Examining Collaborative Knowledge Construction in Microblogging-Based Learning Environments

Abstract

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.

Using Twitter to Support Reflective Learning in an Asynchronous Online Course

“…The quantitative dimension includes: (a) the number of students who participated; (b) the average number of messages each student posted; and (c) the average word length of each posting. To answer research question 2, we took a deductive approach to analyse the tweets based on a set of a priori codes from Luo and Clifton (2017). This coding scheme adopted can be traced back to a few studies in the past based on a revised version of Bloom's taxonomy (Anderson & Krathwohl, 2001;Blooma, Kurian, Chua, Goh, & Lien, 2013;Lin et al, 2013).…”

Challenges of Student Equity and Engagement in a HyFlex Course

“…Using a variety of media and appropriate technologies is emphasised in the Standards for Online Education developed by Parsell (2014). Video conferencing and discussion boards are useful tools to enhance synchronous and asynchronous interaction between students and instructors and among students in online courses (Carr-Chellman & Duchastel, 2000;T. Luo & Clifton, 2017).…”

Using social annotation to construct knowledge with others: A case study across undergraduate courses

“…KC differs conceptually and processually from the transmission of information (knowledge sharing) or the innovative use of ideas and tools (knowledge creation). KC relies on peer-to-peer dialogue as an instrument for learning ( Pena-Shaff and Nicholls 2004 ), group participation in shared problem-solving environments and opportunities ( Hmelo-Silver and Chernobilsky 2004 ) and concerns how different perspectives are assimilated among groups and incorporated into individual thinking and metacognition ( Yu and Wu 2016 ; Luo and Clifton 2017 ). KC activities—such as learners’ collaborative engagement in elaboration, argumentation, question-asking, and explanation (i.e., Fu, van Aalst, and Chan 2016 )—are understood as situated, reflexive, and related to deep learning (De Wever et al .…”

“…KC activities are frequently associated with student digital dialogue as such conversation has the potential to “increase the level of participation and interaction among students and … has the capacity to provide a meaningful supplement to regular class discussions” ( Pena-Shaff and Nicholls 2004 , 264). Online discussion presents an ideal scenario within which to research KC as students’ interaction patterns may be easily orchestrated ( Hmelo-Silver and Chernobilsky 2004 ), accessed ( Schrire 2006 ), and analyzed to differentiate among cognitive tasks and accomplishments ( Luo and Clifton 2017 ). For example, when a group of students discuss project management, they may engage in socio-cognitive KC processes like questioning, summarizing, and elaborating ( Onrubia and Engel 2009 ).…”