Literaturnachweis - Detailanzeige
| Autor/inn/en | Emerick, Emily; Caldarella, Paul; Black, Sharon J. |
|---|---|
| Titel | Benefits and Distractions of Social Media as Tools for Undergraduate Student Learning |
| Quelle | In: College Student Journal, 53 (2019) 3, S.265-276 (12 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0146-3934 |
| Schlagwörter | Social Media; Educational Technology; Technology Uses in Education; Student Behavior; Undergraduate Students; Student Attitudes; Barriers; Cooperation; Interaction; Computer Use; Incidence |
| Abstract | Implementing social media in college classrooms can substantially enhance learning: facilitating teacher-student and student-peer communication; providing access to the professor- and student-posted information along with the resources of the internet; and promoting collaborative and responsive learning in many forms. But the excessive, unwise, or inconsiderate use of social media in the classroom can detract from the learning of the user and her classmates. A population of 447 undergraduate students enrolled in a college of fine arts and communications, completed an online survey created to explore their levels of social media use and their perceptions of how social media were contributing to and distracting from their education. Responses revealed that these students accessed their social media accounts an average of 32 times a day, yet a majority of them did not consider social media important to their formal education, and many found it to be distracting. (As Provided). |
| Anmerkungen | Project Innovation, Inc. P.O. Box 8508 Spring Hill Station, Mobile, AL 36689-0508. Tel: 251-343-1878; Fax: 251-343-1878; Web site: https://projectinnovation.com/college-student-journal |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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