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Being knowledge, power and profession subordinates: Students' perceptions of Twitter for learning
ARTICLE

, Department of Educational Research, United Kingdom ; , Division of Physiotherapy & Rehabilitation Sciences, Clinical Sciences Building, United Kingdom ; , , University of Nottingham, United Kingdom

Internet and Higher Education Volume 33, Number 1, ISSN 1096-7516 Publisher: Elsevier Ltd

Abstract

Further conceptualisations are needed that consider students' actual engagement with and perceptions of Twitter for learning. To address this gap, an optional Twitter learning activity was created for a UK-based cohort of Year 1 Physiotherapy students. However, students did not contribute in this medium. Forty-three participating students were surveyed, and two focus groups held. These methods explored: 1) the frequency of student self-initiated use of social media, focusing on Twitter, 2) students' perceptions of Twitter, and 3) factors that would discourage or facilitate students' use of Twitter for learning. Results suggest students perceive Twitter as a platform where student knowledge and power is subordinated to leading Twitter users from relevant disciplines or professions, but also as a platform for enhancing career/business. To this end, a ‘digital information activation’ (Dig-Info-Act) pedagogy for social media is suggested: that is, a pedagogical orientation towards a critical analysis of and acting upon social media information.

Citation

Lackovic, N., Kerry, R., Lowe, R. & Lowe, T. (2017). Being knowledge, power and profession subordinates: Students' perceptions of Twitter for learning. Internet and Higher Education, 33(1), 41-48. Elsevier Ltd. Retrieved December 9, 2022 from .

This record was imported from Internet and Higher Education on January 29, 2019. Internet and Higher Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.iheduc.2016.12.002

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