One of our class readings, “Twitter Use and its Effects on Student Perception of Instructor Credibility,” by Jocelyn M. DeGroot, discusses how ubiquitous social media is in current society and how post-secondary instructors should leverage Twitter, now called X, to increase instructor credibility. The study was performed in 2015, so one might surmise the study is outdated due to Elon Musk’s recent purchase of Twitter ( X) and the widespread exodus of so many academics due to policy changes on the platform. However, the information regarding instructor credibility in students’ eyes is still helpful and can be transferred to other social media platforms. The reasoning behind instructors leveraging social media is to disseminate more knowledge, foster connections beyond the confines of the classroom, and establish higher credibility with their students, reasoning that students will become more motivated in class with increased connection to the instructor. Thus, a higher level of learning will take place. The article further discusses the type of posts instructors make, identifying three ways to engage with students on social media. In this post, I will summarize the article and inject my opinions from a high school teacher’s perspective.
The Study: How Does Twitter Content Shape Instructor Credibility
First, let’s discuss what DeGroot’s study examines. DeGroot looks at “college student perceptions of instructor credibility based on the content of an instructor’s Twitter feed and student beliefs about Twitter as a communication tool.” (DeGroot et al., 2015, p.2). DeGroot’s study used a combination of qualitative and quantitative studies and compared their findings with Johnson’s study, which was published five years earlier and can be found here: “Johnson, K. A. (2011). The effect of Twitter posts on Students’ perceptions of instructor credibility. Learning, Media and Technology, 36(1), 21–38. doi:10.1080/17439884.2010.534798”. Johnson asserted that instructors who connect with students using Twitter posts were perceived as more credible, thus increasing motivation and connection with students, which is “paramount in the student learning process (Teven & McCroskey, 1997; Thweatt & McCroskey, 1998).” To corroborate Johnson’s study, DeGroot used fake Twitter accounts, creating three different types of Twitter feeds: one featuring exclusively professional content, another composed solely of personal/social tweets, and a third integrating both professional and social content in the hopes of influencing students’ perception of instructor credibility. The question remains: which of the three methods of Twitter posting is most effective? “Johnson (2011) found that instructors who tweeted more social content were perceived as more credible by students. While Johnson’s findings are provocative, they are not intuitive, and we (DeGroot) argue that the subject deserves further investigation.” (DeGroot et al., 2015, p.3). The underlying premise DeGroot discusses is that students exposed to professional posts are more likely to perceive the instructor as a credible and authoritative source of information. In contrast, those engaging with social posts may develop a more substantial personal rapport with the instructor. A balanced integration of both professional and social content fosters an environment where students experience trust in the instructor’s expertise as well as a sense of personal connection, enhancing their overall perception of credibility in the instructor and thus “positively influenced students’ educational affect and cognitive learning.” (DeGroot et al., 2015, p.3)
Social Media as an Extension of the Classroom
Instructor use of Twitter or other social media platforms keeps students more connected with the professor. For some students, Twitter(X) is an ”interactive tool that almost all college kids use daily so you[the instructor] can continue to teach even when you are not in class.”(DeGroot et al., 2015, p. 12). Some students viewed this connection favourably, but others liked their personal and school time separated. I ask the question, is extending the classroom healthy for us in the long run, with the addictive tendencies that social media has? Not all students are interested in extending their courses beyond the confines of the classroom.
The study discusses improving student-instructor relationships with increased participation and interaction on Twitter, which might lead to motivated students; however, in the discussion at the end of the paper, DeGroot reveals that not all students think this is a good idea for a number of reasons. If students are unfamiliar with or do not use the platform, they may not want to engage in the extended classroom. Some students feel they might miss something crucial to the class and are concerned that some information might only be shared on the Twitter Feed. Important information in the class should be consolidated in one spot within the course. Using Twitter or other platforms may run the risk of information being shared in multiple locations, leaving the students lost or confused. I agree with this mostly; for new users, the media might become a barrier to learning and further segregate students who don’t have that type of social media or don’t want to use Twitter. On a positive note, if students are subscribed to Twitter, the instructor’s use of it could promote meta-learning, increasing students’ engagement in the digital realm. For example, students can learn proper etiquette on a social media platform from the instructor’s interactions online.
