Abstract
ABSTRACTEver since Becker and Watts (1996) found that economic educators rely heavily on “chalk and talk” as a primary teaching method, economic educators have been seeking new ways to engage students and improve learning outcomes. Recently, the use of social media as a pedagogical tool in economics has received increasing interest. The authors assess students across three different institutions to see if the use of Twitter improves learning outcomes relative to a traditional Learning Management System. Using an experimental design, they find no evidence that the use of Twitter improves students' learning.
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