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An exploratory quasi-experiment of college-level students was used to examine the difference in a variety of course indicators among instructors when they did not use Twitter as a supplement to their courses, when they moderately used Twitter, and when they used Twitter a great deal in their courses. When instructors used Twitter in their classes, perceived learning via technological mediums, perceived classroom community with regard to technological media, perceived pedagogical affect, perceived course effectiveness, perceived learning performance, and perceived perception of learning from Twitter were all greater than when they did not use Twitter in their courses. Overall results of this study recommend further research and a continued focus on the usage of Twitter in the higher education classroom.

A web survey of 215 participants was conducted to determine if the Revised Family Communication Patterns (RFCP) scale predicted a variety of dependent variables related to religiosity, including extrinsic and intrinsic orientations toward religion, along with strength of religious faith. Both dimensions of the RFCP significantly predicted strength of religious faith, intrinsic orientation and extrinsic orientation beyond the amount of variance predicted by demographic variables and church attendance in the family of origin. Implications for family communication patterns for the socialization of religious values are considered.

An exploratory quasi-experiment of college-level students was used to examine the difference in a variety of course indicators among instructors when they did not use Twitter as a supplement to their courses, when they moderately used Twitter, and when they used Twitter a great deal in their courses. When instructors used Twitter in their classes, perceived learning via technological mediums, perceived classroom community with regard to technological media, perceived pedagogical affect, perceived course effectiveness, perceived learning performance, and perceived perception of learning from Twitter were all greater than when they did not use Twitter in their courses. Overall results of this study recommend further research and a continued focus on the usage of Twitter in the higher education classroom.