Use of social media in undergraduate communication classes

Abstract

Social media are changing the scope of communication in both personal and professional spheres. Like other technologies before it, social media platforms were not created for educational use but some instructors see educational value. Adapting new tools for teaching can be a complex process involving many components. Previous studies have shown some benefits and a few ways in which social media can be incorporated into undergraduate education. Additionally, teaching methods and principles can serve as guidelines for the process. However, neither of those gives the full picture. Therefore, this qualitative study uses in-depth interviews to examine the experiences of instructors who use social media in their teaching practices to uncover more details about the practicality, successes, and challenges of this growing technology. The results indicated that instructors in communications fields who incorporate social media feel the need to teach communication in all forms. Being aware of new platforms, uses, and conventions, in addition to current trends and issues in social media, allowed for discussions about good practices. They felt that social media offered opportunities for collaborative learning that supported their learning objectives. The most common platforms were Facebook, Twitter, and LinkedIn. Often the platforms were a vehicle for sharing content and discussions outside of class time. While instructors said there were challenges in adapting social media for classroom use, they felt that it added enough value to their courses to continue.