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Abstract

Social network sites have become an integral part of consumers’ lives, yet should they also be integrated into formal education processes? The purpose of this paper is to advocate using Facebook within the advertising classroom. Specifically, it explores not only the advantages and disadvantages of this new Web 2.0 medium, but also illustrates the different methods of course integration at an instructor’s disposal. An overview of how Facebook can demonstrate advertising concepts and provide opportunities for experiential learning is also provided.

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... An examination of Table 2 shows the evolution of teaching digital marketing from the inception of the internet to the end Barnes (1996) Spiller & Scovotti (2008) Granitz & Koernig (2011) Levanthal & Swanson (2016) Atwong & Hugstad (1997) Robbs ( Wiki (Workman, 2008) LinkedIn and other social medias (Pentina, 2011) AdWords (Canhoto & Murphy, 2016) AdWords (Neale et al., 2009) YouTube (Payne et al., 2011) Review of Certificates (Staton, 2016) Wiki (Cronin, 2009) Twitter (Rinaldo et al., 2011) LinkedIn (Hutchins, 2016) AdWords (Lavin et al., 2009) Twitter (Lowe & Laffey, 2011) YouTube (Edmiston, 2016) Facebook (Muñoz & Towner, 2010) WordPress and YouTube (Hettche & Clayton, 2012) Twitter (Merle & Freberg, 2016) Ning ( Klout (Bacile, 2013) Twitter (Lou, 2017) Blogger (Kaplan et al., 2010) Zazzle (Ashley, 2013) BuzzFeed (Cowley, 2017) Google Analytics (Schlee & Harich, 2013) AdWords (Clarke et al., 2018) Twitter (Rinaldo et al., 2013) Review of Certificates (Spiller & Tuten, 2019) Pinterest (Cronin, 2013) AdWords ( (West et al., 2015) YouTube (M. Peterson, 2018) Twitter, Tumblr, Facebook, Instagram, YouTube, Vine (Kinsky, 2015) Guide to Certifications (Laverie et al., 2020) YouTube (Cowley, 2020 of the review period. ...
... As we tracked the keywords, we found that in JME, of the thirty-nine articles with author-submitted keywords, five had zero keywords related to digital marketing. One example is Abney et al. (2019), "Intercollegiate Social Kim et al., 2019) AdWords (Clarke et al., 2018) BuzzFeed (Cowley, 2017) YouTube (Edmiston, 2016) LinkedIn (R. M. Peterson & Dover, 2014) Google Analytics (Schlee & Harich, 2013) Zazzle (Ashley, 2013) Klout (Bacile, 2013) LinkedIn ( (Kinsky, 2015) WordPress (Quesenberry et al., 2014) Google + (Clayton et al., 2014) Pinterest (Cronin, 2013) WordPress and YouTube (Hettche & Clayton, 2012) Facebook (Johnson & Jones, 2010) Ning (Eckman, 2010) Facebook (Muñoz & Towner, 2010) AdWords (Lavin et al., 2009) ...
Article
The internet has changed marketing education and disrupted the traditional approach to teaching marketing. Digital marketing as a field of study is a dynamic discipline that requires educators to evaluate their curricula and teaching methods constantly. This research reviews the digital marketing education research over the past 25 years to gauge the current standing of the extant literature. A multi-step process with specific research goals was implemented to assess the current state. First, a thematic review of the literature based on the modules of capabilities developed by the Digital Marketing Institute and the American Marketing Association contributed to identifying four eras of digital marketing education research. Next, the authors assess areas of research coinciding with the topical review to assess relevant research in each area. We conclude with recommendations for research to fill the gaps, including calls for work in search engine optimization, analytics, and email marketing, as well as greater attention when submitting article keywords, as finding papers when searching EBSCO or Web of Science depends on relevant keywords.
... For this reason, this study tries to fill this gap by investigating the effect of using Facebook on social media on students' writing skills. Facebook allows college students to share messages, chat, and exchange photos and videos (Bagarukayo, 2018;Botou & Marsellos, 2018;Lego Muñoz & Towner, 2010;McCarthy, 2010). Therefore, the use of Facebook as a learning medium to practice writing descriptions through groups will allow students to exchange ideas, write freely, and edit the writings of their classmates. ...
... The effectiveness of the use of social media Facebook in this study strengthens the findings of previous studies. This research can strengthen research findings such as (Lego Muñoz & Towner, 2010) who found that Facebook was an effective learning tool for students and a convenient means for informal learning rather than formal learning. This research also supports the argument (Kabilan et al., 2010), who found that Facebook played an important role in increasing students' motivation, confidence, and attitudes towards learning English. ...
