Measuring the Correlation between Digital Media Usage and Students' Perceived Writing Ability: Are They Related?

Autor/inn/en	Parrella, Jean; Leggette, Holli R.; Redwine, Tobin
Titel	Measuring the Correlation between Digital Media Usage and Students' Perceived Writing Ability: Are They Related?
Quelle	In: Research in Learning Technology, 29 (2021), (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2156-7069
Schlagwörter	Correlation; Social Media; Telecommunications; Time Management; Computer Use; Writing Skills; Self Efficacy; College Seniors; Graduate Students; State Universities; Writing for Publication; Audience Awareness; Texas + Suchen Sie Ihr Suchwort? Korrelation; Soziale Medien; Telekommunikationstechnik; Zeitmanagement; Writing skill; Schreibfertigkeit; Self-efficacy; Selbstwirksamkeit; College; Colleges; Senior; Hochschule; Fachhochschule; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Staatliche Universität
Abstract	The purpose of our correlational, quantitative study was to determine if time spent using digital media (i.e. text messaging and social media) influences students' media writing self-perceptions (MWSPs). We measured students' perceived writing ability using the MWSP scale and their time spent using digital media with the social networking time use scale (SONTUS). Correlations between students' MWSP scores and SONTUS scores were statistically insignificant, suggesting that time spent using digital media does not negatively influence their perceived writing abilities. However, results from further analyses indicated that as students' social media use increased, so did their ability to recognise the difference between writing for social media and writing for professional publications. We also found that the more students text the more they use social media and vice versa. We present directions for future research and practice. (As Provided).
Anmerkungen	Association for Learning Technology. Gipsy Lane, Headington, Oxford OX3 0BO, UK. e-mail: enquiries@alt.ac.uk; Web site: https://journal.alt.ac.uk
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01