Joshua Meadors

Annotated Bibliography 1
Russell, Jylian. “Social Media in Higher Education: Strategies, Benefits, and Challenges.”
Hootsuite Social Media Management, 23 Feb. 2018, blog.hootsuite.com/social-media-in-
higher-education/.
Jylian Russell, content writer and communication consultant, describes herself as an
inquisitive, energetic, and process driven copywriter based in Canada. She has been a writer for
ZENDESK, HOOTSUITE, WING4U, NTRUST, WEALTHBAR, PAYPAL, TRELLO, and BC
CENTRE FOR DISEASE CONTROL. She specializes her work in customer service, fintech,
and social media. She currently holds an undergraduate and graduate degrees in communications.
In this article, “Social Media in Higher Education: Strategies, Benefits, and Challenges,”
Russell is not at all against the use of social media in higher education, but for it. Russell, in her
article, goes on and talks about the many uses of social media in higher education. For example,
she talks about how it is being used, how it has been a tool to promote research tool and using it
to be crisis communications tool.
The quote I want to focus on is when she makes the claim, “Social media has become the
younger generations’ primary means of interacting with the world” (Russell). To expound on
what Russell is stating, in the generation that we live in, social media such as Twitter, Facebook,
Instagram, etc. has made its way in our lives as the primary way to communicate with our peers.
Russell is not saying this is a bad thing though, she believes that this can be a good thing, not for
the students, but for higher education.
Additional Quotes:
 “Today, schools around the world are flocking to social channels to showcase their
curriculum, faculty, and culture” (Russell).
 “With smartphones, tablets, and other gadgets, we’re now able to “plug in” virtually
whenever we desire” (Russell).
Analysis:
As one may read this article, they may not see the point in me choosing this article. Ms.
Russell made some great points, but they are not directed at students, it is directed at higher
education schools. In this case, schools in general are always trying to grab the student’s
attention. After reading this article specifically, it made me realize how schools, businesses,
people etc. are trying to grab our attention. Although this cycle seems to be inescapable, it makes
sense that these people want your attention because they want your network.
 Jylian Russell

Annotated Bibliography 2
Filimon, Nela, and Malgorzata Bartosik-Purgat. Social Media Usage in Higher Education
Learning. www.cidui.org/revistacidui/index.php/cidui/article/viewFile/958/924.

Summary:
In the article “Social Media Usage in Higher Education Learning,” two professors have
gathered information from doing research from various colleges. Both Nela Filimon and
Malgorzata Bartosik-Purgat, identified a plethora of information regarding to the learning habits
of students that use social media all the time, sometimes use it, or don’t use social media at all.
Nela Filimon, who is a professor at the Universitat de Girona, and Malgorzata Bartosik-Purgat,
professor at Poznan University, both are teachers in economics of economics. The professors,
who both have years of experience in economics and culture, initially discussed the cultural
difference in social media. For example, Chinese students exhibited more individualistic
behavior as compared to Americans. Later in the article, they analyzed data from six different
tables. The first table was categorized by the amount of people that use social media compared
by ethnicity with respect to gender, age, personal status, and professional status. In table two,
different clusters are assigned to how much people use social media in different regions for
educational purposes as compared to the frequency they are using it. Table three showed the
estimates of the parameters. In table four, it shows the socioeconomic profile of social media
users in each cluster. Table five displays the results of the survey that answer the motives for
using social media for educational purposes and shows that students hardly ever use social media
for education information. Lastly, table six represents the patterns of specific social media usage
for education purposes.
In the conclusions section, the professors did conclude that “social media seems to be important
in defining social media users learning habits.” They also declared that they needed to further
research on this topic.
Additional Quotes:
 “The increasing usage of Social Media by both teachers and students has attracted
substantial attention from the researchers in the field, with the purpose of assessing, for
example, their role in higher education, though with no clear-cut results.”
 “All in all, there are not many comparative studies on the impact of social media on
individuals' behavior, in particular, on their learning habits.”
 “Research evidence has shown that while cultural differences are gaining importance in a
globalized world, the massive access to worldwide media and information sources is
generating convergence phenomena emerging from the adoption of common cultural
patterns.”
Analysis:
I find that this article is full of information about not just people in general, but people of
all sorts of backgrounds. Even though the authors concluded that there was not pure evidence on
how it affects learning habits, they said that it plays an important part. This is a good article in
my opinion because it shows research as well as good analysis from the research.
Nela Filimon