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Facebook is widely claimed to have an important influence on students' writing skills, but studies on its impact on students' descriptive writing skills, especially in the first grade, are still very limited by previous researchers. Because of the scarcity of studies, this study attempts to measure the effect of social media Facebook on the descriptive writing skills of first-year students. 35 students from the Indonesian Language and Literature Education Study Program aged between 16-18 years were involved in this study as research subjects. They were selected after taking the Indonesian Language Competency Test (UKBI) and the range of scores obtained was high (75-79.9%). Non-random sampling was used to select research subjects. This study used a one group pretest-posttest experimental design. The data in this study were obtained from pretest and posttest activities using a descriptive writing skill test instrument. Data analysis was carried out using SPSS for Windows version 25. The results of this study indicate that the average score of students before the Facebook social media intervention was 61.43 and after the intervention, the average score obtained was 83.03. Meanwhile, based on the one-sample t-test, it shows that Facebook has a significant effect on students' description writing skills. The implication of the findings of this study is that Facebook is a social media that can be an ideal and comfortable learning tool that can lead students to develop better descriptive writing skills in higher education.
... Finally, one of the most common approaches to advertising education is by presenting recommendations for how to use a pedagogical tool in the classroom. Examples include using blogs (Grau, 2007), the Google Marketing Challenge (Lavin, Alstine, Scott, Oliver & Murphy, 2009) and social media (Muñoz & Towner, 2010). ...
... The Newell, Li and Zhang (2012) article testing multilingual teaching in the classroom that appeared in this journal could provide a model for other studies in this area. Finally, although there are some articles about measuring the impact of social media or how to use social media in the classroom (e.g., Cronin, 2014;Muñoz & Towner, 2010), there is relatively little research about how student involvement with social media may impact learning outcomes. The continued increase in social media use suggests that research addressing this topic likely would make an important contribution. ...
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This article presents a systematic analysis of all refereed articles, research reports and invited commentaries (N = 197) published in the Journal of Advertising Education from 1996 to 2015. The analysis revealed that the most common article theme was classroom and course instruction (52.8%; n = 104). Within that theme, articles about using a tool or approach in the classroom (e.g., using a class wiki; 47.1%, n = 49) and achieving a learning outcome (e.g., developing teamwork skills; 30.8%; n = 32) were most popular. The authors performed additional analyses on articles reporting data collection and analysis (N = 122). The researchers found that only 26.2% (n = 32) of these articles identified a theory by name, and only six (4.9%) offered a theoretical implication in the discussion. However, a significant majority of these articles provided practical implications for educators (86.1%; n = 105).
... This is attributed to the following: Facebook does not require training due to its popularity, so students would not feel frustrated toward preparing and using a new learning mode. Supporting this, several studies (Li and Pitts, 2009;Mazer et al., 2009;Park et al., 2009;Munoz and Towner, 2010;Lewis and Nichols, 2012) have concluded that generally students had positive attitudes toward using Facebook in the classroom claiming that it is very user-friendly platform that does not require any special skills or settings. Thus, it is considered as a convenient online learning platform for the teachers and students. ...
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The aim of this paper is to explore the effectiveness of critical thinking for improving the writing skill of undergraduate Arab students who study English Literature at Saudi universities under lockdown circumstances due to the COVID-19 pandemic. At the same time, it explores the impact of implementing Facebook as an online Constructivist tool to improve this skill. A general overview of the status of English language education in Saudi Arabia is briefly presented to shed light on the ongoing English language challenges in learning writing for undergraduate students in the English language and literature departments, which got more manifested due to the current status of education mode with the emergence of the pandemic. Two-group posttest-only randomized experiment was employed to evaluate the effectiveness of the proposed model, using the infusion and constructivism approaches. A total of 40 students enrolled in a literature course at a private university in Saudi Arabia participated in the experiment. The treatment was conducted through utilizing Facebook. The results demonstrated that students’ improvement in English writing was due to the combination of the infusion of a set of critical skills and the constructivist teaching and learning mode.
... JAE has explored how Web 2.0 and 3.0 and user-generated content has changed advertising and how product-related information is communicated (Caravella et al., 2009;Clayton, Hettche & Kim, 2014;Eckman, 2010;Scovotti & Jones, 2011). With the advent of social media, JAE has explored the role of social networks in advertising education (Cronin, 2011;Eckman, 2010;Labrecque, Milne, Phelps, Peltier, & Thompson, 2011;Muñoz & Towner, 2010). And, JAE has addressed the consequent changes in media planning instruction (Kim & Patel, 2012). ...
