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This study investigates college student perceptions of instructor credibility based on the content of an instructor’s Twitterfeed and student beliefs about Twitter as a communication tool. Quantitative and qualitative methods were utilized to explore the effects of three manipulated Twitter feeds (e.g., tweeting social topics, professional topics, or a blend) on student perceptions of instructor credibility and examine how students perceive Twitter as a teaching tool. Quantitative results suggest that the profile with professional content was most credible. Credibility ratings were also associated with other Twitter use variables, including positive student attitudes about instructors who use Twitter and Tweet frequency. Coded qualitative responses indicated that Twitter may be both an asset and an obstacle for instructors.


This is an Accepted Manuscript of an article published by Taylor & Francis in Communication Education, available online: .

A version of this manuscript was presented to the Annual Convention of the National Communication Association, November 2014, in Chicago, IL.