Students’ perceptions of the educational value of Twitter: a mixed-methods investigation

  • Amanda Deaves University of Liverpool
  • Emily Grant University of Liverpool
  • Kate Trainor University of Liverpool
  • Kathryn Jarvis University of Central Lancashire
Keywords: Twitter, student perceptions, physiotherapy, engagement, teaching, education

Abstract

It has been suggested that Twitter can be used in healthcare education to enhance active engagement and access to information. However, there is limited information regarding students’ perceptions of this platform as a pedagogical tool. This study explored the perceptions of final-year undergraduate physiotherapy students in relation to a dedicated Twitter feed that was used to support learning throughout the academic year. A mixed-methods design was utilised. A total of 33 students participating in pre- and post-surveys and two focus groups (super users and novice users) provided rich data regarding value perceptions. The results indicate that the Twitter feed was a positive addition to teaching/education and provided insights in three themes: digital literacy, educational experience and professional identity. Twitter appeared to add value to the students’ educational experience via peer-assisted learning, collaboration and connectivity. Professional identity awareness can impact students’ Twitter activity; therefore, consideration regarding the enhancement of self-confidence and active engagement within this platform is recommended.

 

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Author Biographies

Emily Grant, University of Liverpool

Lecturer

Department of Physiotherapy

University of Liverpool

Kate Trainor, University of Liverpool

Lecturer

Department of Physiotherapy

University of Liverpool

Kathryn Jarvis, University of Central Lancashire

Senior Lecturer

School of Health and Wellbeing

University of Central Lancashire

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Published
2019-01-14
How to Cite
Deaves, A., Grant, E., Trainor, K., & Jarvis, K. (2019). Students’ perceptions of the educational value of Twitter: a mixed-methods investigation. Research in Learning Technology, 27. https://doi.org/10.25304/rlt.v27.2139
Section
Original Research Articles