Despite the perception that face-to-face classrooms provide speaking opportunities, studies by , , and have conveyed that there is limited interaction in a traditional college lecture setting. Social media networks such as Twitter provide an opportunity for instructors to utilize popular mobile technology to create a discussion beyond the classroom. Twitter's 140-character maximum creates an efficient method of communication that can be spaced over time. Spacing practice has the potential for improving classroom learning (). This mixed-methods study utilizing a convenience sample tested if Twitter could serve as a more effective method of review than a traditional paper study guide in an introductory college history course. No significant differences were found in in the posttest performance of both groups. Participants found Twitter easy to use, were unconcerned about their privacy on social media, and reported that Twitter did not increase student engagement when used only as an information distribution tool.

The challenge of engaging students beyond a typical class meeting session is a longstanding issue in educational research. This chapter outlines Twitter as a potential tool for enhancing student engagement while also enhancing concept learning. Twitter's efficient microblogging format allows instructors to share information quickly in real-time, while the hashtag feature enables a user to develop a list or repository of targeted tweets. These functions among others make the popular platform an educational tool that instructors should consider implementing carefully while modeling a good electronic footprint for their students.

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Despite being more widely known for its contributions to pop culture, and more recently political news and events, a growing body of literature exists about Twitter's use in education. This chapter presents a framework for using Twitter as an instructional review tool, leveraging its timely, unique, and efficient communication style while incorporating theories of memory and cognitive psychology that are more than two centuries old. The authors present applied practice study examples of how Twitter may be used as a means for distributed practice in learning concepts. While practitioners may be concerned about student adoption of Twitter, research presented in this chapter reports that Twitter is user-friendly and is most engaging for students when an instructor frequently participates.

The challenge of engaging students beyond a typical class meeting session is a longstanding issue in educational research. This chapter outlines Twitter as a potential tool for enhancing student engagement while also enhancing concept learning. Twitter's efficient microblogging format allows instructors to share information quickly in real-time, while the hashtag feature enables a user to develop a list or repository of targeted tweets. These functions among others make the popular platform an educational tool that instructors should consider implementing carefully while modeling a good electronic footprint for their students.