Social Media Courses Research Articles

Ready, set, go! Deploying the social listening stoplight activity to teach marketing analytics using qualitative techniques

Analytical skills are in high demand across business sectors and various positions. Therefore, it is pivotal for marketing students to have exposure and practice leveraging analytical methods and tools before graduation and entering the job market. However, qualitative techniques to gather marketing analytics and insights are rarely taught as an approach. As a result, the authors created the Social Listening Stoplight Activity to teach students how to qualitatively gather marketing analytics insights for actionable recommendations that can be used to adjust social media strategies for increased engagement. By leveraging data from the Social Listening Stoplight Activity, the authors qualitatively analyze undergraduate and graduate student assignment submissions to assess the activity as a method to teach students qualitative social listening, a growing industry skill. This research finds that students exhibit more difficulty with qualitative versus quantitative strategic social media marketing analysis skills, further justifying the need for an activity like this in marketing analytics and social media courses. Students must not only be able to assess numerical data, but they also must be able to interpret and communicate recommendations to truly contribute to organizations.

Penggunaan Media BIP Video Call pada Kelas Speaking

Based on the results of research in November 2021 concerning the use of BIP video call media in the Speaking for everyday communication course, researchers found their abilities were at the poor level. As a continuation of this research, researchers have used BIP Video Calls to improve students' Speaking skills in the Speaking for Social Media course in the form of dedication. This activity has been carried out for half a semester using several procedures; Planning, Action, Observation, and Reflection. Students who have been involved in this community service activity are Semester II students of English Education FADIKSI UNILAK who are taught in the Speaking course, especially Speaking for Social Media. In this activity there are two types of data that have been obtained; quantitative and qualitative data. Qualitative data were obtained using interview instruments. Meanwhile, quantitative data was obtained through a test instrument, namely the speaking ability test. The results that have been obtained from this study are that there is an increase in their average speaking score from 52 to 53.2. still poor category. There are two factors that influence the change in the average value; firstly the sound quality produced by BIP Vidio Call is clearer and secondly the video produces clearer visualizations. In conclusion, the use of BIP Vidio Call in the Speaking course which has been carried out in the form of research and community service has the same result, namely that it can help students expedite their communication process.

A Decade of Social Media Education: Student Expectations and Reactions From Alumni Professionals

The increased emphasis on targeting audiences via digital and social media channels necessitates the updating of traditional advertising curriculum. Academic courses specializing in social media strategy, analytics, and campaigns are vital to the advertising educational landscape as we strive to best prepare students for future employment. Phase 1 of this research draws upon key insights associated with a random sample of enrolled student surveys from a Social Media course taught from spring 2011 to fall 2019 ( n = 230). Phase 2 added 12 in-depth interviews with alumni of the course and current U.S. advertising professionals who identify social media as a core function of client business. Implications for how to best prepare future advertising students for a career in social media via advertising curricula are provided.

#ShopSmall because #ArtAintFree: Instagram artists’ rhetorical identification with community values

This article analyzes #ShopSmall and other hashtags related to the small business economy used in Instagram posts by fine artists in one community to determine how artists perform rhetorical identification through shared values. The study upholds previous hashtag research in illustrating how hashtags contain extensive rhetorical activity beyond categorizing or labeling content. The study goes beyond existing research by demonstrating how hashtags enact different levels of rhetorical performance, including hashtags that perform a Shop Small ethos in service of individual values and hashtag clusters that draw on a collective Shop Small ethos to perform identification with community values, effectively transcending appeals for one's own sales by appealing to broader values of the small arts economy. The article concludes with a description of an online course module that applies concepts from the study to a senior undergraduate Rhetoric of Social Media course.

Incorporating an annual giving campaign into the academic curriculum: A guide to getting started

Utilising social media platforms in annual giving campaigns are effective because the campaign reaches potential donors on their preferred social media channel and offers them a level of engagement with their alma mater through visual content and hashtags. Student participation in annual giving campaigns is often an overlooked opportunity at many universities. At a small liberal arts university, student participation became an essential component to an annual giving campaign when the participation was integrated with learning outcomes for a social media course. As a result of this integration, the annual giving campaign benefitted from student-generated content, interconnectivity with student social media networks and elevated traffic on university social media networks. Total campaign donations between annual giving years of 2018 and 2019 increased by 63 per cent and the total number of donors by 34 per cent. This case study offers a guide to implementing a course in social media and fundraising designed to provide students with real-time campaign experience during an annual giving campaign. Posting content on social media platforms is second nature for most students as these platforms serve as the primary tool for their interaction with family, friends, organisations and favoured brands. The successful integration of learning outcomes with an annual giving campaign expands the literature surrounding media multiplexity and social media capital. This case study lends itself to literature focusing on enhancing the relationship between students and the university experience for future increased alumni participation.

