Can every class be a Twitter chat? Cross-institutional collaboration and experiential learning in the social media classroom, Journal of Public Relations Education

Abstract

Using the framework of experiential learning theory to guide assignment creation, instructors of social media strategy classes at three university campuses conducted cross-institutional Twitter chats with students. By creating topical case studies using the online storytelling platform Storify and discussing them during the chats, students applied course theories and concepts, built professional networks, honed professional skills, and broadened understanding of strategic communication using new tools in unique digital cultures. Qualitative textual analysis of the 2,088 tweets coupled with instructors’ teaching observations revealed the assignments fostered conditions for an experiential learning process, which students enjoyed. Best practices for teaching using similar assignments in public relations and social media are offered.