Classroom Community, Pedagogical Effectiveness, and Learning Outcomes Associated with Twitter Use in Undergraduate Marketing Courses

Purpose of the Study. This study explores various outcomes associated with the incorporation of Twitter in the marketing classroom. To determine if Twitter use is a beneficial pursuit for marketing educators, we investigated classroom community, pedagogical effectiveness, and learning outcomes based on Twitter use and non-use within a required marketing course. Method/Design and Sample. For comparative purposes, a quasi-experimental design was employed across two semesters of the same undergraduate integrated marketing communications course. One semester (48 students) employed heavy Twitter use by both students and the instructor; the other semester had no Twitter use (36 students). Results. Independent sample t-tests (p < .05) were conducted to test the hypotheses. The course using Twitter had a significantly higher sense of classroom community and perception of pedagogical effectiveness. While there was no difference in perceived learning across the two groups, the group using Twitter outperformed the non-Twitter group on actual learning. Value to Marketing Educators. This study extends the small, but growing, body of knowledge on the use of Twitter in the higher education marketing classroom. Findings and recommendations add value to marketing educators by helping them make more informed decisions regarding whether or not to use Twitter in their courses.