Nearly 8,000 professors were surveyed about their own social media habits, their use of social media as an instructional tool, and their perceptions about the way their students use social media. Pearson* and the Babson Survey Research Group conducted the survey, and Edudemic has posted the results and the infographic below.
Looking the results and thinking about my own experiences, I have a couple of questions.
First, I’d love to know more about how professors are using social media, not just which forms of social media are being used most frequently. In particular, I’m wondering about the intensity of use. Sure, Facebook can be a teaching tool if you accept friend requests from your students; but if you’re holding Facebook chat hours and supervising a class Facebook page where your students are also posting, well, then, you’re really using Facebook as a teaching tool.
As an aside, I’ll share that I recently ran into a professor who joined LinkedIn primarily to connect with alumni of her current institution. Her goal was to find participants for a career panel in order to demonstrate how her department’s major can lead to a variety of exciting careers. Social media: it’s not just for teaching, it’s also for mentoring.
Second, regarding students and social media, this survey hits on something that I’ve been mulling over lately: the tension between the benefit of having students write for a larger audience and the cost in terms of a loss of privacy for the students. It does strike me as reasonable that if we are asking students to wrestle with big ideas, we ought to also allow for the protections that privacy affords as students refine their thoughts. And yet, research demonstrates that writing for an audience beyond the classroom has clear advantages. I’m interested in hearing what others think about this issue.
(click to enlarge)
*While Pearson is the company behind LearningStudio (which we use here at TCU), there’s no larger connection between Pearson and this blog post.