Running head: HUMOR & SOCIAL MEDIA 1

Assignment 1 – Exploration of Teaching Strategies

SUNY Delhi

NURS 402 CRN 11156, Teaching & Learning in Nursing Commented [W1]: Cover page format should look like:
Title
Name of Assignment
Your Name
SUNY Delhi
Title of Course Here
Instructor’s Name
Month Day, Year
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Abstract Commented [W2]: You added a lot of great details in your

abstract about the two teaching strategies. Remember that
abstracts should be a brief summary of the main point of the
Teaching strategies are techniques used to improve communication and enhance the transmission paper (see page 25 of the APA manual). Abstracts should be
limited to 150-250 words. In papers that are 5 pages or less,
of information from teacher to student (Merlot Pedagogy Portal, 2012). Using humor, in the 3 or 4 sentence abstracts are acceptable.

form of jokes, puns, role play, and analogies, is an effective strategy and can create positive

associations. Humor and fun in the classroom has been shown to reduce anxiety, catch and hold

students’ attention, and encourage creativity (Jeder, 2015). A study conducted by Hackathorn,

Garczynski, Blankmeyer, Tennial, and Solomon (2011) found that student’s quiz scores, when

taught using humor, were higher on all of Bloom’s levels of taxonomy compared to when they

were taught without using humor. Comprehension especially benefitted from using humor

(Hackathorn, et al., 2011). Social networking sites for education are another teaching strategy.

With roots in constructivism and connectivism, social networking helps users gather data so they

can process it into concepts and ideas. It has been shown to increase students’ motivation and

enhance social interactions. Social networking sites run the risk of endangering a person’s

privacy and security, encountering technical difficulties, and running into problems related to

miscommunication. On the plus side is the increased convenience, ease of access, and

availability of information for future reference (Canbek & Hargis, 2015). Pittenger (2013) found

that students believed social networking sites to give positive and effective experiences when

used for education. Students also continued to use their own personal social media during times

of heavy school workloads, thereby showing that it is a natural part of their lives and would be a

logical educational platform (Pittenger, 2013).

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Humor and Social Media as Teaching Strategies

Teaching strategies, such as using humor and social networking sites, are methods

employed by educators that allow for enhanced communication and transferring of information

(Merlot Pedagogy Portal, 2012). Several techniques, such as using humor, can be so subtle that

one would have no idea it is purposely being used to teach. Social networking sites (SNSs) have

become ubiquitous with the surge in accessibility of the internet. These two teaching strategies

have their advantages and disadvantages, as well as their time and place in the classroom.

Humor in the Classroom

Humor is an effective strategy when used appropriately and in an ethical manner. When

used correctly it can capture a student’s attention, encourage creativity, and reduce anxiety.

Jokes, puns, and analogies are on the positive end of the humorous spectrum while sarcasm,

ridicule, and even irony, tend to run on the more negative side. Role playing, exploration of

fantasies, funny associations, and humorous questions on exams are also examples of more

positive methods of teaching (Jeder, 2015).

Humor Increasing Learning and Comprehension

Hackathorn et al. (2011) conducted a study at St. Louis University, to determine whether

constructs taught using humor would significantly increase students’ measures on Bloom’s levels

of taxonomy known as application, knowledge, and comprehension. The researchers also

hypothesized that humor would especially increase learning in the latter since processing humor

involves the same steps seen in comprehension. A total of 49 students enrolled in a social

psychology course were taught 24 constructs over a semester. The instructor used various forms

of humor at his or her discretion, based on whether it would be appropriate for the topic

(Hackathorn, et al., 2011).

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Records were kept of when humor was used and when it was not used. Humor was used

40% of the time. Quizzes were given to students and were designed to measure the students’

levels of comprehension, knowledge, and application, according to Bloom’s taxonomy. The

quizzes were graded and the scores converted to percentages for use in analysis. Results

confirmed the researchers’ hypothesis that the student’s quiz scores would be higher for the

constructs taught using humor on all of Bloom’s levels compared to the constructs taught without

using humor. In addition, results also confirmed the second hypothesis which postulated a

significant effect on Bloom’s level of comprehension when humor is used to teach (Hackathorn,

et al., 2011).

