Putting twitter to the test: Assessing outcomes for student collaboration, engagement and success

Junco, Reynol; Elavsky, C. Michael; Heiberger, Greg

doi:10.1111/j.1467-8535.2012.01284.x

Cited by 275 publications

(253 citation statements)

References 19 publications

(41 reference statements)

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“…These results support those of Junco et al (2013) who could conclude that Twitter has a positive influence on student learning. Also, students report having enjoyed the experience of using Twitter for academic purposes.…”

Section: Discussionsupporting

confidence: 82%

“…As they were previously familiar with the tool, so this was not considered as a barrier for successful usage, a result which is not in line with Domizi (2013). Student engagement results also show the positive perception by student teachers which is also highlighted by previous research (Conole & Alevizou, 2010;Junco, Heibergert & Loken, 2011;Kassens-Noor, 2012;Junco, Elavsky, & Heiberger, 2013). Nevertheless, the differences between the levels of participation of the groups might confirm what has been reported about usability issues (Lin, Hoffman, & Borengasser, 2013).…”

Section: Discussionsupporting

confidence: 60%

“…It has been observed that students' conversations may continue after lessons and that there may be more exchanges among students than in classroom discussions (Junco, Heibergert, & Loken, 2011). In addition, Junco, Elavsky and Heiberger (2013) argue that the way in which teachers use and collaborate on Twitter can also foster student engagement and improve outcomes. Student engagement has been related to the perception of social presence in their use of Twitter in their instructional design and technology courses for real time communication with the local and global community (Dunlap & Lowenthal, 2009).…”

Section: Potential and Drawbacksmentioning

confidence: 99%

“…The questionnaire aimed at collecting information about the student teachers' perceptions of the use of Twitter and its educational affordances, and to explore the increase in the understanding of the topic discussed, whereas the The questionnaire was designed ad hoc for this activity experience, but was reviewed and validated by another group after a similar activity in the previous academic year. Nevertheless, the instrument generated was originally based on that of Junco et al (2013) and Reed (2013). It should be mentioned that student teachers were aware that the completion of the questionnaire was voluntary and that their participation was anonymous.…”

Section: Data Collection and Analysismentioning

confidence: 99%

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Enhancing learning with the social media: student teachers’ perceptions on Twitter in a debate activity

Tur

Marín

2015

J. New Approaches Educ. Res.

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This paper presents research focused on the educational experience of students using the microblogging platform Twitter for debate activities in three groups in different teacher education programmes at the University of the Balearic Islands, Spain. The implementation of this technology-based task in a face-to-face class was introduced as an innovative experience as a way of enhancing student learning and fostering participation in the context of formal learning. The educational objectives of these activities, besides working on the topics of the debate, were to empower student teachers' Personal Learning Environments, engage student participation and enhance their use of social media and mobile devices for learning. Student perceptions were assessed by means of a questionnaire completed by them at the end of the courses. Tweets related to the debate were also collected in order to obtain some statistical data on student participation. Data collected allowed the researchers to observe student teacher engagement with the use of Twitter for the debate activity and its impact on their learning and understanding of the debate topic. Results also showed positive perceptions towards the use of social media in education and students' willingness for future use, learning opportunities from Twitter and the use of mobile technology were also envisioned. Finally, conclusions argue the implications for practice of the current study and highlight some issues for further research, such as the exploration of new and innovative uses for teachers' professional development and the empowerment of new activities and habits in learning on the move.

