Use of Twitter for formative evaluation: Reflections on trainer and trainees' experiences

How and Why Educators Use Twitter: A Survey of the Field

“…For example, Domizi's (2013) coding of tweets found not only that students in her graduate course benefited from her reminders about class assignments and deadlines, but also that Twitter helped students communicate with each other professionally and socially, even providing each other encouragement. Chen and Chen (2012) reported that Twitter facilitated communication between university students who were otherwise too inhibited to speak directly to the instructor. Badge and colleagues (2012) used Social Carpenter and Krutka Network Analysis software to analyze the usage of Twitter by two university student cohorts from biological sciences (n D 7) and museum studies (n D 8) programs; in one case, Twitter facilitated student-student communication, and in the other case student-instructor communication.…”

“…How and Why Educators Use Twitter instructors (Chen & Chen, 2012), boosting collaborative learning and self-confidence among introverted students (Voorn & Kommers, 2013), and encouraging informal learning outside the classroom (Dunlap & Lowenthal, 2010;Kassens-Noor, 2012). Research suggests Twitter has the potential to encourage concise writing (e.g., Dunlap &Lowenthal, 2009), andKurtz (2009) further found that his elementary students were excited to co-construct tweets and analyze language appropriate for the authentic audience of their family members.…”

Disinhibited abuse of othered communities by second-screening audiences

“…Online disinhibition can manifest itself in different forms relating to what Suler [24] calls 'benign' factors such as self disclosure, involving fears, wishes and emotions, as well as more 'toxic' factors such as rude language, anger, hatred and threats. Both positive and benign disinhibition can be observed in Twitter communications [9].…”

Empleo de Twitter en la docencia universitaria: hacia un modelo de aprendizaje basado en la co-creación

“…Hay bastante consenso académico y científico en determinar que los dispositivos móviles (m-learning) sirven tan solo como una extensión y apoyo facilitador del aprendizaje informal, no pudiendo sustituir a las herramientas ya existentes y no pudiendo establecer una conexión directa con el aprendizaje (Chen y Chen, 2012;Ebner, 2009;Ebner et al, 2010;Gray et al, 2010;Junco, Heiberger y Loken, 2011;Liu et al, 2003;Rinaldo, Tapp y Laverie, 2011;Bueno-Delgado y Pavón-Mariño, 2012). A pesar de lo anterior, sí se ha probado que los dispositivos móviles tienen ciertas ventajas como son la independencia de una ubicación y de un tiempo concreto (Holzinger, Nischelwitzer y Meisenberger, 2005).…”