Running head: THE UTILIZATION OF SOCIAL MEDIA IN HIGHER EDUCATION 1

The Utilization of Social Media in Higher Education

Ray Crawford

Liberty University
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Abstract Media

This paper explores the role and speed of social media in higher education. The various articles

cover the decline of traditional student enrolment and the increase of non-traditional student

enrolment. This paper examines the statistics of non-traditional students utilizing social media

and the age of these students. Other means of examination covers the importance of social media

to perpetuate higher education learning. The analysis destroys the myth that older or non-

traditional student is not capable users of social media. Still, instead, the use of social media

climbs in higher education as a result of the increasing enrolment of non-traditional students.

The paper also discusses the marketing strategies of social media in higher education and the

benefits that deal with the enhancement of student learning.

This paper talks about the need to market strategies that reach out to non-traditional students as it

relates to social media learning. Several scholars contend that social media improve the teaching

of college and university students. The scholars assert that social media learning help with

student and student peer communications. The unwise use of social media in higher education is

highlighted in the document. The importance of diversity and its connection to the

implementation of social media in higher education is thoroughly discussed.

The paper talks about the various social media methods employed in the field of higher

education. This paper also talks about the dangers of social media within higher education and

the many higher education administrators grappling to find ways how to implement the use of

social media within higher education.

Keywords: social media, diversity, traditional students, non-traditional students,

marketing strategies, student peer-communication, enhanced learning

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Social media is fast becoming an effective means of imparting education to those in

higher education. Despite the decline of traditional student enrolment, there is an increase in non-

traditional student enrolment. The expansion of the non-traditional student population calls for

strategies that address adult learners' community. This adult learner strategy is dependent on the

adoption of a vigorous social media campaign chiefly geared to win the hearts and minds of

older learners (Melchiorre & Scott, p. 1).

The National Center for Education statistics says non-traditional students that are using

social media consists of college students who are the ages 24 years of age and older. Other non-

traditional students who are using social media include part-time students and full-time students.

How are adult learners defined? Adult learners are defined as students who are 24 years old, and

those students that are older (Melchiorre & Scott, p. 1).

Social media plays a pivotal role that’s helpful in the perpetuation of higher learning

education. Because of the stereotype that older people are not versed in computer technology,

many views that in reaching out to more older students with social media may be

counterproductive, but this is further from the truth. Older non-traditional students demonstrate

extensive capability in the use of social media (Melchiorre & Scott, p. 1).

For example, many non-traditional or older students are familiar with previous use of

social media as a result of work needs as well as the need to maintain social connections and for

enjoyment uses (Melchiorre & Scott, p.1). There is a dramatic rise in non-traditional students

utilizing social media in colleges and universities. To back up this claim, Reuben's survey on

social media use among non-traditional or older students has been risen to 50% of the
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universities and colleges that made reports of students using social media (Melchiorre & Scott,

p.1).

Discussion

Some of the practical elements that are present in the social media marketing plan for

college and university students include the following applications. For example, the

environmental analysis that takes into account the marketing situation, competition situation, and

the target market. Some key issues involved strengths, weaknesses, opportunities, and threats.

The marketing plan also incorporates a qualitative and quantitative analysis.

Social media builds on the marketing plans that involve details connected to the unique

characteristics of social media. The marketing strategy also utilizes tools that feature information

about professional and continuing education programs that are put online, where the customers

are looking for information (Melchiorre & Scott, p.1). The social media tools that are supplied

are Facebook, Twitter, Google+, Pinterest, YouTube, Instagram, and LinkedIn (Melchiorre &

Scott, p.1).

When I looked closely at the social media objectives, these marketing objectives referred

to the increase center awareness, improve center reputation, and increase website traffic

(Melchiorre & Scott, p. 1). However, I noticed that a diverse strategy was not included within the

objectives as a means to reach a diverse student population. Although mainly non-traditional

students are so far attracted to social media learning, more efforts must be made to encourage

traditional students to participate in social media as a means to acquire their education.

According to the authors Emerick, Caldarella & Black, social media can dramatically

improve learning among college students. The authors also say that social media can also help to

foster “Student and student –peer communication. Providing access to the professor –and student
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–posted information along with the resources of the internet; and promoting collaborative and

responsive learning in many forms” (Emerick, Caldarella & Black, 2019, p. 1).

Emerick, Caldarella & Black assert that “Excessive, unwise, or inconsiderate use of

social media in the classroom can detract from the learning of the user and her classmates”

(Emerick, Caldarella & Black, 2019, p. 1). For example, in a survey of 447 undergraduate

students enrolled in college. Most of the students say that they find social media in the classroom

to be distracting in the context of their learning. The students access their social media accounts

32 times a day. Yet, most of the students did not view social media relevant to advancing their

educational aspirations (Emerick, Caldarella & Black, 2019, p. 1).

Also, there is another dark side to social media within the higher education environment.

For example, the University of Maryland suspended five women's lacrosse players for

threatening to harm first-year students on social media. In another incident, the University of

Maryland kept a Twitter conversation about racism, sexual assault because of an offensive email

that was written by a student to fraternity brothers and which went viral online (Katherine &

Campbell, 2015).

Several schools and universities are grappling as to how to tackle cyberbullying and the

negative potential of social media within higher education. For instance, “Yik Yak," which is an

app that allows students to exchange thoughts privately, still comes under criticism that the apps'

anonymous nature can even allow for cyberbullying in higher education (Katherine & Campbell,

2015).

On the other hand, the above article did not argue extensively about tapping into the full-

scale use of social media in public and how social media use can benefit underrepresented
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students and host of other benefits. For example, Tierney, says it is important to apply “Social

media as a mechanism for tapping into the participatory culture of the current generation of

students” (Tierney, 2014, p. 1). The author also says that the utilization of social media has

proved valuable for addressing problems connected to “college readiness, enrolment, and

persistence to graduation, especially among individuals from groups historically

underrepresented in higher education.” (Tierney, 2014, p. 1).

Biblical Worldview

In 2 John, chapter one and verse 12, John says to the believer that "I have much to write

to you, but I do not want to use paper and ink. Instead, I hope to visit you and talk with you face

to face, so that our joy may be complete" (2 John 1: 12, New International Version).

This passage speaks of a critical dimension of human relationships based on connecting

each other face to face. As excellent and convenient social media is to us, there can be no

substitute for human interactions that will ever surpass the face to face interaction with our

fellowmen. God created us to come into fellowship with each other, and social media falls short

of this biblical reality. However, I am thankful for the social media application, especially during

covid19.

References
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Tierney, W. G. (2014). Postsecondary Play : The role of games and social media in higher

education. Johns Hopkins University Press.

Dunn, K., & Campbell, C. (2015, Mar 17). Five lacrosse players at UMBC are suspended:

Women athletes are linked to threats on social media. The Baltimore Sun Retrieved from

http://ccbcmd.idm.oclc.org/login?url=https://search-proquest-

com.ccbcmd.idm.oclc.org/docview/1663981022?accountid=3784

Emeric, e., Caldarella, P., & Black, S. J. (2019). Benefits and distractions of social media as

Tools for undergraduate student learning. College Student Journal, 53(3), 265–276.

Melchiorre, M. M., & Johnson, S. A. (2017). Finding new ways to reach older students: Creating

a social media marketing plan for professional and continuing higher education

Programs. Journal of Continuing Higher Education, 65(2), 73–81. https://doi-

org.ezproxy.liberty.edu/10.1080/07377363.2017.1320178