An exploratory case study examining undergraduate accounting students' perceptions of using Twitter as a learning support tool

• Autores: Julia Osgerby, David Rush
• Localización: The international journal of management education, ISSN 1472-8117, Vol. 13, Nº. 3, 2015, págs. 337-348
• Idioma: inglés
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• Resumen

  • At a time when social media is being increasingly used by students, there appears to be an expectation that it should also be used for educational purposes. The aim of this exploratory case study is to investigate the perceptions of undergraduate accounting students using Twitter as a learning support tool. The literature suggests the use of Twitter supports a range of communication functions as well as pedagogic functions. Although there have been few studies, the educational literature is generally positive about the use of Twitter, whereas there is an emerging non-educational literature about the operational aspects of Twitter which provides evidence of potential limitations in its educational use. This study provided students with a range of experiences using Twitter as a learning support tool. The students involved offered a range of perceptions about its value in supporting accounting education. Overall, this exploratory study demonstrates the relatively complex perceptions of accounting students about using Twitter. It is concluded that while Twitter has some communication and pedagogic potential, educators should plan its use carefully in the context of its limitations and operating dynamics. As a result educators should expect some unpredictability in students' motivation and varying support for its use.