Unplugging from Social Media: A Framework for Disrupting Our Higher Education Digital Footprint

Autor/inn/en	Schuster, Maximilian T.; Boulder, Tinukwa C.
Titel	Unplugging from Social Media: A Framework for Disrupting Our Higher Education Digital Footprint
Quelle	In: About Campus, 28 (2023) 4, S.23-27 (5 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Schuster, Maximilian T.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1086-4822
DOI	10.1177/10864822231195586
Schlagwörter	Social Media; Higher Education; Handheld Devices; Computer Mediated Communication; Educational Technology; Technology Uses in Education; Educational Trends; Influence of Technology; Information Dissemination; Audits (Verification); Organizational Objectives; Program Evaluation; Program Improvement; Program Attitudes + Suchen Sie Ihr Suchwort? Soziale Medien; Hochschulbildung; Hochschulsystem; Hochschulwesen; Computerkonferenz; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Bildungsentwicklung; Informationsverbreitung; Business goal; Unternehmensziel; Programme evaluation; Programmevaluation
Abstract	According to recent Pew Center research (2021), 72% of the US public uses some form of social media. These social media apps -- from Twitter to Facebook to Snapchat to Instagram, Threads, TikTok, and more -- are utilized to establish our digital presence and portray our digital identities. For higher education institutions and student affairs offices, these technologies convey institutional brands and serve to remotely engage students in the campus experience. The negative consequences of social media are well documented in the news and scholarly articles aimed at raising awareness about disinformation, fear of missing out (FOMO), cyberbullying, stalking, and digital racial image bias, to list a few. Despite the limitations associated with the use and inclusion of social media, nascent research provides evidence that social media can prove beneficial to student learning in higher education. The authors propose a framework, consisting of four phases, for conducting an annual social media audit: identify current social media technologies, collect trends and student views, consider departmental resources, and decide account's outcome. The foundation of the framework borrows from zero-based budgeting concepts. Auditing social media presence maintains strong potential to redirect staffing and time resources to initiatives and strategies that better promote student learning, including campaigns that provide education on thoughtful social media engagement. (ERIC).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01