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Social Media in Higher Education: Enriching Graduate Students' Professional Growth Outside the Classroom

Social Media in Higher Education: Enriching Graduate Students' Professional Growth Outside the Classroom

Enilda Romero-Hall
Copyright: © 2017 |Pages: 23
ISBN13: 9781522516927|ISBN10: 1522516921|EISBN13: 9781522516934
DOI: 10.4018/978-1-5225-1692-7.ch013
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MLA

Romero-Hall, Enilda. "Social Media in Higher Education: Enriching Graduate Students' Professional Growth Outside the Classroom." Digital Tools for Seamless Learning, edited by Süleyman Nihat Şad and Martin Ebner, IGI Global, 2017, pp. 255-277. https://doi.org/10.4018/978-1-5225-1692-7.ch013

APA

Romero-Hall, E. (2017). Social Media in Higher Education: Enriching Graduate Students' Professional Growth Outside the Classroom. In S. Şad & M. Ebner (Eds.), Digital Tools for Seamless Learning (pp. 255-277). IGI Global. https://doi.org/10.4018/978-1-5225-1692-7.ch013

Chicago

Romero-Hall, Enilda. "Social Media in Higher Education: Enriching Graduate Students' Professional Growth Outside the Classroom." In Digital Tools for Seamless Learning, edited by Süleyman Nihat Şad and Martin Ebner, 255-277. Hershey, PA: IGI Global, 2017. https://doi.org/10.4018/978-1-5225-1692-7.ch013

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Abstract

This chapter discusses the current use of social media for professional growth, focusing on a case study that uses social media to increase instructional design graduate students' awareness and participation in professional growth opportunities. Social media metrics were analyzed from three social networking tools (Facebook Page, Twitter account, and/or Google+ community) that are used to communicate with the students in the program. Additional data was collected using an electronic questionnaire with open and closed-ended questions. The results show that graduate students' participation in the social media initiatives for professional growth provided awareness of self-directed, voluntary, and informal learning opportunities; engaged students in conversations with their peers and the instructors; and allowed the learners to expand their learning experience outside the traditional classroom format.

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