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AutorenAl-Bahrani, Abdullah; Patel, Darshak; Sheridan, Brandon J.
TitelEvaluating Twitter and Its Impact on Student Learning in Principles of Economics Courses
QuelleIn: Journal of Economic Education, 48 (2017) 4, S.243-253 (11 Seiten)
PDF als Volltext    Verfügbarkeit 
Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN0022-0485
DOI10.1080/00220485.2017.1353934
SchlagwörterEconomics Education; Social Media; Web 2.0 Technologies; Mass Media Use; Mass Media Effects; Teaching Methods; Technology Uses in Education; Instructional Effectiveness; Achievement Gains; Student Improvement; Control Groups; Experimental Groups; Pretests Posttests; College Students; Introductory Courses; Kentucky; Tennessee; Illinois
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. (As Provided).
AnmerkungenRoutledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2018/2/04
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