A Syllabi Analysis of Social Media for Teaching and Learning Courses

The purpose of this syllabus analysis was to explore the structure of courses focused on social media and geared toward education professionals. Fourteen-course syllabi from institutions located within the United States (U.S.) were analyzed as part of this investigation. The results of the analysis revealed a total of 46 unique topic themes across the different courses. The findings show that the most common course objectives aimed to encourage the application and practice of social media as part of a learning experience and the learners' professional practice. In total, the syllabi listed 67 unique required readings including non-peer-reviewed publications, peer-reviewed journal articles, and textbooks. Last, the analysis of the assignments listed in the syllabi shows that in these social media courses, there was a mix of traditional and non-traditional assessment methods. These non-traditional assessment methods focused on integrating social media as part of the assessment in which learners were required to create a social media account, become familiar with it, and create learning experiences incorporating a specific social media platform. Keywords: Teaching and learning. Social media in higher education. Curriculum Analysis.

A Syllabi Analysis of Social Media for Teaching and Learning Courses

The purpose of this syllabi analysis was to explore the structure of courses focused on social media and geared towards education professionals. Fourteen course syllabi from institutions located within the United States (U.S) were analyzed as part of this investigation. The results of the analysis revealed a total of 46 unique topic themes across the different courses. The findings show that the most common course objectives aimed to encourage application and practice of social media as part of a learning experience and the learners’ professional practice. In total, the syllabi listed 67 unique required readings including: non-peer reviewed publications, peer-reviewed journal articles, and textbooks. Last, the analysis of the assignments listed in the syllabi show that in these social media courses, there were a mix of traditional and non-traditional assessment methods. These non-traditional assessment methods focused on integrating social media as part of the assessment in which learners were required to create a social media account, become familiar with it, and create learning experiences incorporating a specific social media platform.

Special Education Candidate Teachers’ Metaphors about Social Media

Because technology is developing each day and internet is getting easier to access, the types of communication among the people also have a constant alteration. Social media being one of the leads, especially the students undergoing an education frequently use these new communication styles. Studies in this context suggest that students do not use social media only to communicate with each other but also to exchange information, cooperate and share their class materials. In this regard, the perspectives of those who will be teaching students with special needs regarding social media are important to focus on. Therefore, this inquiry aims to identify the approaches of special education candidate teachers about social media courses through metaphors. The phenomenological research design was applied in this study. Participants were chosen from the candidate teachers who studied Special Education Teaching at Sakarya University Education Faculty in 2017 and 2018. The data was collected through the forms which had expressions as “because it is … social media is like … “and content analysis was used to examine this data. The forms were filled by 87 participants and the results show that they have developed 81 different metaphors. Based on the reasons for these metaphors researchers formed 6 categories: life colour, side effect, object, dependency, necessity and waste of time. It was also observed that the perspectives of special education candidate teachers about social media courses were typically positive.

Flying social media course

Social media became important part of airline operations. It used to be considered a toy only that serves youngsters to share their feelings and thoughts. This has changed quite recently and airlines start to explore social media. Some of them have already unlocked its full potential and they use it for revenue boosting, crisis communication etc. Some airlines are still reluctant to dive in. This paper explains how the world of social media is being conquered and exploited by airlines and shows examples on how crisis communication is handled by airlines on social media and how social media can support collection of airline revenue. On top of that, it provides statistical evidence of increasing number of airline staff working on social media. The reason for that is that airlines feel growing importance of their virtual presence on social media. They simply believe in a big potential of their virtual presence on social media and the ability of this presence to be turned into “tangible” real-life relationship with their passengers. And their operational experience proves it works.

Mobile Social Media and the News: Where Heutagogy Enables Journalism Education

Journalism schools are under pressure to look beyond traditional teaching methods to prepare students for the post-Internet, rapidly evolving news landscape. Heutagogy is a net-centric teaching method in which learners are highly autonomous and self-determined. In this article, Participatory Action Research theory was applied within a heutagogical framework to the redevelopment of a social media course for journalism students at AUT University, New Zealand. The findings form the basis of recommendations across the wider journalism curriculum, and there are also implications for other areas of communication studies, public relations, and online or broadcast media.

Peer Assessment Dataset

Peer assessment is seen as a powerful supporting tool to achieve scalability in the evaluation of complex assignments in large courses, possibly virtual ones, as in the context of massive open online courses (MOOCs). However, the adoption of peer assessment is slow due in part to the lack of ready-to-use systems. Furthermore, the validity of peer assessment is still under discussion. In this paper, in order to tackle some of these issues, we present a dataset containing assessment of student submissions by peer students and by instructors during our Social Media course with 60 master's level university students. The dataset allows to train and test algorithms predicting grades of instructors based on grades of peer students.

Bringing the digital world to students: partnering with the university communications office to provide social media experiential learning projects

Courses: Semester-long activities involved a Social Media course and PR Writing course; recommendations offered for other communication courses.Objectives: To provide students in advertising, public relations and related majors the opportunity to participate in a social media experiential learning project via partnership with the university communications office.