Advantages and Disadvantages

Jeder (2015) states that learning is supported and encouraged when combined with fun

and humor because it is associated with a positive experience. In addition, a comedic experience

motivates the student, increases recall from previous lessons, and stimulates children (Jeder,

2015). Humor forces a person to look at a problem in different ways and use critical thinking

skills to change their perspective because it often is up to interpretation. Puns, in particular, are

effective at building vocabulary because of the two step though process involved. First the Commented [W3]: Spelling: thought

person must recognize the literal meaning and then interpret it to find the intended meaning. As

the aforementioned study determined, humor is also found to improve students’ performance,

most notably when it comes to comprehension (Hackathorn, et al., 2011). Commented [W4]: There should not be a comma here

Personal Experience

In junior high school my sister and I had Signore Samperi for my Italian classes. He

would have his students physically act out the words so they could associate silly movements

with pronunciation. For example, to conjugate the verb giocare, meaning to play, two students
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jumped one step forward and yelled io gioco! (meaning I play). They then turned to one another,

joined hands, and danced in a circle while singing a-ping-a-pong! The students would continue

on with each different person until the verb was conjugated completely, however they had to do

it without laughing which was the real catch. The entire class was usually laughing so hard tears Commented [W5]: Great imagery!

were rolling down cheeks. About 20 years after I took Signore Samperi’s classes, my sister and I

were in Costco when we saw him with his wife in the frozen food section. The two of us ran up

to them and immediately, without even discussing it with each other, jumped forward, yelled io

gioco, and began dancing around while he and his wife, and all of Costco, watched and laughed.

Social Networking Sites and Learning

The term social networking site is used to describe an internet-based medium allowing

people to develop individual profiles, create connections with users, and informally discuss

issues. SNSs enable learners to collaborate with one another, have control over their schooling Commented [W6]: Would recommend spelling the
abbreviation out again, the last time it was spelled out was
at the beginning of the paper, the reader may have
from afar, and share resources and interact with peers. SNSs originates from connectivism
forgotten what SNSs means. See page 106 of the APA
manual.
theory which has its roots in Piaget’s concept of constructivism. Constructivism states that

people build upon previous knowledge and experiences with new knowledge and concepts in

order to form new ideas. Connectivism theory states that making decisions is a form of learning Commented [W7]: This information should be cited. See
page 170 of the APA manual
and that having the potential of knowing something is more important than actually knowing

something at that time. Previously, knowledge was judged by the amount of facts a person

memorized, but these facts are now easily accessible on any device. The new standard is to take

the available facts and process them into new concepts and ideas (Canbek & Hargis, 2015).

Using Social Networking to Improve Quality of Education

A study conducted by Pittenger (2013) at the University of Minnesota evaluated the

practicability and capability of using a social networking site for the purpose of interprofessional
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education. Three groups were formed equally representing the school’s health profession

programs (nursing, pharmacy, medicine, veterinary medicine, dentistry, and public health). Each

group utilized a collaborative methodology and one of three teaching models: minimally

structured, facilitated, and highly structured. Students were given two surveys, as a pretest and

also as a posttest, that were used to measure any improvement in the students’ attitudes towards

collaboration and professional identity. Results showed that majority of the students

participating felt that using a social networking site was both positive and effective for their

education. Pretest and posttest scores did not show any significant changes so it is unknown Commented [W8]: Information needs to be cited

whether the methods in this study were effective. Students who were already using a social

networking site continued to do so during this study suggesting SNSs have become a natural,

everyday part of students’ lives thereby becoming the next logical educational platform

(Pittenger, 2013).

Advantages and Disadvantages

In the society that we are in now, social media has many of the characteristics people

want with readily available information being just the beginning. Other benefits include easy

access to learning and promise of flexibility, repeatable information that lets users refer back at

any time, and increased convenience which allowed learners to spend more time on the subject

matter. SNSs have also been shown to increase motivation, enhance social interactions, and

allow teachers and learners to share resources and provide feedback faster than before (Canbeck

& Hargis, 2015).

With all of the benefits of SNSs it may be difficult to believe there are negative aspects.

Using social networking for education is notorious for demanding significantly more time than

the physical classroom. Using an internet connection can put a person’s privacy and security in
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danger, and using computers and software always carries the risk of technical difficulties.

Miscommunication is a real possibility, as is the misrepresentation of relationships (Canbeck &

Hargis, 2015).

Personal Experience

I have experience with social networking sites since I am enrolled in an online program that is

based in upstate New York while I live in Long Island. This is actually not the first time I have

taken classes online. When I was taking prerequisite courses to earn my associate’s degree in

nursing, I took a sociology course through the local community college. The main positive point

for me was that I did not have to fight anyone for parking because the school is known more for

its traffic than its sports or academics. I also really enjoyed being able to sit in my pajamas or

make dinner while writing a paper. The convenience is more important to me than the potential

increase in workload and I would take another online program again in a heartbeat.