Malgorzata Bartosik-Purgat
Annotated Bibliography 3
Davis III, C.H.F., Deil-Amen, R., Rios-Aguilar, C., & González Canché, M.S. Social media and
higher education: A literature review and research directions. Report printed by the
University of Arizona and Claremont Graduate University.
Summary:
A research team based out of the University of Arizona conducted research on social
media in higher education. The team who wrote the article “Social media and higher education:
A literature review and research directions,” included Regina Deil-Amen, who is an associate
professor, Cecilia Rios-Aguilar, who is an associate professor as well, Charles H.F. Davis III,
who is a PhD Student, and Manuel Sacramento Gonzalez Canche, who is a PhD candidate in
higher Education. The main goal of this research was to understand the relationship between
social media and how it affects education. They found the social media has negative effects such
as being a distraction, becoming more salient, and privacy. Positive statements were also
included in this research such as it is an ideal tool for facilitating engagement, promotes social
interaction, and it “holds immense potential for data collection.”
In their summary, they included that researchers have noticed growth and relevance of social
media. They also indicated that no existing research has looked into how social media can and is
affecting the community college setting.
Additional Quotes:
 “However, research on the relationship between social media use and academic
outcomes, such as GPA or persistence or degree attainment, is nearly absent altogether or
shows limited or mixed findings”
  “Despite the current dearth of an extensive research base on the effects of SMT on the
academic and social outcomes of college students, long-standing theories in the field of
higher education provide a foundation for viewing SMT as having potential to enhance
student success”
 “However, the study did find a positive relationship between more social media use and
higher levels of campus social involvement. Students who were spending more time
using social media reported a stronger connection to their institution, felt better about
their social life, and were also spending more time on real-life social activities such as
interacting with friends and participating in student clubs or groups.”

Analysis:
This article is full of information about the research they conducted on my inquiry
question. They seem to go through a thorough process of research even though they did not get
any specific answers. This begs me to question is there any relationship between social media
and GPA?

Charles H.F. Davis III

Annotated Bibliography 4
Moran, et al. “Teaching, Learning, and Sharing: How Today's Higher Education Faculty Use
Social Media.” Babson Survey Research Group, Babson Survey Research Group. Babson
College, 231 Forest Street, Babson Park, MA 02457. Tel: 909-278-7389; Web Site:
Http://Www.babson.edu/Academics/Centers/Blank-Center/Global-
Research/Pages/Babson-Survey-Research-Group.aspx, 31 Mar. 2011,
eric.ed.gov/?id=ED535130.

The Article “Teaching, Learning, and Sharing: How Today’s Higher Education Faculty
Use Social Media,” Mike Moran, an engineer who worked for IBM for thirty years and is the
senior strategist for Converseon, which is a leading social media consultancy based in New York
City, wrote and did research about how faculty uses social media. Moran and his colleagues Jeff
Seaman, co-director of the Babson Survey Research Group and has worked in education
information technology for over twenty years, and Hester Tinti-Kane, who is the CEO of EdTech
Times and worked in digital media and education for over 10 years, worked and created this
report to answer how faculty uses social media.
In this paper, Moran first addresses that “faculty are big users and believers in social
media.” About 3,431 faculty members visited the online survey and 1,920 provided sufficient
number of responses to be in the study. Moran then addresses that statistics that about 90% of all
faculty use social media in their courses, 30% of faculty posted content to use outside of class,
40% of faculty required students to use social media as part of a course assignment, and 20% of
faculty assigned students to comment or post to social media sites. Online videos are the most
common use of social media used in class. Most of the data that is acquired is acquired using
surveys to question the faculty and how they use social media. One survey displayed that 90% of
faculty used social media either for professional or class purposes. Lastly when asked about the
barriers in using social media for faculty, the faculty two main concerns were lack of integrity of
online submissions, and privacy concerns.
Additional Quotes:
 “Given the concerns about the amount of time it takes to use social media and about
issues of privacy and integrity, it might be expected that faculty do not see a great deal of
potential for social media use in classes. That’s not the case, however. Faculty see
considerable value in many social media sites for use in class.”
 “Faculty with online teaching experience were somewhat more likely to access and post
to social media sites for personal use. Faculty who teach online are also somewhat more
likely to use social media sites for professional use, with both higher rates of use and
more-frequent use.”
  “faculty have high levels of awareness of social media sites and that that awareness is
pervasive among all subgroups of faculty.”
Analysis:
The goal for me in using this report was to gain the faculties perspective on how they see social
media changing learning styles. The majority of faculty see that social media is valuable in a
classroom setting. This report is great considering all the numbers given and it gives answers to
the survey from higher education faculty.

Mike Moran

Annotated Bibliography 5
Gikas, Joanne, and Michael M Grant. “Mobile Computing Devices in Higher Education: Student
Perspectives on Learning with Cellphones, Smartphones & Social Media.” The Internet
and Higher Education, JAI, 14 June 2013,
www.sciencedirect.com/science/article/pii/S1096751613000262.
Summary:
In the article “Mobile Computing Devices in Higher Education: Student Perspectives on
Learning with Cellphones, Smartphones & Social Media,” Dr. Joanne Gikas, Assistant Dean at
the University of Memphis, and Michael M. Grant, Ph. D in Instructional Technology with
expertise in online teaching and learning, researched to understand teaching and learning when
mobile computing devices were integrated into higher education.
Gikas and Grant started off the article by addressing the primary question, which was “What are
students’ experiences wen mobile computing devices are integrated into higher education
courses?” The main method of research was collecting students’ perspectives in focus group
interviews. Once the data was collected, they interpreted the results into two themes; advantages
of mobile computing devices and frustrations from learning with mobile computing devices.
According to the research, advantages included “accessing information quickly, communication
and content collaboration, variety of ways to learn, and situated learning.” Frustration from
learning with mobile computing devices included “anti-technology instructors (professors who
use the technology verses those who don’t) in other classes, device challenges, and devices as a
distraction.”
Additional Quotes:
 “Mobile computing devices can provide educational opportunities for students to access
course content, as well as interact with instructors and student colleagues wherever they
are located”
 “Because mobile computing devices and social media are still rather new and evolving,
research has tended to focus on evaluating the effectiveness of implementing mobile
computing devices.”
 “In the end, the potential long-term impact mobile computing devices have on the higher
educational learning environment is yet to be determined.”
Analysis:
This article proved to be extremely helpful with a plethora amount of information. In this, the
article showed both sides to their initial question. The amount of effort the researchers put into
their research showed that this article is valid. This article does make me start to believe my
hypothesis could be false but like the authors said, potential long-term impact has yet to be
determined.
Michael Grant
 Joanne Gikas

