Social media has become widely adopted in both society and business. However, the academy has been slow to leverage social media as a learning tool. The purpose of this study is twofold. First, this study explores student perceptions about the use of social media in face-to-face classroom environments. Second, this study examines how social media, as a learning tool, supports presentation skill development. Using a proprietary social media application, we conducted a sequential mixed method study using students enrolled in undergraduate introductory information systems courses that included a student presentation project. One hundred seventy-seven students responded to a survey based on a facilitator and inhibitor model of social media use and an open-ended questionnaire to understand how social media impacts presentation skill development. The implications of the results from this study are discussed along with directions for future research. KEywORDS Face-to-Face Learning Environment, Learning Tools, Partial Least Squares, Presentation Skill Development, Sequential Mixed Method, Social Media, Thematic Analysis

中文翻译：

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在传统的课堂环境中使用社交媒体支持演讲技能的开发

社交媒体已被社会和企业广泛采用。但是，该学院在利用社交媒体作为学习工具方面进展缓慢。这项研究的目的是双重的。首先，本研究探讨了学生对在面对面教室环境中使用社交媒体的看法。其次，本研究考察了社交媒体作为一种学习工具如何支持演讲技能的发展。通过使用专有的社交媒体应用程序，我们对参加本科介绍性信息系统课程（包括学生演示项目）的学生进行了顺序混合方法研究。177名学生对基于社交媒体使用的促进者和抑制者模型以及不限成员名额的问卷进行了调查，以了解社交媒体如何影响演讲技能的发展。讨论了本研究结果的含义以及未来研究的方向。KEyWORDS面对面学习环境，学习工具，偏最小二乘，演示技能开发，顺序混合方法，社交媒体，主题分析