Social Media And Critical Thinking: A Hermeneutic, Phenomenological Study Of Business Professors

American Journal of Business Education (AJBE)

View Publication Info
 
 
Field Value
 
Title Social Media And Critical Thinking: A Hermeneutic, Phenomenological Study Of Business Professors
 
Creator Trout, Richard
 
Subject Social Media
Critical Thinking Development
Business Professors
Media Literacy
Information Literacy
 
Description Studies on social media and critical thinking skills have emphasized students’ perspectives. Few researchers have interviewed business professors regarding their perceptions of how students’ critical thinking skills have developed through social media. This hermeneutic, phenomenological study interviewed eight business professors for the purpose of describing the educators’ perceptions of how social media has affected undergraduates’ critical thinking skills and practical job skills. Paul and Elder’s (2014) critical thinking development theory served as the conceptual framework. Data were collected from interviews with business professors primarily in several regions of the United States. Five themes emerged: 1) going across contexts; 2) case method teaching; 3) discussing and collaborating; 4) building information literacy; and 5) learning from experts.
The five themes comprise Critical Thinking Development by Social Media (DSM). Business professors perceive social media as having influenced the critical thinking skills of undergraduates through intentional, industrious learning as represented by DSM. Business professors perceive social media as having influenced the practical job skills of undergraduates through intentional, industrious learning as represented by DSM with emphasis on phases 3) discussing and collaborating, and 5) learning from experts. The implications touch on academic institutions, business schools, business deans, other educators, and employers. Future research may offer case studies of social media and critical thinking projects at higher education institutions.
 
Publisher Clute Institute
 
Date 2020-07-01
 
Type info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Peer-reviewed Article
 
Format application/pdf
 
Identifier https://clutejournals.com/index.php/AJBE/article/view/10370
 
Source American Journal of Business Education (AJBE); Vol. 13 No. 3 (2020); 41-56
1942-2512
1942-2504
 
Language eng
 
Relation https://clutejournals.com/index.php/AJBE/article/view/10370/10421
 

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