TY - JOUR
T1 - Putting twitter to the test
T2 - Assessing outcomes for student collaboration, engagement and success
AU - Junco, Reynol
AU - Elavsky, C. Michael
AU - Heiberger, Greg
PY - 2013/3
Y1 - 2013/3
N2 - Herein, we present data from two studies of Twitter usage in different postsecondary courses with the goal of analyzing the relationships surrounding student engagement and collaboration as they intersect learning outcomes. Study 1 was conducted with 125 students taking a first-year seminar course, half of who were required to use Twitter while the other half used Ning. Study 2 was conducted with 135 students taking a large lecture general education course where Twitter participation was voluntary. Faculty in Study 1 engaged with students on Twitter in activities based on an a priori theoretical model, while faculty in Study 2 only engaged students sporadically on the platform. Qualitative analyses of tweets and quantitative outcomes show that faculty participation on the platform, integration of Twitter into the course based on a theoretically driven pedagogical model and requiring students to use Twitter are essential components of improved outcomes.
AB - Herein, we present data from two studies of Twitter usage in different postsecondary courses with the goal of analyzing the relationships surrounding student engagement and collaboration as they intersect learning outcomes. Study 1 was conducted with 125 students taking a first-year seminar course, half of who were required to use Twitter while the other half used Ning. Study 2 was conducted with 135 students taking a large lecture general education course where Twitter participation was voluntary. Faculty in Study 1 engaged with students on Twitter in activities based on an a priori theoretical model, while faculty in Study 2 only engaged students sporadically on the platform. Qualitative analyses of tweets and quantitative outcomes show that faculty participation on the platform, integration of Twitter into the course based on a theoretically driven pedagogical model and requiring students to use Twitter are essential components of improved outcomes.
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U2 - 10.1111/j.1467-8535.2012.01284.x
DO - 10.1111/j.1467-8535.2012.01284.x
M3 - Article
AN - SCOPUS:84874108915
SN - 0007-1013
VL - 44
SP - 273
EP - 287
JO - British Journal of Educational Technology
JF - British Journal of Educational Technology
IS - 2
ER -