Annotated Bibliography 6
Tess, Paul A. “The Role of Social Media in Higher Education Classes (Real and Virtual) – A
Literature Review.” Computers in Human Behavior, Pergamon, 26 Jan. 2013,
www.sciencedirect.com/science/article/pii/S0747563212003743.

Summary:
In the article “The Role of Social Media in Higher Education Class (Real and Virtual) –
A Literature Review,” Paul Tess, director of clinical experiences at Martin Luther College, writes
about the effects of social media usage in higher education systems. Tess is currently pursuing a
PhD in Educational Psychology at the University of Minnesota – Twin Cities, and his research
includes technology in teacher preparation, the development of the classroom teacher as
educational researcher and research consumer, and opportunities of connection neuroscience to
education.
Tess main source of research and data included literature from database sources and by using
Google scholar. Tess then goes on to define social media and describes each social media app he
has listed. After gaining enough knowledge, Tess then presents his findings. Some of his finding
came from Paul, Baker, and Cochran (2012), saying that “researchers found a small, but
significant negative relationship (r = -.119, p = .048) between time spent on SNS (Social
Networking Sites) and academic performance as measured by course grades and cumulative
GPA.” Other studies he found were similar in their results. Tess concludes his article by saying
that there is no authoritative yes or no, but with time and more research, the answer will come.
Additional Quotes:
  “Even as today’s college student experiences a variety of classroom forms (i.e., “brick
and mortar”, virtual, hybrid), social media’s use and influence are evolving depending on
context.”
 “Given the prevalence of social media in general and the saturation of SNSs in particular,
many higher education instructors have looked to the technology to mediate and enhance
their instruction as well as promote active learning for students (Anderson, 2007;
Eijkman, 2008; McLoughlin & Lee, 2010; Selwyn, 2010).”
 “Although the infrastructure to support social media’s presence exists in most universities
today, instructors have been slow in adopting the tool as an educational one.”

Analysis:
This article gives good statistical evidence from others research. The only problem with this
article is that it is not all his research. Tess uses sources like Google Scholar to back up his
sources.

Paul A. Tess
Annotated Bibliography 7
Paul, Jomon Aliyas, et al. “Effect of Online Social Networking on Student Academic
Performance.” Computers in Human Behavior, Pergamon, 11 July 2012,
www.sciencedirect.com/science/article/pii/S0747563212001665.

Summary:
In the article “Effect of Online Social Online Social Networking on Student Academic
Performance,” Jomon A. Paul, Professor of Quantitative Analysis, Hope M. Baker, professor in
the Department of Economics, and Justin Daniel Cochran, assistant professor of information
systems, researched how social media can affect students’ performances in school. All of these
individuals are faculty of Kennesaw State University.
The researchers did their research based on people in the business college at Kennesaw State
University. The main source of motivation in the article was “to determine (1) the nature of the
relationship between student academic performance and time spent on OSN and (2) how time
spent on OSN relates to other key factors such as attention span and time management skills, that
also seem to influence learning.” To do this, they constructed a table containing the summary of
the characteristics of 340 valid survey responses. After gaining their knowledge from
constructing multiple tables, they displayed their findings and conclusions. They concluded that
their results show a negative impact of social media usage on academic performance. Also, that
students need to be aware of the negative impact social media has on learning.
Additional Quotes:
 “As the percentage of the population enrolled in college has risen over the past 20 or so
years, the average college student (1) spends more hours working to pay for school and
living expenses, (2) is older and (3) is more likely to have a family to support. So, it is
possible that students simply have fewer hours to devote to school-related activities rather
than having shortened attention spans or less effective time management skills. It is also
possible that the increased amount of time students are spending on OSN sites is having a
negative impact on their out-of-class study time”
 “Even, during class sessions when all students are using computers for class-related tasks,
many tend to be on Facebook instead of following along with the demonstration.”
 “In the light of our results on relationship between attention span and academic
performance, instructors could use mandatory policies disallowing use of phones and
computers unless required for course purposes.”

Analysis:
The article overall was extremely informative. The research performed was detailed and
thorough through every step. This article proves my hypothesis to be correct in a classroom
setting but not a studying setting.
Jomon A. Paul