The extension of the classroom can be potentially suitable for students, but is it healthy for the instructors? Too much overlap, in my opinion, could lead to instructor burnout over time. Extending the classroom also means extending the workday. The extension of the classroom could be seen as violating classroom time expectations for some students as well. The use of Twitter could promote inequality in the class as well. “Using Twitter also makes the instructor seem more relatable, personable, and approachable” to those students that already enjoy participating on the Twitter platform.” (DeGroot et al., 2015, p.12), but what about the students who do not have or don’t want to use Twitter?
A final concern I wish to discuss is the possibility of Twitter use breaching the student–instructor boundary. Some students expressed that “interactions between students and instructors on Twitter could lead to favouritism or even a romantic relationship.” (DeGroot et al., 2015, p.13).
Discussion: Critical Analysis and Personal Perspective
While I agree that maintaining a level of professionalism on social media is essential, that does not mean that all posts need to be academic in nature. Instructors who post both professional and personal content understand that it is a potentially positive method of leveraging social media for some students to increase motivation and cognitive learning. I recommend that teachers poll each class to see how many students are open to Twitter use and what sort of posts students want to see. The dynamics in each classroom will be different, and social media use, or not, should be determined by the student’s willingness to use it.
Johnson found that social posts were the most relevant to student success, “yet our findings provide a direct contrast in that the instructor with the professional content was deemed higher in the caring dimension of credibility than the instructor with the social content.” (DeGroot et al., 2015, p.15). For some students, the wish is that instructors should not be reduced to mere academic figures. They are, after all, multifaceted individuals. A blend of professional content and a carefully measured amount of personal disclosure can make instructors more relatable without compromising their credibility.
That being said, I acknowledge the inherent risks. In the era of heightened public scrutiny and cancel culture, even the most innocuous personal posts can be misconstrued, potentially jeopardizing an instructor’s reputation and possibly future career opportunities.
While increased accessibility may enhance student-instructor interactions, it also blurs the boundaries between academic and personal life for both teacher and student. Social media’s addictive nature must not be overlooked; encouraging students to engage with coursework beyond structured learning hours may inadvertently contribute to burnout. The notion of continuous availability raises concerns regarding work-life balance for both students and instructors alike.
Conclusion
The conclusion remains of considerable debate as findings in the 2015 study differ from Johnson’s study in 2010. The DeGroot study found the students’ answers varied. One student wrote, “I would rather keep the relationship strictly within a classroom setting.”(DeGroot et al., 2015, p.13 ), while others said that blended Twitter use, “ makes the students feel more at ease while in their class. Thus, they’re more likely to approach them with questions and such.”(DeGroot et al., 2015. P.12).
From a high school teacher’s perspective, I believe instructors of high school-aged children must be more careful than post-secondary instructors due to student age and maturity. They should keep all online posts private or very limited and have a professional and private account. High school teachers should keep the accounts separated. Minimal and careful information dissemination should be practiced on the professional page if it is public, and the social account should remain private. Leveraging Twitter or another social media platform to extend the classroom does have many positive aspects to enhance learning, but not for all students. Instructors will need to tread carefully in potentially dangerous waters and gauge each classroom carefully to see if using Twitter will have rewards that outweigh the risks. More study is warranted. Using Twitter or another platform is a double-edged sword that can be a powerful tool but could be problematic for students and instructors.
Works Cited
DeGroot, J. M., Young, V. J., & VanSlette, S. H. (2015). Twitter Use and its Effects on Student Perception of Instructor Credibility. Communication Education, 64(4), 419–437. https://doi.org/10.1080/03634523.2015.1014386
Johnson, K. A. (2011). The effect of Twitter posts on students’ perceptions of instructor credibility. Learning, Media and Technology, 36(1), 21–38. doi:10.1080/17439884.2010.534798 Kelly, L., Duran, R. L., & Zolten, J. J. (2001). The effect of reticence on college students’ use of electronic mail to communicate with faculty. Communication Education, 50, 170–176. doi:10.1080/03634520109379242
Lowe, B., & Laffey, D. (2011). Is Twitter for the birds? Using Twitter to enhance student learning in a marketing course. The Journal of Marketing Education, 33, 183–192. doi:10.1177/ 0273475311410851
Mazer, J. P., Murphy, R. E., & Simonds, C. J. (2007). The effects of teacher self-disclosure via Facebook on teacher credibility. Learning, Media and Technology, 34(2), 175-183. https://doi.org/10.1080/17439880902923655
Teven, J. J., & Hanson, T. L. (2004). The impact of teacher immediacy and perceived caring on teacher competence and trustworthiness. Communication Quarterly, 52(1), 39-53. https://doi.org/10.1080/01463370409370177
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