The effect of Twitter on college student engagement and grades

By Reynol Junco, Greg Heiberger, E. Loken. Journal of Computer Assisted Learning, 2011

1,591 citations recorded by the source corpus.

Subfields: Education, Social Psychology, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/0fab7c27e61dc12c01fa1a15b5e44757c8e0d676

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Citations in the corpus

Exploring the role of social media in collaborative learning the new domain of learning (2020, background): “Junco et al. (2011) conducted research on the specific purpose of the social media; how Twitter impacted students ’ engagement, found that it was extent discussion out of class, their participation in panel group (Rodriguez, 2011).”
Understanding student engagement in online learning environments: the role of reflexivity (2016, neutral): “The engagement of these students in their learning was also seen to depend on the manner in which they engaged in reflexivity centred on the pursuit of shared goals, that is in collective reflexivity.”
Effects of Student Engagement with Social Media on Student Learning: A Review of Literature (2013, background): “While there is evidence that social media enhances student learning (Carini et al., 2006; Heafner & Friedman, 2008; Junco, 2012b; Junco et al., 2011), future research needs to build on this finding, specifically addressing assessments”
Putting twitter to the test: Assessing outcomes for student collaboration, engagement and success (2013, methodology): “Junco et al (2011) conclude that Twitter can be repurposed for educationally relevant activities that have impacts on real-world academic outcomes, namely student engagement (offline) and grades.”
How and Why Educators Use Twitter: A Survey of the Field (2014, background): “Twitter has been credited in different studies conducted at the university level with stimulating engagement and raising grades (Junco et al., 2011), increasing willingness of students to share lack of comprehension with instructors (Chen & Chen, 2012), boosting collaborative learning and self-con…”
Effects of social media usage and social media multitasking on the academic performance of university students (2017, background): “However, Junco et al. (2011) and GreGory et al. (2014) have shown that the use of Twitter and Facebook can enhance undergraduate student engagement and performance.”
A Review of Nontraditional Teaching Methods: Flipped Classroom, Gamification, Case Study, Self-Learning, and Social Media (2019, methodology): “Social Media Enhance engagement in the learning process [17,90,113,114] Share opinions and knowledge easily [113–116] Enhance proficiency at using technology and media [117,118] High number of available resources [117] Ease of access to resources [117] Make possible lifelong learning [119] Create op”
Students’ Perceptions and Experiences of Social Media in Higher Education (2015, background): “Indeed, past research has shown a positive relationship between the use of social media and engagement; however, this is demonstrated in the context of specific tools (see Junco et al., 2011, study on Twitter and engagement).”
Habits and the electronic herd: The psychology behind social media’s successes and failures (2020, background): “Illustrating a novel reward, Junco et al. (2011) used Twitter to demonstrate the academic benefits for students of using the site to engage with course material.”
Too much face and not enough books: The relationship between multiple indices of Facebook use and academic performance (2012, background): “…the relative impact of each, as previous research has shown that online activities often matter more than time spent online when evaluating outcomes (Cotten, 2008; Ellison et al., 2011; Gordon et al., 2007; Junco & Cotten, 2010; Junco et al., 2011; Morgan & Cotten, 2003; Pempek et al., 2009).”