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Section: Discussionsupporting

confidence: 82%

Section: Discussionsupporting

confidence: 60%

Section: Potential and Drawbacksmentioning

confidence: 99%

Section: Data Collection and Analysismentioning

confidence: 99%

See 2 more Smart Citations

Enhancing learning with the social media: student teachers’ perceptions on Twitter in a debate activity

Tur

Marín

2015

J. New Approaches Educ. Res.

View full text Add to dashboard Cite

show abstract

“…Where studies have explored the use of Twitter to stimulate more informal learning processes and social relationships (e.g. Junco, Elavsky, & Heiberger, 2013;Junco, Heiberger, & Loken, 2011;Kassens-Noor, 2012), these have still tended to be framed primarily as a means to improving learning outcomes. Our interest is broader: to explore whether and how Twitter can sustain a community among teachers and students that supports collective forms of learning beyond curriculum and classroom.…”

Section: Introductionmentioning

confidence: 99%

Understanding micro-processes of community building and mutual learning on Twitter: a ‘small data’ approach

Stephansen

Couldry

2014

Information, Communication & Society

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This article contributes to an emerging field of 'small data' research on Twitter by presenting a case study of how teachers and students at a sixth-form college in the north of England used this social media platform to help construct a 'community of practice' that enabled micro-processes of recognition and mutual learning. Conducted as part of a broader action research project that focused on the 'digital story circle' as a site of, and for, narrative exchange and knowledge production, this study takes the form of a detailed analysis of a departmental Twitter account, combining basic quantitative metrics, close reading of selected Twitter data and qualitative interviews with teachers and students. Working with (and sometimes against) Twitter's platform architecture, teachers and students constructed, through distinct patterns of use, a shared space for dialogue that facilitated community building within the department. On the whole, they were able to overcome justified anxieties about professionalism and privacy; this was achieved by building on high levels of pre-existing trust among staff and by performing that mutual trust online through personal modes of communication. Through micro-processes of recognition and a breaking down of conventional hierarchies that affirmed students' agency as knowledge producers, the departmental Twitter account enabled mutual learning beyond curriculum and classroom. The significance of such micro-processes could only have been uncovered through the detailed scrutiny that a 'small data' approach to Twitter, in supplement to some obvious virtues of Big Data approaches, is particularly well placed to provide.

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The Future of Technology in Education

Clem

Junco

2015

The Wiley Handbook of Psychology, Technology, and Society

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Higher education has faced many challenges in the early 2000s. Downturns in the national economy have often led to increased enrollments in higher education by people who lost their jobs and are looking to retrain for new careers (Carnevale, Jayasundera, & Cheah, 2012). However, the most recent downturn in the national economy saw with it a downturn in funding for higher education. Furthermore, college costs have outpaced inflation since the early 1980s (U.S. Bureau of Labor Statistics, 2010). The increased cost of attendance, especially at publicly funded institutions, has spurred increased scrutiny by politicians and society at large. These groups have called for greater accountability to show that higher education institutions are adding value to our students' lives.The rise of for-profit institutions has intensified the call for accountability. Onlineonly programs and universities have seen sharp increases in enrollment. New models of course delivery, such as the MOOC (Massive Open Online Course), have grown in popularity. Sadly, many of these online service delivery models assume that content delivery is the key ingredient driving learning -that providing students with content knowledge is the sole requirement for improving educational outcomes. However, this is farthest from the truth. Student learning is not only measured in quiz scores but in domains that include psychosocial development, interpersonal skills, critical thinking, peer to peer learning, and learning how to be a lifelong learner. While new modes of online course delivery are growing in popularity, offline institutions have started to implement programs such as flipped classrooms in order to more fully engage students. In these classrooms, students use technologies like learning management systems to cover course material outside of class time and use class time to engage in active learning led by the instructor. Again, issues of accountability are in play for flipped classrooms have the potential to improve student retention and therefore to increase profits for educational institutions.In their desire to provide the best learning experience for students, educators have also examined the viability of tablets to promote student learning. Many K-12 school districts have programs to provide iPads for students, identifying their ease of use and

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Putting twitter to the test: Assessing outcomes for student collaboration, engagement and success

Cited by 275 publications

References 19 publications

Enhancing learning with the social media: student teachers’ perceptions on Twitter in a debate activity

Enhancing learning with the social media: student teachers’ perceptions on Twitter in a debate activity

Understanding micro-processes of community building and mutual learning on Twitter: a ‘small data’ approach

The Future of Technology in Education

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