Conclusion

We have all been there. Class is so boring you are falling asleep. Then you have that one

teacher who jokes, laughs, and makes the class interesting. You find yourself paying attention Commented [W9]: Sentence flow is choppy, would
recommend reviewing page 65 of the APA manual on
continuity of presentation of ideas. You could add
and actually remembering the material. Years later you still remember the teacher, too, and all
punctuation or transition words to maintain flow and
thought of the concept.
of the corny jokes. You think there would have been no other way you would have survived that

class had it not been for that teacher and her cheesy sense of humor. Unfortunately, humor does

not always translate to the online medium where education is now headed. Though social Commented [W10]: Spelling: Although

networking sites are considered effective and practical for teaching and learning, and the

convenience alone is a reason to consider moving to an online venue, is it worth it to potentially

lose that face to face interaction? There are pros and cons to both the virtual and the brick and

mortar classrooms. Each person is different and needs to make the decision that is best for them. Commented [W11]: Avoid using phrases that are not
commonly used or known by your audience
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References Commented [W12]: Great job with the references!

Canbeck, N. G., & Hargis, J. (2015). Is learning effective with social networks? Let’s

investigate! International Journal on New Trends in Education and Their Implications,

6(3), 206-215. Retrieved from www.ijonte.org

Hackathorn, J., Garczynski, A. M., Blankmeyer, K., Tennial, R. D., & Solomon, E. D. (2011).

All kidding aside: Humor increases kearning at knowledge and comprehension levels. Commented [W13]: Spelling: learning

Journal of the Scholarship of Teaching and Learning, 11(4), 116-123. Retrieved from

josotl.indiana.edu/

Jeder, D. (2015). Implications of using humor in the classroom. Procedia- Social and Behavioral

Sciences, 180, 828-833. doi:10.1016/j.sbspro.2015.02.218

Merlot Pedagogy Portal. (2012). Teaching strategies. Retrieved from

http://pedagogy.merlot.org/TeachingStrategies.html

Pittenger, A. L. (2013). The use of social networking to improve the quality of interprofessional

education. American Journal of Pharmaceutical Education 2013, 77(8), 1-9. Retrieved

from www.ajpe.org
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For EACH of the two teaching strategies discussed, the following points apply:
33 – 40 points Achieves all of the criteria 17 – 24 points Achieves at least 3 of the criteria
25 – 32 points Achieves 4 of the criteria 23 points or less Achieves less than 3 of the criteria

POINTS
INTRODUCTION (0 – 5% of total grade)
 There is a clear introduction to the paper (0 – 5 points) 5
STRATEGY 1 (0 - 40% of total grade)
1. The chosen strategy is comprehensively described 33
2. The research article is outlined and major findings are highlighted.
3. Advantages of the strategy are discussed
4. Disadvantages of the strategy are discussed
5. There is discussion around:
Whether the student has experienced the strategy
How the strategy was used and if it was effective
If the student has no experience with a strategy, the student offers an example and analysis
about how effective the strategy might be

STRATEGY 2 (0 - 40% of total grade)

1. The chosen strategy is comprehensively described 40
2. The research article is outlined and major findings are highlighted.
3. Advantages of the strategy are discussed
4. Disadvantages of the strategy are discussed
5. There is discussion around:
Whether the student has experienced the strategy
How the strategy was used and if it was effective
If the student has no experience with a strategy, the student offers an example and analysis
about how effective the strategy might be

CONCLUSION (0-5% of total grade)

 There is a conclusion that has greater depth than simple summary (0 – 5%) 4
WRITING/GRAMMAR/APA– 10% of total grade
Writing, Grammar and APA 5
 Academic and scholarly tone is used, with avoidance of slang and colloquial expressions
 Correct spelling and punctuation are used
 Organization of content is clear and follows a logical progression
 Quoting is limited to less than 10% of the paper
 APA elements are present (running head, page #, title page, abstract, references)

References and citations

 In-text citations and references are accurate
 Retrieval information is provided for journals and web-based references
 All citations appear on reference list and all references are cited in posts
TOTAL SCORE 87
Comments:
Student D,
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Overall, you did a great job with your paper! You explained your two teaching strategies, humor and social network
sites thoroughly with supporting research articles. You did a great job using imagery to discuss your personal
experience with humor. You elaborated on the advantages of humor, but you did not discuss the disadvantages.
You did mention some disadvantages of humor throughout the paper but did not discuss it in the disadvantages
section. For the social networking site (SNS) teaching strategy, you provided a good overview of how this strategy
can be used with supportive research articles, the advantages and disadvantages, and your personal experience
with SNSs. Your conclusion did summarize your paper but was it choppy and difficult to follow.

APA: There was some information in your paper that came from articles, but a reference source was not cited.
Information that is not your own, needs to be cited or else you are plagiarizing. You had some minor spelling errors
but overall your sentences were well developed. You did a fantastic job on your references!