Acoustic tweets and blogs: Using social media in an undergraduate acoustics course

Lily M. Wang

doi:10.1121/1.4794860

Acoustic tweets and blogs: Using social media in an undergraduate acoustics course

Lily M. Wang

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution

1 Scopus citations

Abstract

Each fall, the author teaches an undergraduate architectural acoustics course to around 40 third-year architectural engineering students at the University of Nebraska. Beginning in 2011, a social media component was introduced to explore the use of this technology and how it may supplement the students' learning experience. Students were given an opportunity to receive extra credit by using Twitter and/or blogging about course material using a set hashtag (#AE3300) or through the course website. Results were positive, and the author will discuss pros and cons that she has experienced in adding this social media component. Suggestions for future implementations and examples of student participation will be presented.

Original language	English (US)
Title of host publication	Proceedings of Meetings on Acoustics
Volume	18
DOIs	https://doi.org/10.1121/1.4794860
State	Published - 2012
Event	164th Meeting of the Acoustical Society of America 2012 - Kansas City, MO, United States Duration: Oct 22 2012 → Oct 26 2012

Other

Other	164th Meeting of the Acoustical Society of America 2012
Country/Territory	United States
City	Kansas City, MO
Period	10/22/12 → 10/26/12

ASJC Scopus subject areas

Acoustics and Ultrasonics

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10.1121/1.4794860

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title = "Acoustic tweets and blogs: Using social media in an undergraduate acoustics course",

abstract = "Each fall, the author teaches an undergraduate architectural acoustics course to around 40 third-year architectural engineering students at the University of Nebraska. Beginning in 2011, a social media component was introduced to explore the use of this technology and how it may supplement the students' learning experience. Students were given an opportunity to receive extra credit by using Twitter and/or blogging about course material using a set hashtag (#AE3300) or through the course website. Results were positive, and the author will discuss pros and cons that she has experienced in adding this social media component. Suggestions for future implementations and examples of student participation will be presented.",

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AB - Each fall, the author teaches an undergraduate architectural acoustics course to around 40 third-year architectural engineering students at the University of Nebraska. Beginning in 2011, a social media component was introduced to explore the use of this technology and how it may supplement the students' learning experience. Students were given an opportunity to receive extra credit by using Twitter and/or blogging about course material using a set hashtag (#AE3300) or through the course website. Results were positive, and the author will discuss pros and cons that she has experienced in adding this social media component. Suggestions for future implementations and examples of student participation will be presented.

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Y2 - 22 October 2012 through 26 October 2012

ER -

Acoustic tweets and blogs: Using social media in an undergraduate acoustics course

Abstract

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ASJC Scopus subject areas

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