Enabling microblogging-based peer feedback in face-to-face classrooms

Luo, Tian

doi:10.1080/14703297.2014.995202

Cited by 23 publications

(27 citation statements)

References 20 publications

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“…One possible reason is that students are apt to digress from the learning topic when social networking tools and cell phones are easy to reach in face-to-face environments. This finding echoes with prior researchers noting the possibilities of creating distraction being one common drawback of using social networking tools like Twitter ; P. C. Luo, 2016;.…”

Section: Number Of Tweetssupporting

confidence: 82%

“…Microblogging is a type of lightweight online application that allows a burst of multimedia content to be published and shared with others worldwide on the web (Java, Song, Finin, & Tseng, 2007). Research has reported its benefits and potential in allowing instant feedback and comments alongside the main channel of instruction or information (Kimmons & Veletsianos, 2016;Li & Greenhow, 2015;Luo, 2015Luo, , 2016, promoting interaction and engagement (Domizi, 2013;Luo, Smith, & Cheng, 2016;Munoz, Pellegrini-Lafont, & Cramer, 2014), and boosting academic achievement (Junco, Elavsky, & Heiberger, 2013;Kassens-Noor, 2012;Van Vooren & Bess, 2013). Nevertheless, studies that specifically address the process of knowledge construction in the context of microblogging tools have been limited.…”

Section: Introductionmentioning

confidence: 99%

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Examining Collaborative Knowledge Construction in Microblogging-Based Learning Environments

Luo

Clifton

2017

JITE:Research

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Aim/PurposeThe purpose of the study is to provide foundational research to exemplify how knowledge construction takes place in microblogging-based learning environments, to understand learner interaction representing the knowledge construction process, and to analyze learner perception, thereby suggesting a model of delivery for microblogging. Background Up-and-coming digital native learners crave the real-time, multimedia, globalinterconnectedness of microblogging, yet there has been limited research that specifically proposes a working model of Twitter's classroom integration for designers and practitioners without bundling it in with other social media tools. MethodologyThis semester-long study utilized a case-study research design via a multidimensional approach in a hybrid classroom with both face-to-face and online environments. Tweets were collected from four types of activities and coded based on content within their contextual setting. Twenty-four college students participated in the study. ContributionThe findings shed light on the process of knowledge construction in microblogging and reveal key types of knowledge manifested during learning activities. The study also proposes a model for delivering microblogging to formal learning environments applicable to various contexts for designers and practitioners. FindingsThere are distinct learner interaction patterns representing the process of knowledge construction in microblogging activities ranging from low-order to high-order cognitive tasks. Students generally were in favor of the Twitter integration in this study. Examining Collaborative Knowledge Construction 366 Recommendations for PractitionersThe three central activities (exploring hashtags, discussion topics, and participating in live chats) along with the backchannel activity formulate a working model that represents the sequential process of Twitter integration into classrooms. Impact on Society Microblogging allows learners omnichannel access while hashtags can filter the global noise down to meaningful bytes of information to target formal and informal learning. When shared amongst global users for participatory communication, it gives access to collaborative knowledge. This study gives practitioners and designers a working model to leverage microblogging and connect to their tech-savvy learners for more connected learning. Future ResearchFuture research may include experiments of this proposed model for delivering microblogging in: prolonged studies; compared to other microblogging methodologies; in non-hybrid delivery models such as asynchronous-only; in other academic or professional disciplines; or in other educational age ranges.

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Section: Number Of Tweetssupporting

confidence: 82%

Section: Introductionmentioning

confidence: 99%

Examining Collaborative Knowledge Construction in Microblogging-Based Learning Environments

Luo

Clifton

2017

JITE:Research

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“…This mode of learning goes beyond the traditional classroom environment (Evans, 2014). Twitter has been empirically used as a pedagogical tool across different disciplines and settings (Dunlap & Lowenthal, 2009;Krutka et al, 2017;Luo, 2015Luo, , 2016Selwyn & Stirling, 2016). Researchers in the past have reported that microblogging could be used to share resources instantly with the learners.…”

Section: Pedagogical Use Of Twittermentioning

confidence: 99%

Using Twitter to Support Reflective Learning in an Asynchronous Online Course

Luo

Shah

Cromptom

2019

AJET

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The purpose of this study was to further our understanding of the use of Twitter for promoting reflective learning. Specifically, this study investigated how students participate in Twittersupported activities, what types of knowledge are manifested when Twitter is used to reflect on the course readings, and how students perceive the Twitter-supported activities. The data showed that Twitter was successful in keeping the learners engaged in the reflective discussion activities for a prolonged period of time compared to Blackboard. Overall, students had a positive perception towards the integration of Twitter to support reflection and discussion along with active participation. Twitter was effective in increasing perceived learner-content and learner-learner interactivity along with engagement. Additionally, the paper provides recommendations for educational practitioners and discusses directions for future research.

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“…Likewise, micro-blogging platforms (e.g., Twitter) are used to stimulate student engagement in the classroom. In particular, Twitter enables students to share their thoughts about a discussion topic within 140 characters [13,31,32,47].…”

mentioning

confidence: 99%

The Use of Social Media for Blended Learning in Tertiary Education

Chan¹,

Leung²

2016

ujer

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The use of social media facilitates communication and collaboration among users to support the student-centered learning environment. In this study, Twitter was used to support blended learning activities in two university courses. A survey was conducted and the results showed that Twitter was easy to use and it could facilitate knowledge sharing among different learners. However, the text-based communication for a relatively simple exchange hindered the interaction among learners. Moreover, students preferred using social media such as Facebook with a higher degree of popularity.

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Enabling microblogging-based peer feedback in face-to-face classrooms

Cited by 23 publications

References 20 publications

Examining Collaborative Knowledge Construction in Microblogging-Based Learning Environments

Examining Collaborative Knowledge Construction in Microblogging-Based Learning Environments

Using Twitter to Support Reflective Learning in an Asynchronous Online Course

The Use of Social Media for Blended Learning in Tertiary Education

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