Evaluating Twitter and its impact on student learning in principles of economics courses

摘要

Ever since Becker and Watts (1996) found that economic educators rely heavily on chalk and talk as a primary teaching method, economic educators have been seeking new ways to engage students and improve learning outcomes. Recently, the use of social media as a pedagogical tool in economics has received increasing interest. The authors assess students across three different institutions to see if the use of Twitter improves learning outcomes relative to a traditional Learning Management System. Using an experimental design, they find no evidence that the use of Twitter improves students' learning.