of Web 2.0. Physica, 387, 675-684.
Galagan, P. (2009, March). Twitter as a learning tool. Really. T+D, March, 28-31.
Harris, A. L., & Rea, A. (2009). Web 2.0 and virtual world technologies: A growing impact on IS education. Journal of Information Systems Education, 20(2), 137-144.
Harrison, R., & Thomas, M. (2009). Identity in online communities: Social networking sites and language learning. International Journal of Emerging Technologies & Society, 7(2), 109-124.
Harrison, S. (2012). Twitter: What is it good for? Using social media to foster retention and learning for journalism students. Journalism, 1(1).
House, J. D. (2012). Science achievement of elementary-school students in the United States and Japan in TIMSS 2007: An assessment of the effects of technology engagement and classroom lesson activities. International Journal of Instructional Media, 39(3), 263-274.
Junco, R., Helbergert, G., & Loken, E. (2011). The effect of Twitter on college student engagement and grades. Journal of Computer Assisted Learning, 27, 119-132.
Kerr, B. (2007). The Invisibility Problem. Online Connectivism Conference: University of Manitoba, accessed April 13, 2014. http://ltc.umanitoba.ca/moodle/mod/forum/discuss.php?d=12.
Kop, R. (2008). Web 2.0 Technologies: Disruptive or liberating for adult education? Gateway to the Future of Learning. St. Louis, MO: 49th Adult Education Research Conference, 2008.
Kop, R., & Hill, A. (2008). Connectivism: Learning theory of the future or vestige of the past? The International Review of Research in Open and Distance Learning, 9(3).
Leu, D., McVerry, J. G., O’Byrne, W. I., Kiili, C., Zawilinksi, L., Everett-Cacopardo, H., Kennedy, C., Forzani, E. (2011). The new literacies of online reading comprehension: Expanding the literacy and learning curriculum. Journal of Adolescent & Adult Literacy, 55(1), 5-14.
Lohman, M. C. (2006). Factor influencing teachers’ engagement in informal learning activities. Journal of Workplace Learning, 18(3), 141-156.
Lucas, M., & Moreira, A. (2009). Bridging formal and informal learning – A case study on students’ perceptions of the use of social networking tools. In U. Cress, V. Dimitrova & M. Specht (Eds.): EC-TEL 2009 (pp. 325-337). Berlin Heidelberg: Springer-Verlag.
Madge, C., Meek, J., Wellens, J., & Hooley, T. (2009). Facebook, social integration and informal learning at university: ‘It is more for socializing and talking to friends about work than for actually doing work.’ Learning, Media and Technology, 34(2), 141-155.
Main, A. (1980). Encouraging effective learning. Edinburgh: Scottish Academic Press.
Mihailidis, P., & Cohen, J. N. (2013). Exploring curation as a core competency in digital and media literacy education. Journal of Interactive Media in Education. [Electronic version: http://jime.open.ac.uk/2013/02].
Milton, O., Pollio, H. R., & Eison, J. A. (1988). GPA tyranny. National Forum, LXVII, 43-45.
Moran, M., Seaman, J., & Tinti-Kane, H. (2011). Teaching, Learning, and Sharing: How Today's Higher Education Faculty Use Social Media. Babson Survey Research Group.
O’Bannon, B. W., & Britt, V. G. (2012). Creating/developing/using a wiki study guide: Effects on student achievement. Journal of Research on Technology in Education, 44(4), 293-312.
Ofcom. (2010). Children’s media literacy audit 2010. UK, London. http://stakeholders.ofcom.org.uk/market-data-research/media-literacy-pubs/. [Retrieved 9 June 2014].
Office of Communications, United Kingdom. (2008). Social networking: A quantitative and qualitative research report into attitudes, behaviors and use. Retrieved from http://stakeholders.ofcom.org.uk/binaries/research/media-literacy/report1.pdf.
Oriella PR Network.com. (2013). The new normal for news: Have global media changed forever? Oriella PR Network Global Digital Journalism Study 2013. http://www.oriellaprnetwork.com/sites/default/files/research/Brands2Life_ODJS_v4.pdf. [Retrieved June 9, 2014].
Ovadia, S. (2009). Internet connection: Exploring the potential of Twitter as a research tool. Behavioral & Social Sciences Librarian, 28, 202-205.
Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5), 1-6.
Rosen, L. (2010). ReWired: Understanding the iGeneration and the Way They Learn. New York, NY: Palgrave Macmillan.
Seaman, J., & Tinti-Kane, H. (2013). Social media for teaching and learning. Retrieved from Pearson Learning Solutions website: http://www.pearsonlearningsolutions.com/assets/downloads/reports/social-media-
Siemens, G. (2006). Connectivism: Learning theory or pastime of the self-amused? Elearnspace blog, accessed March 12, 2014, http://www.elearnspace.org/Articles/connectivism_self-amused.htm.
Siemens, G. (2008). Description of connectivism, Connectivism: A learning theory for today’s learner, accessed March 13, 2014, http://www.connectivism.ca/about.html.
Siemens, G., & Tittenberger, P. (2009). Handbook for emerging technologies for learning. Retrieved from http://elearnspace.org/Articles/HETL.pdf.
Solomon, G., & Schrum, L. (2007). Web 2.0: New tools, new schools. Eugene, OR: International Society for Technology in Education.
The New Normal for News. (n.d.). Oriella PR Network. Retrieved June 7, 2014, from http://www.oriellaprnetwork.com/sites/default/files/research/Brands2Life_ODJS_v4.pdf.
Upcraft, M. L., & Gardner, J. N. (1989). The freshman year experience: Helping students survive and succeed in college. San Francisco: Jossey Bass Publishers.
VanDoorn, G., & Eklund, A. A. (2013). Face to Facebook: Social media and the learning and teaching potential of symmetrical, synchronous communication. Journal of University Teaching & Learning Practice, 10(1), 1-14.
Verhagen, P. (2006). Connectivism: A new learning theory? Surf e-learning themasite, accessed March 20, 2014, http://elearning.surf.nl/e-learning/english/3793.
Yakin, I., & Gencel, I. E. (2013). The utilization of social media tools for informal learning activities: A survey study. Mevlana International Journal of Education, 3(4), 108-117.
Yakin, I., & Tinmaz, H. (2013). Using Twitter as an instructional tool: A case study in higher education. The Turkish Online Journal of Educational Technology, 12(4), 209-218.
Yin, R. K. (2009). Case Study Research – Design and Methods (4th ed.). Thousand Oaks, CA: Sage.