This study critically analyzed the current body of published research on microblogging in education (MIE) to build a deep and comprehensive understanding of this increasingly popular phenomenon. Twenty-one studies on MIE in 2008-2011 were selected based on the selection criteria and analyzed to answer the following questions: (a) What types of research have been published on MIE? (b) How was microblogging used for teaching and learning in these studies? (c) What educational benefits did microblogging have on teaching and learning? and (d) What suggestions and implications did the current research have for future MIE research and practices? The analysis suggested that microblogging has a potential to encourage participation, engagement, reflective thinking as well as collaborative learning under different learning settings. The quality of research, however, varies greatly, suggesting a need for rigorous research on MIE. The analysis has implications for MIE practices as well as research and development efforts.

Asynchronous online discussion environments are important platforms to support learning. Research suggests, however, threaded forums, one of the most popular asynchronous discussion environments, do not often foster productive online discussions naturally. This paper explores how certain properties of threaded forums have affected or constrained the quality of discussions, and argues that developing alternative discussion environments is highly needed to offer better support for asynchronous online communication. Using the Productive Online Discussion Model developed by Gao, Wang and Sun, we analyzed current work on four types of asynchronous discussion environments that have been developed and researched: constrained environments, visualized environments, anchored environments and combined environments. The paper has implications for developing future asynchronous online discussion environments. More specifically, future work should aim at (1) exploring new environments that support varied goals of learning, (2) integrating emerging technologies to address the constraints of current environments, (3) designing multifunctional environments to facilitate complex learning and (4) developing appropriate instructional activities and strategies for these environments. Practitioner Notes What is already known about this topic Asynchronous online discussion plays an important role in facilitating learning. It is hard to foster a focused, interactive and in‐depth asynchronous discussion in traditional threaded forums. Researchers have investigated multiple ways of structuring or facilitating asynchronous online discussions. What this paper adds The paper analyzes how existing features of threaded forums constrain the quality of online discussion. The paper identifies the progress made in designing alternative asynchronous discussion environments and discusses four major types of asynchronous discussion environments that have been developed and researched. The paper provides suggestions for developing future asynchronous discussion environments. Implications for practice and/or policy Designing alternative asynchronous discussion environments is necessary to improve the quality of online discussion and communication. New asynchronous discussion environments need to be designed to meet varied learning goals and facilitate complex learning. Appropriate instructional strategies need to be developed for both existing and new online discussion environments.

Educators show great interest in participating in social-media communities, such as Twitter, to support their professional development and learning. The majority of the research into Twitterbased professional learning communities has investigated why educators choose to use Twitter for professional development and learning and what they actually do in these communities. However, few studies have examined why certain community members remain committed and others gradually drop out. To fill this gap in the research, this study investigated how some key features of online discourse influenced the continued participation of the members of a Twitter-based professional learning community. More than 600,000 tweets generated over six years under the hashtag #edchat were gathered. Online discourse was deconstructed to the cognitive dimension, the interactive dimension, and the social dimension. Text-mining methods were then used to automatically identify these dimensions in the tweets. Finally, survival analysis was used to quantify the influences of these dimensions on users' commitment time to the Twitter community. The implications of the results and findings are then discussed.

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