ERIC Number: ED583319
Record Type: Non-Journal
Publication Date: 2017
Pages: 119
Abstractor: As Provided
ISBN: 978-0-3556-6725-7
ISSN: EISSN-
EISSN: N/A
Student Perceptions of the Impact of Social Media on College Student Engagement
Richardson, Cheri
ProQuest LLC, Ed.D. Dissertation, University of South Carolina
This research study explores student perceptions of the impact that social media has on the student engagement of college students. Research has shown that student engagement has a direct correlation to student success. This study provides a brief outline of conceptual framework considerations by identifying applicable theories of student engagement. It is important to understand the role of social media on student engagement as educators strive to assist students with enhancing their student success. Research participants completed a survey to obtain information regarding the types of social media they use along with their understanding of student engagement and the impact social media has on their engagement. Participants responded to selected-response questions and open-ended questions regarding their perceptions of their social media usage and the impact of the usage on student engagement. This study advances our understanding of college student perceptions of the varying impact that social media has on their student engagement. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]
Descriptors: Student Attitudes, Social Media, Learner Engagement, Student Participation, College Students, Student Surveys, Educational Technology, Technology Uses in Education
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A