Teaching social media in public libraries – Danish experiences

Purpose – The paper aims to report on a Danish Web 2.0 user training project from 2009. Besides, reporting the main results of the project, the paper discusses some broader perspectives concerning social media in library context. Many public and academic libraries worldwide have, inspired by the American “23 Things” Web 2.0 training program, been involved in training and educating both of their internal staff and of their users. The key questions are: whether concepts like “23 Things” and the like are likely to contribute to solving the problems of the computer illiterate segments of the population and whether Web 2.0, Twitter, Facebook, Flickr and the like represent subjects which should be legitimately taught as part of professional public and academic library activities. Design/methodology/approach – Based on systematic evaluation of public library-based social media courses, inspired by the “29 Things” concept, targeted at users. Findings – The article points out that it is questionable whether the “23 Things” project, as based on principles of self-directed learning, ownership for one’s own learning and similar popular notions, which fit very well into the taste and preferences of computer literate middle-class individuals, will also work among computer illiterate citizens. Concerning the second key question, the article points out that only a few critical opinions are against social media in libraries and that the presence of social media is legitimized through different reasons, including marketing, learning and higher-order purposes. Originality/value – The findings of the Danish public library social media courses in 2009 have not been reported before.

Teaching Social Media in Business

The ways people connect, interact, share, and communicate have changed due to recent developments in information technology. These developments, categorized as social media, have captured the attention of business executives, technologists, and education professionals alike, and have altered many business models. Additionally, the concept of social media impacts numerous sub-disciplines within business and has become an important issue with operational, tactical, and strategic considerations. Despite this interest, many business schools do not have courses involving social media technologies and applications. In those that do, the placement and focus of the course varies considerably. This article provides motivation and insight into the process of developing an approach for effectively teaching social media use in business. Additionally, it offers implementation examples of courses taught at three major universities. The article concludes with lessons-learned that will give instructors practical guidance and ensure that social media courses taught in a business school provide students with a solid basis for integrating social media into business practice.

Book Review: Social Media: Pedagogy and Practice, edited by Kehbuma Langmia, Tia C. M. Tyree, Pamela O’Brien, and Ingrid Sturgis

Social Media: Pedagogy and Practice. Kehbuma Langmia, Tia C. M. Tyree, Pamela O'Brien, and Ingrid Sturgis, eds. Lanham, MD: University Press of America, 2014. 274 pp. $34.99 pbk.Some studies showed that youths in many countries around the world today continue to spend hours a day on one form of social media or another. These digital natives are readily adopting the technology as the center of their learning, socialization, and communication. Yet, many faculty members remain wary of the academic benefits these new technologies bring to the classroom. Social Media: Pedagogy and Practice attempts to enlighten educators, scholars, and practitioners about social media and help them find the balance of technology and pedagogy to develop the first wave of college-level social media courses.Edited by Kehbuma Langmia of Howard University, Pamela O'Brien of Bowie State University, Tia Tyree of Howard University, and Ingrid Sturgis of Howard University, this collection is a product of the discussions and research presented at the 2011 and 2012 Social Media Technology Conference and Workshops, co-hosted by Howard University and Bowie State University. The volume collects thirteen chapters-each an article on its own-covering social media as pedagogical tools, social media practices in the United States, and international social media practices.The first six chapters are dedicated to discussing how social media can be brought into the classroom and research projects. Tia Tyree, in her article about creating social media courses for college students, highlighted the need for respecting the ways utilize new technologies to enhance their comprehension of certain subject matters and to acquire new skills. In the new millennium, she wrote, students have increased opportunities to determine the time and manner in which learning occurs. She urged educators to opt for a student-centered rather than a one-size-fits-all approach to working with in the online learning environment. Echoing Tyree's call, Kehbuma Langmia and Stella-Monica Mpande recommended critical evaluations of social media in terms of intercultural thinking, learning disparities, deconstruction of meaning, and identity formation over social media.To help scholars and practitioners incorporate social media data into communication research, William Hart and Erica Taylor in chapter 5 devised a step-by-step guide to writing a quantitative research paper on social media. From writing the introduction or problem statement to writing the discussion section, Hart and Taylor gave examples from a social media case study and highlighted aspects that are specifically relevant to communication research, such as using the #socialmediaresearch hashtag on Twitter.The second section of this volume seeks to examine the use of social media in the United States. Jayne Cubbage studied how the increasing use of new media and Internet technologies among African Americans helps to mobilize the community in taking steps to improve their social and living conditions, in political and economic ways. Her research concluded that community involvement may be bolstered with more use of social media. Following that, in chapter 9, Jamila Cupid and Lenise Wallace emphasized how various social media platforms, such as Google Plus, LinkedIn, and Pinterest, can be used as social branding tools for college to seek employment. …

A Comparative Analysis of Public Relations Curricula

According to scholars, there has been a move toward a more professional or occupational focus in postsecondary education, a focus that Grubb and Lazerson suggest “undermines education’s moral, civic, and intellectual purposes.”1 The purpose of this study was to evaluate the public relations curricula of U.S. universities and colleges and the requirements for entry into the profession. Results indicated that while there are differences, public relations curricula appear to be equally strong regardless of department or type of institution in which the program is located. Moreover, results indicated that the public relations curricula appear to meet the needs of the practice and that the perceived gap between offering of social media courses and the needs of practice may be temporary and illusionary.