Information System And Business Management Essay


Identify and apply academic sources that both demonstrate and evidence your critique.



This article critique is prepared on the paper titled “Beyond the Tweet: Using Twitter to Enhance Engagement, Learning, and Success Among First-Year Students”. This particular article is developed by the author trio named Bettina West, H?l?ne Moore, and Ben Barry. The source of this article can be identified as the Journal of Marketing Education, published by the sage publication (DOI: 10.1177/0273475315586061). The author’s thesis statement can be identified as the effectiveness of social media micro blogging equipments in a big classroom arrangement. This research is addressing the teachers and the educationist as its audiences. At the end of the research, the authors have provided some useful recommendations to its audiences.


Here in the provided article, the purpose of the author can be identified as exploration of the effectiveness of social media and similar micro blogging cites in enhancing the university experience, both in the context of engagement, education and community-connectedness perspectives among the undergraduate students. The ever growing popularity of social cites among the young generation has inspired the researchers to explore how it can be used for the betterment of the educational efforts (Palfrey and Gasser 2013). Here in this article the authors have made an argument that the use of social media as an extension of the traditional educational system can become helpful for the student for both learning and communicating with teachers as well as their fellow classmates.

Literature review:

The researchers have clearly described the theoretical background of “Tweeter”. With the help of the credible research sources, they have clearly explained all the aspects of tweeters and its effect on the learning activities. The researchers have discussed the benefits of “Tweeter” in the Pedagogical endeavor. Moreover, they have identified the theoretical background of the challenges regarding its usage. They also have discussed the previously recommended suggestions for the use of such cites. The evidences used by them are authentic research works done by other sociological researchers. The evidences have suggested a positive impact of tweeter on the learning activities and they have suggested some recommendations too. These have made the evidences related to the conclusion.


While discussing about the methodology of this research work, it can be identified that the researchers have used quantitative methodology. Here in this research, the online survey technique has been used and a t test has been done for analysis. As mentioned by Neuman and Robson (2012), the quantitative research involves a lot of intricate statistical analysis which make the result difficult to understand, here, the research is also facing this issues. On the other hand, as opined by Panneerselvam (2014), quantitative research provides only proved or unproved results, leaving no room for the respondents to indicate the gray area of the research. It makes the result incomplete. Hence, it can be said that using both the quantitative the qualitative research methodology was better to be used (Silverman 2016).

In this selected article, the researchers have avoided the step of developing any hypothesis for this study. However, total 411 undergraduate students from the Canadian university, enrolled in either a first-year Marketing course or a first-year Fashion course were consented to involve themselves in this study.

First, the researchers have made an online survey regarding the knowledge base of the selected respondents about using the “Tweeter” service. Then based on this knowledge, the respondents were trained for effectively using the “Tweeter” for the completion of their study. Thereafter, the respondents were required to put forward a reflective document with a description of their definite Twitter activity and their individual learning effect by means of the micro blogging technology. At the end of the course, the respondents were again asked to pursue an online survey with questionnaire that scrutinized their assessment of this micro blogging technique of the course.

Here, in this study the researchers have used the statistical methods (t tests, mean, ANOVA etc.) for the analysis of the responses. As discussed by Neuman and Robson (2012), it is the statistical methods are quite useful and appropriate for the analysis of the collected data in the quantitative research method.


The analysis of the data has clearly addressed all the mentioned research questions and the findings suggested that Twitter has an affirmative impact on respondents’ performance and perceptions of their learning experience. The results have clearly described that the students had moderate tweeter knowledge. It indicated that the students are interested to use the technique. Another research question aimed to evaluate the student engagement through Twitter on course success is answered with the overall positive impact. In the study, the researchers have used the references of a number of previous studies. The result has indicated that the previous researches were right in their conclusion that with some pragmatic set of techniques the teachers can utilize the tweeter in providing a useful learning experience to their students.


There are some potential limitations of this study. As the study has been on only two specific courses and within one-university students, the result can be utilized it the broad scenario. On the other hand, here, the researchers have only used the “Tweeter”, but with the decreasing popularity of it, the research will lose its credibility. In addition to that, the research has also failed to discover the true impact of the micro blogging techniques by differentiating the effect of motivation, guidance, study efforts etc. In the conclusion of the research, the researchers have recommended that by introducing faculty presence in Twitter, mandatory participation in such cites etc. a good learning result can be obtained by the tutors. However, the researchers have not suggested any specific recommendation for future study.


Here, in this study, the researchers have claimed that there is a significant positive effect of the “tweeter” in the learning activities. While discussing the result the researchers avoided mentioning such contradictions. However, in most of the recent studies it has noticed that such micro blogging cites can effectively be used for providing a better learning experience to the students. With some pragmatic initiatives the negative effects of such cites can be avoided and the popularity of thm can be utilized.


Cavazos-Rehg, P.A., Krauss, M.J., Sowles, S., Connolly, S., Rosas, C., Bharadwaj, M. and Bierut, L.J., 2016. A content analysis of depression-related tweets. Computers in human behavior, 54, pp.351-357.

Dhir, A., Buragga, K. and Boreqqah, A.A., 2013. Tweeters on campus: Twitter a learning tool in classroom?. J. UCS, 19(5), pp.672-691.

Menkhoff, T., Chay, Y.W., Bengtsson, M.L., Woodard, C.J. and Gan, B., 2015. Incorporating microblogging (“tweeting”) in higher education: Lessons learnt in a knowledge management course. Computers in Human Behavior,51, pp.1295-1302.

Neuman, W.L. and Robson, K., 2012. Basics of social research: Qualitative and quantitative approaches.

Palfrey, J. and Gasser, U., 2013. Born digital: Understanding the first generation of digital natives. Basic Books.

Panneerselvam, R., 2014. Research methodology. PHI Learning Pvt. Ltd..

Silverman, D. ed., 2016. Qualitative research. Sage.

Veletsianos, G., 2012. Higher education scholars' participation and practices on Twitter. Journal of Computer Assisted Learning, 28(4), pp.336-349.

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