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Using twitter for economics business case discussions in large lectures

Author

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  • Jones, Michael D.
  • Baltzersen, Max

Abstract

Business case discussions represent a compelling pedagogy in economics education; but because the technique requires individual dialogue, the application is often limited to small or medium sized classes. We describe how to use the social media platform, Twitter, to conduct case discussions in large classes. We find that the use of Twitter leads to increased student participation and engagement; however, we also note the challenges that instructors face when incorporating Twitter in a large lecture hall.

Suggested Citation

  • Jones, Michael D. & Baltzersen, Max, 2017. "Using twitter for economics business case discussions in large lectures," International Review of Economics Education, Elsevier, vol. 26(C), pages 14-18.
    • Handle: RePEc:eee:ireced:v:26:y:2017:i:c:p:14-18
    DOI: 10.1016/j.iree.2017.08.001
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    References listed on IDEAS

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    1. Abdullah Al-Bahrani & Darshak Patel & Brandon J. Sheridan, 2017. "Have economic educators embraced social media as a teaching tool?," The Journal of Economic Education, Taylor & Francis Journals, vol. 48(1), pages 45-50, January.
    2. Al-Bahrani, Abdullah & Patel, Darshak & Sheridan, Brandon, 2015. "Engaging students using social media: The students’ perspective," International Review of Economics Education, Elsevier, vol. 19(C), pages 36-50.
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    4. Abdullah Al-Bahrani & Darshak Patel, 2015. "Incorporating Twitter, Instagram, and Facebook in Economics Classrooms," The Journal of Economic Education, Taylor & Francis Journals, vol. 46(1), pages 56-67, March.
    5. Caroline M. Hoxby, 2000. "The Effects of Class Size on Student Achievement: New Evidence from Population Variation," The Quarterly Journal of Economics, President and Fellows of Harvard College, vol. 115(4), pages 1239-1285.
    6. Dowell, Chelsea T. & Duncan, Daniel F., 2016. "Periscoping economics through someone else’s eyes: A real world (Twitter) app," International Review of Economics Education, Elsevier, vol. 23(C), pages 34-39.
    7. Jennifer Imazeki, 2014. "Bring-Your-Own-Device: Turning Cell Phones into Forces for Good," The Journal of Economic Education, Taylor & Francis Journals, vol. 45(3), pages 240-250, September.
    8. Abdullah Al-Bahrani & Darshak Patel & Brandon J. Sheridan, 2017. "Evaluating Twitter and its impact on student learning in principles of economics courses," The Journal of Economic Education, Taylor & Francis Journals, vol. 48(4), pages 243-253, October.
    9. Michael K. Salemi, 2002. "An Illustrated Case for Active Learning," Southern Economic Journal, John Wiley & Sons, vol. 68(3), pages 721-731, January.
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    Cited by:

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    2. Santoveña-Casal, Sonia & Pérez, Ma Dolores Fernández, 2022. "Relevance of E-Participation in the state health campaign in Spain: #EstoNoEsUnJuego / #ThisIsNotAGame," Technology in Society, Elsevier, vol. 68(C).
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    4. Zachary Smith & Patrick R. Murphy & Stephen L. Baglione & Passard C. Dean, 2022. "The Battle for Space Supremacy... an Application of Pricing and Market Structure," Journal of Economics Teaching, Journal of Economics Teaching, vol. 7(1), pages 35-73, January.
    5. Middleditch, Paul & Moindrot, Will & Rudkin, Simon, 2022. "Teaching with Twitter: An extension to the traditional learning environment," International Review of Economics Education, Elsevier, vol. 41(C).

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    More about this item

    Keywords

    Twitter; Business case; Active learning;
    All these keywords.

    JEL classification:

    • A22 - General Economics and Teaching - - Economic Education and Teaching of Economics - - - Undergraduate
    • A23 - General Economics and Teaching - - Economic Education and Teaching of Economics - - - Graduate

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