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For 20 years, the Journal of Advertising Education (JAE) has “toiled in the vineyards of advertising academe” to become the primary venue for advertising education scholarship (Johnson, 1996, p. 3). The chronology of the journal has seen many changes in the way advertising professors and instructors educate their students about various topics in advertising. We explored the last 20 years of literature in JAE. A content analysis revealed patterns in areas such as topical focus, methods, authorship and Carnegie classifications of university authors. The study also compared JAE's data with two other journals that have a partial focus on advertising education. The study sets the stage for an exploration of new scholarship for JAE's next 20 years.
... Advertising educators have investigated a num ber of ways that technology impacts the class room. Studies have been conducted that explore the use of the World Wide Web (Barnes, 1996), the use of consumer simulations in the class room (Bovinet & Elcombe, 1999), Webbased projects (Everett, Siegel & Marchant, 1999), online peer learning (Hachtmann, 2006), using Google (Lavin, Van Alstine, Scott, Oliver & Murphy, 2009), the opportunities and challeng es presented by Web 2.0 (Caravella, Ekachai, Jaeger & Zahay, 2009), social media (Kalamas, Mitchell & Lester, 2009), and the role of Facebook in the advertising classroom (Muñoz & Towner, 2010). However, no research to date explores the use of Wikipedia in the advertising classroom. ...
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Higher education periodicals like The Chronicle of Higher Education have sought to inform readers about the state of Wikipedia's use in higher education. How can the academic literature inform scholars about this tool? This paper seeks to address the use of Wikipedia as a source of information in advertising courses. It explains, in layman's terms, the peer-review and editing system used by Wikipedia. A categorical distinction content analysis is used to compare a sample of 321 advertising terms and definitions listed in three advertising textbooks with the definition of the term located on Wikipedia's own Web site. Analysis of 1,127 printed pages of data suggested, overall, that Wikipedia is an accurate source of information for advertising courses. Advertising faculty should continue to engage in the philosophical discussion about the merits of using and contributing to advertising content on the Wikipedia Web site.
... Since social networks are popular among college students, a social 0(#!-.+% )*&,,.--:% &)#"5"#7% )&0% <(% <(0(/)"&*% and well received (Muñoz & Towner, 2009). ...
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This paper reviews research from the special session on Privacy Research and Educational Issues at the 2010 Direct/Interactive Marketing Research Summit by providing summaries of the three presentations and offering related classroom activities. These presentations focused on aspects of information exchange in an online environment and illustrated the motivations and complexities individuals face in regards to online information disclosure choices. The classroom exercises developed from this research allow students to consider the management of their own information in an attempt to learn valuable lessons concerning the importance of awareness, management and persistency as they transition from students to advertising professionals.
... La adopción de los medios sociales en el contexto universitario constituye un valioso recurso para el aprendizaje y hace posible que los estudiantes encuentren nuevas vías de comunicación, una fuente valiosa de información; esto hace posible, entre otras cosas, la participación (Ajjan & Hartshorne, 2008;Muñoz & Towner, 2010;Junco, 2011). En los últimos años, los blogs y los wikis son los medios sociales más utilizados por los estudiantes en tareas individuales, en particular para crear contenido y agregar comentarios (Seamean & Tinti-Kane, 2013). ...
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While much has been written regarding the learning behaviors of students participating in online courses, little research has been conducted to ascertain whether or not students are still engaged and actually learning when not actively involved in online discourse with other students and faculty. This case study of inactive students enrolled in an online graduate course attempts to identify how much time is spent in course-related activity, what the reasons are for student's “invisibility,” and if their preferred learning styles influence online behavior. The data show that these students do, in fact, spend a significant amount of time in learning-related tasks, including logging on, even when not visibly participating, and they feel they are still learning and benefiting from this low-profile approach to their online studies. However, preliminary analyses of course grades indicate that the mean course grade is better for high-visibility learners than for no-visibility learners. Findings suggest that further research in the area of the so-called invisible learner is a critical area of investigation to better understand the dynamics of asynchronous learning and teaching.
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How are college students using and communicating with online social networking? How can these technologies be utilized by libraries and librarians? A review of the literature provides current context of social networking sites, the usage and viability of related technologies in academic libraries, and the role of computer-mediated communication (CMC) in facilitating student learning. Data from a survey and focus group provide insight into how students are using MySpace and Facebook, two widely adopted social networking sites. Findings are discussed to consider appropriate implementations of MySpace/Facebook in a university library setting, specifically on the pedagogical and practical feasibility of integrating social software in library instruction, reference, and outreach.
