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dc.contributor.authorBerger, Dan
dc.contributor.authorWild, Charles
dc.date.accessioned2016-11-28T18:59:15Z
dc.date.available2016-11-28T18:59:15Z
dc.date.issued2016-07-04
dc.identifier.citationBerger , D & Wild , C 2016 , ' Turned on, tuned in, but not dropped out: Enhancing the student experience with popular social media platforms ' , European Journal of Law and Technology , vol. 7 , no. 1 .
dc.identifier.issn2042-115X
dc.identifier.otherPURE: 10139193
dc.identifier.otherPURE UUID: 16c6e4b1-fef9-47f0-844a-caf8a481ad71
dc.identifier.urihttp://hdl.handle.net/2299/17363
dc.description.abstractThe days of a static paper-based noticeboard or wall-mounted cork board located in the hallways of University Schools and Departments is a thing of the past. However, the need and desire of students to stay ‘turned on and tuned in’ to a School or Department’s social community remains as strong as ever. The way in which this takes place has simply been transformed by modern technological developments along with the widespread adoption of social media platforms such as Facebook,Twitter and non-proprietary online blogs.en
dc.language.isoeng
dc.relation.ispartofEuropean Journal of Law and Technology
dc.rightsOpen
dc.subjectsocial media
dc.subjectstudent experience
dc.subjectstudent engagement
dc.subjectonline groups
dc.subjectlegal education
dc.subjectmanaged learnign environment
dc.titleTurned on, tuned in, but not dropped out: Enhancing the student experience with popular social media platformsen
dc.contributor.institutionHertfordshire Law School
dc.contributor.institutionLaw
dc.description.statusPeer reviewed
dc.identifier.urlhttp://ejlt.org/article/view/503
dc.relation.schoolHertfordshire Law School
dc.description.versiontypeFinal Published version
dcterms.dateAccepted2016-07-04
rioxxterms.versionVoR
rioxxterms.licenseref.urihttp://creativecommons.org/licenses/by-nc/4.0/
rioxxterms.typeJournal Article/Review
herts.preservation.rarelyaccessedtrue
herts.rights.accesstypeOpen


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