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    Rights statement: This is the author’s version of a work that was accepted for publication in The Internet and Higher Education. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in The Internet and Higher Education, 33, 2017 DOI: 10.1016/j.iheduc.2016.12.002

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

Research output: Contribution to journalJournal article

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<mark>Journal publication date</mark>04/2017
<mark>Journal</mark>Internet and Higher Education
Volume33
Number of pages8
Pages (from-to)41-48
Publication statusPublished
Early online date3/01/17
Original languageEnglish

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.

Bibliographic note

This is the author’s version of a work that was accepted for publication in The Internet and Higher Education. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in The Internet and Higher Education, 33, 2017 DOI: 10.1016/j.iheduc.2016.12.002