Article
All students today are increasingly expected to develop technological fluency, digital citizenship, and other twenty‐first century competencies despite wide variability in the quality of learning opportunities schools provide. Social network sites (SNSs) available via the internet may provide promising contexts for learning to supplement school‐based experiences. This qualitative study examines how high school students from low‐income families in the USA use the SNS, MySpace, for identity formation and informal learning. The analysis revealed that SNSs used outside of school allowed students to formulate and explore various dimensions of their identity and demonstrate twenty‐first century skills; however, students did not perceive a connection between their online activities and learning in classrooms. We discuss how learning with such technologies might be incorporated into the students’ overall learning ecology to reduce educational inequities and how current institutionalized approaches might shift to accommodate such change.
Article
Many Internet safety and parenting experts suggest that parents prohibit their teens from social networking sites and other online spaces where predators may lurk. But we may do adolescents a disservice when we curtail their participation in these spaces, because the educational and psychosocial benefits of this type of communication can far outweigh the potential dangers. These benefits include developing cognitive skills that are consistent with those required in educational settings and perspective-taking skills that are necessary for citizenship in an increasingly multiracial society. Alternative strategies for keeping adolescents safe online should build on the increasing technological awareness and sophistication of teens themselves.
Article
This poster describes preliminary results from an ongoing investigation of student/faculty relationships in the online community Facebook. In spring of 2006, a survey was conducted in two large courses at a mid-sized public research university to understand how contact on Facebook was influencing student perceptions of faculty. We found that contact on Facebook had no impact on students' ratings of professors. We found it striking that one third of the students we surveyed did not believe that faculty should be present on the Facebook at all. Some raised concerns about identity management and privacy issues. We discuss the implications of these findings and the potential for further research in the area.
Article
Social networking sites such as Facebook and MySpace have been subject to much recent debate within the educational community. Whilst growing numbers of educators celebrate the potential of social networking to (re)engage learners with their studies, others fear that such applications compromise and disrupt young people's engagement with ‘traditional’ education provision. With these ongoing debates in mind, the current paper presents an in‐depth qualitative analysis of the Facebook ‘wall’ activity of 909 undergraduate students in a UK university. Analysis of these data shows how much of students' education‐related use of this social networking application was based around either the post‐hoc critiquing of learning experiences and events, the exchange of logistical or factual information about teaching and assessment requirements, instances of supplication and moral support with regards to assessment or learning, or the promotion of oneself as academically incompetent and/or disengaged. With these themes in mind, the paper concludes that rather than necessarily enhancing or eroding students' ‘front‐stage’ engagement with their formal studies, Facebook use must be seen as being situated within the ‘identity politics’ of being a student. In particular, Facebook appears to provide a ready space where the ‘role conflict’ that students often experience in their relationships with university work, teaching staff, academic conventions and expectations can be worked through in a relatively closed ‘backstage’ area.
Article
Research suggests that teachers who personalize their teaching through the use of humor, stories, enthusiasm, and self‐disclosure are perceived by their students to be effective in explaining course content. This experimental study examined the effects of computer‐mediated teacher self‐disclosure on perceptions of teacher credibility. Participants who accessed the Facebook website of a teacher high in self‐disclosure reported higher levels of teacher credibility than participants who viewed a low self‐disclosure Facebook website. Implications for classroom pedagogy, technology use, and areas for future research are discussed.
Article
The aim of this study is to explore, based on a nationally representative sample, U.S. college students' uses of the Internet in their studies and their perceptions of academic life online, and changes in both perception and use since a 2002 report on the topic. Findings show that overall Internet use for academic purposes has increased. Students report generally positive opinions about the Internet's utility for academic work, but satisfaction with it for academic interactions may be on the decline.
Article
While much has been written regarding the learning behaviors of students participating in online courses, little research has been conducted to ascertain whether or not students are still engaged and actually learning when not actively involved in online discourse with other students and faculty. This case study of inactive students enrolled in an online graduate course attempts to identify how much time is spent in course-related activity, what the reasons are for student's “invisibility,” and if their preferred learning styles influence online behavior. The data show that these students do, in fact, spend a significant amount of time in learning-related tasks, including logging on, even when not visibly participating, and they feel they are still learning and benefiting from this low-profile approach to their online studies. However, preliminary analyses of course grades indicate that the mean course grade is better for high-visibility learners than for no-visibility learners. Findings suggest that further research in the area of the so-called invisible learner is a critical area of investigation to better understand the dynamics of asynchronous learning and teaching.
