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Abstract
The emergence of social media as a new channel for communication and collaboration has led educators to hope that they may enhance the student experience and provide a pedagogical tool within Higher Education (HE). This paper explores academics’ and undergraduates’ usage of Twitter within a post-92 university. It argues that the observed disparity of usage between academics and undergraduates can be attributed to a number of factors. Namely, academics’ perceived use of the platform for enhancing reputation is an implied acknowledgement of the importance of research within HE and the increasingly public engagement agenda. Additionally, academics’ limited usage of Twitter to support practical-based issues may be explained by issues relating to accountability of information through non-official channels. Moreover, students made greater use of Twitter for the passive reception of information rather than participation in learning activities. The implications of these issues will be discussed in reference to the study findings.
Notes
1. The literature uses a range of terms from Social Networking Sites (SNS), Online Social Networks and Social Networking Services (SNS) in an almost interchangeable fashion. Since the majority of usage is now via applications on mobile devices rather than websites, Social Networking Services most accurately reflect reality and is used here.
2. Edge Hill University is based in the north-west of the United Kingdom in Ormskirk, Lancashire and is a new campus-based institution organisationally structured around three facilities – Arts and Sciences, Education and Health. It can be considered a mid-table university as measured by various national league tables such as the Times Good University Guide and although it has a growing research profile is predominately teaching focused.