@article{Liu_2018, title={Social media as a student response system: new evidence on learning impact}, volume={26}, url={https://journal.alt.ac.uk/index.php/rlt/article/view/2043}, DOI={10.25304/rlt.v26.2043}, abstractNote={<p>The ubiquitousness of social media renders it a potentially powerful tool in higher education. This study explores the use of Twitter as a tool to enhance active learning and improve feedback during large-sized lectures. Students in a final-year undergraduate accounting course at an Australian university engaged in Twitter-based synchronous activities, including answering in-lecture quizzes and posting questions. This study explores two key questions: (1) ‘what encourages students to actively utilise social media in their learning process?’ and (2) ‘what pedagogical advantages are offered by social media in enhancing students’ learning experiences?’ Results of a student survey administered at the end of the course show that (1) students are more likely to participate in in-lecture Twitter activities if they are familiar with the technology, (2) Twitter activities encourage students to participate in active learning, (3) Twitter provides a platform enabling two-way student–instructor communication and (4) students find Twitter activities helpful <em>regardless</em> of whether they attend the lecture in real time or view online lecture recordings. These findings deepen our understanding of the pedagogical benefits of using Twitter as a student response system, which will assist educators to better harness the power of social media in the learning–teaching process.</p><p><strong>Published:</strong> 27 April 2018</p><p><strong>Citation:</strong> Research in Learning Technology 2018, <strong>26</strong>: 2043 - <a href="http://dx.doi.org/10.25304/rlt.v26.2043" target="_base">http://dx.doi.org/10.25304/rlt.v26.2043</a></p&gt;}, journal={Research in Learning Technology}, author={Liu Chelsea}, year={2018}, month={Apr.} }