Being knowledge, power and profession subordinates:students' perceptions of Twitter for learning

Lackovic, Natasa and Kerry, Roger and Lowe, Rachel and Lowe, Tony (2017) Being knowledge, power and profession subordinates:students' perceptions of Twitter for learning. Internet and Higher Education, 33. pp. 41-48. ISSN 1096-7516

PDF (INTHIG_D_16_00062_RESUBMISSION_final (1))
INTHIG_D_16_00062_RESUBMISSION_final_1_.pdf - Accepted Version
Available under License Creative Commons Attribution-NonCommercial-NoDerivs.

Download (273kB)


Further conceptualisations are needed that consider students' actual engagement with and perceptions of Twitter for learning. To address this gap, an optional Twitter learning activity was created for a UK-based cohort of Year 1 Physiotherapy students. However, students did not contribute in this medium. Forty-three participating students were surveyed, and two focus groups held. These methods explored: 1) the frequency of student self-initiated use of social media, focusing on Twitter, 2) students' perceptions of Twitter, and 3) factors that would discourage or facilitate students' use of Twitter for learning. Results suggest students perceive Twitter as a platform where student knowledge and power is subordinated to leading Twitter users from relevant disciplines or professions, but also as a platform for enhancing career/business. To this end, a ‘digital information activation’ (Dig-Info-Act) pedagogy for social media is suggested: that is, a pedagogical orientation towards a critical analysis of and acting upon social media information.

Item Type:
Journal Article
Journal or Publication Title:
Internet and Higher Education
Additional Information:
This is the author’s version of a work that was accepted for publication in The Internet and Higher Education. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in The Internet and Higher Education, 33, 2017 DOI: 10.1016/j.iheduc.2016.12.002
Uncontrolled Keywords:
ID Code:
Deposited By:
Deposited On:
13 Feb 2017 13:50
Last Modified:
15 Sep 2023 04:19