Scholars and social media: tweeting in the conference backchannel for professional learning

Li, Jiahang; Greenhow, Christine

doi:10.1080/09523987.2015.1005426

Cited by 84 publications

(75 citation statements)

References 26 publications

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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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confidence: 99%

The Use of Social Media for Blended Learning in Tertiary Education

Chan¹,

Leung²

2016

ujer

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“…Although the way teachers learn has been a constant concern of educational research (Caldwell, Heaton, 2016), the influence and attractiveness exerts on teachers professional learning communities is less investigated. There were studied the reasons for which teachers are part of virtual communities (Trust, 2012), factors that influence the use of Information and Communication Technology (Mumtaz, 2000), the use of social media in teachers' training (Munoz, Pellegrini -Lafont, Cramer, 2014), the communication in social media environments (Li, Greenhow, 2015). All the reviewed research shows an insufficient explored field, an invitation for more investigation.…”

Section: Social Media and Teacher's Learning Communitymentioning

confidence: 99%

Social Media – New Form Of Learning Community

Popa¹,

Voinea²

2017

The European Proceedings of Social and Behavioural Sciences

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Information and communication technologies are essential in the contemporary process of teachinglearning. Integrating social media in education is an alternative to support teaching and learning activities, both formally and informally. In Romania there is little empirical research on professional use of Social Media in the educational environment. The purpose of this paper is to investigate the dimensions of social media use in educational context as new form of learning community and their implications for professional development. The research method is based on a questionnaire survey. The instrument was created and administrated online using Survey Monkey. The questionnaire was created through qualitative research with two focus groups on the most important aspects of social media as a new learning community. In research participated 103 teachers (48 teachers from university level and 55 teachers who work with pre-university level). The results show that the use of ITC is in the process of transition from Web 1.0 to Web 2.0. Teachers exchange information, use social media platforms at different levels and contribute significant with original product in virtual environment.

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“…Given the unique attributes of microblogging tools and mounting popularity of these tools among digital natives, researchers believe microblogging holds great potential to be integrated across varying educational contexts to support both individual and collaborative learning Krutka, Nowell, & Whitlock, 2017;Luo, Dani, & Cheng, 2016;Ricoy & Feliz, 2016;Rohr, Costello, & Hawkins, 2015;Shah, Shabgahi, & Cox, 2016). In face-to-face classroom settings, backchanneling, which means to maintain a real-time communication channel on the side of the primary instructional activity, is a common form of microblogging's educational use in order to enhance audiences' participation and engagement in a live event (Kim et al, 2015;Kimmons & Veletsianos, 2016;Kimmons, Veletsianos, & Woodward, 2017;J. Li & Greenhow, 2015;Tomlinson et al, 2017).…”

Section: Microblogging Use In Educationmentioning

confidence: 99%

“…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%

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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Scholars and social media: tweeting in the conference backchannel for professional learning

Cited by 84 publications

References 26 publications

The Use of Social Media for Blended Learning in Tertiary Education

The Use of Social Media for Blended Learning in Tertiary Education

Social Media – New Form Of Learning Community

Examining Collaborative Knowledge Construction in Microblogging-Based Learning Environments

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