Out-of-class Communication and Personal Learning Environments via Social Media: Students’ Perceptions and Implications for Faculty Social Media Use

Social media has been a growing influence in colleges and universities throughout the past decade (Amador & Amador, 2014; Junco, 2012; Hung & Yuen, 2010). From exploring social media's use as an educational tool within the classroom (Junco, Heibergert, & Loken, 2011; Mazer, Murphy, & Simonds, 2007) to understanding the benefits social media may hold for student adjustment and recruitment (DeAndrea, Ellison, LaRose, Steignfiel, & Fiore, 2012), universities have been grappling with the reality of the changing landscape brought through digital technology. As digital natives fill classrooms, engage with faculty and shape the future of education, it is not surprising that their perceptions of faculty who use social media also influence a university experience. For faculty, it is important to understand the use of social media to enhance learning within education, as well as to understand the direct impact of social media on the credibility of faculty as educators, as they engage with students via social media (Dabbagh & Kitasantas, 2012; Roblyer, McDaniel, Webb, Herman, & Witty, 2010). In addition, as faculty increasingly use social media in higher education, there is a need to understand the larger pedagogical ramifications of this technology. This study examines the perceptions students have of faculty who use social media as well as the way students may experience greater academic success as a result of the implementation of social media in higher education.Literature ReviewSocial Media in Higher EducationWhile research consistently confirms that students primarily use social media sites for personal uses like socializing and entertainment, research also indicates that students are increasingly using social media as an opportunity to gain knowledge about educational matters (Dabbagh & Kitsantas, 2012; Mazer, Murphy, & Simonds, 2007). In light of this, Wodzicki, Schwammlein, and Moskaliuk (2012) point out that "Social media provides multiple opportunities that may be exploited for learning and knowledge processes in general" (p.9). These opportunities give students the chance to participate in "learning on demand," which is becoming a growing expectation of digital natives (Dabbagh & Kitsantas, 2012, p. 3). In addition, to meeting an expectation of on-demand educational resources, Hung and Yuen (2010) identified "how social networking technology can be used to supplement face-to-face courses as a means of enhancing student's sense of community and, thus, to promote classroom communities of practice in the context of higher education" (p. 703). In other words, social media is not simply an added component to communication but is also an influential tool in building class cohesion and community among students within an educational context.There are other studies, however, that focus not only on the value that social media may add but also the risk for institutions and faculty. For example, DeGroot, Young, and VanSlette (2015) examined the role of Twitter in faculty credibility. While they examined one platform (versus social media use overall), they determined that the tool can be both "an asset and an obstacle" for instructors (p.1). They made this conclusion after finding that Twitter accounts from faculty who mainly tweeted professional content were viewed as most credible. This can be an asset for faculty who regularly are sharing about their research, industry and specialties. But, for those who blend social and professional content or are largely social on Twitter, students may ultimately perceive the faculty member as less credible. The difficulty lies in the fact that social media has potential to be an educational asset, yet the reality shows that it also poses risks. This could be why Tess (2013) suggests that there are elusive conclusions to social media's role in higher education:Education likes to explore emerging technologies as new or improved tools to enhance instructions and learning. …