Article
This study developed a quantitative methodology to ascertain lead indicators of student sense of community whilst undertaking a course of study. Study participants (N = 464) were drawn from students enrolled in undergraduate and postgraduate Education units within a large Australian metropolitan university. Through juxtaposing student online behaviours with an online survey, the data demonstrates that students and study units with greater frequencies of communication interactions possess stronger levels of sense of community as determined by Rovai's [Rovai, A.P. (2002b). Development of an instrument to measure classroom community. Internet and Higher Education, 5(3), 197–211.] Classroom Community Scale (CCS). As a result of the identification of this relationship utilising a quantitative process, education practitioners and managers now possess the formative evaluative tools and indicators necessary to gauge student sense of community on an ongoing basis. Therefore, education managers and practitioners have the capacity to monitor and alter the learning and teaching practices designed and implemented to promote community among the student cohort in a just-in-time environment.
Article
This paper presents an exploratory study of a web-enhanced televised class encouraging learner–learner interaction in small online groups. The purpose of the study was to examine whether various interactions among students in small groups could substitute for one-on-one interaction between the instructor and each student and lead to high levels of perceived class interaction and student satisfaction. It was found that perceptions of overall class interaction and student satisfaction seem to be positively affected by small group interaction. Implications for research and practice are discussed.
Conference Paper
Online social networks such as Friendster, MySpace, or the Facebook have experienced exponential growth in membership in recent years. These networks oer attractive means for inter- action and communication, but also raise privacy and security concerns. In this study we survey a representative sample of the members of the Facebook (a social network for colleges and high schools) at a US academic institution, and compare the survey data to information retrieved from the net- work itself. We look for underlying demographic or behavioral dierences between the communities of the network's members and non-members; we analyze the impact of privacy concerns on members' behavior; we compare members' stated attitudes with actual behavior; and we document the changes in behavior subsequent to privacy-related information exposure. We find that an individual's privacy concerns are only a weak predictor of his membership to the network. Also privacy concerned individ- uals join the network and reveal great amounts of personal information. Some manage their privacy concerns by trusting their ability to control the information they provide and the external access to it. However, we also find evidence of members' misconceptions about the online community's actual size and composition, and about the visibility of members' profiles.
Conference Paper
Participation in social networking sites has dramatically increased in recent years. Services such as Friendster, Tribe, or the Facebook allow millions of individuals to create online profiles and share personal information with vast networks of friends - and, often, unknown numbers of strangers. In this paper we study patterns of information revelation in online social networks and their privacy implications. We analyze the online behavior of more than 4,000 Carnegie Mellon University students who have joined a popular social networking site catered to colleges. We evaluate the amount of information they disclose and study their usage of the site's privacy settings. We highlight potential attacks on various aspects of their privacy, and we show that only a minimal percentage of users changes the highly permeable privacy preferences.
Article
This study examined the role of a social network site (SNS) in the lives of 11 high school teenagers from low-income families in the U.S. We conducted interviews, talk-alouds and content analysis of MySpace profiles. Qualitative analysis of these data revealed three themes. First, SNSs facilitated emotional support, helped maintain relationships, and provided a platform for self-presentation. Second, students used their online social network to fulfill essential social learning functions. Third, within their SNS, students engaged in a complex array of communicative and creative endeavors. In several instances, students' use of social network sites demonstrated the new literacy practices currently being discussed within education reform efforts. Based on our findings, we suggest additional directions for related research and educational practices.
Article
This experimental study examined the effects of teacher self-disclosure via Facebook on anticipated college student motivation, affective learning, and classroom climate. Participants who accessed the Facebook website of a teacher high in self-disclosure anticipated higher levels of motivation and affective learning and a more positive classroom climate. In their responses to open-ended items, participants emphasized possible negative associations between teacher use of Facebook and teacher credibility. Participants offered recommendations for teachers regarding the use of Facebook and other weblog services.
Article
Wikis are one of the newest features of Web 2.0. This article describes the implementation of a project in a marketing course in which students created an interactive textbook using wiki software. Several surprises encountered along the way are described, and the unique problem of grading individual contributions to a wiki is discussed. The author concludes that the wiki work improved the collaboration skills of students, but effects on learning could not be assessed. Strategies are provided that other instructors interested in using a wiki in the classroom can use to make the experience fulfilling for both instructor and students. The article ends with a call for the development of better grading methods and for assessment of the impact of wikis on learning. (PsycINFO Database Record (c) 2009 APA, all rights reserved) (from the journal abstract)
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