Microblogging To Foster Connections And Community in a Weekly Graduate Seminar Course

  title={Microblogging To Foster Connections And Community in a Weekly Graduate Seminar Course},
  author={Denise P. Domizi},
This study investigated the use of microblogs to enhance content learning and to foster community between participants in a weekly multidisciplinary graduate seminar on teaching and pedagogy. Data included students’ and instructor’s Twitter posts, an initial reaction paper, and an end-of-semester survey to determine if and how students’ attitudes about using Twitter had changed over the course of the semester. A content analysis of the data indicates that students did use Twitter to connect to… 
Twitter's capacity to support collaborative learning
  • J. Carpenter
  • Computer Science, Sociology
    Int. J. Soc. Media Interact. Learn. Environ.
  • 2014
This study investigated the required use of Twitter as part of a face-to-face, undergraduate teacher education class, finding that Twitter facilitated connectedness and resource sharing that was collaborative in nature, and functioned as one of several tools students utilised for collaboration.
Enriching classroom learning through a microblogging-supported activity
Researchers have recognized the role that microblogging tools play in enhancing the effectiveness of communication and interaction in the classroom. However, few studies have specifically examined
Using Twitter to Support Reflective Learning in an Asynchronous Online Course
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 Twitter-supported
Using Social Media in Teacher Preparation Programs: Twitter as a Means to Create Social Presence.
This exploratory study examines the use of the micro-blogging service Twitter in multiple sections of a preservice teacher education program in a diverse, urban university. The use of Twitter aimed
Preservice Teachers' Microblogging: Professional Development via Twitter.
Twitter has demonstrated potential to facilitate learning at the university level, and K-12 educators' use of the microblogging service Twitter to facilitate professional development appears to be on
Exploring social presence within an online course using Twitter
This study examined the use of Twitter for online discussions in one asynchronous online, journalism class. A content analysis of the transcripts of the tweets from 25 undergraduate students was
Social media as a student response system: new evidence on learning impact
The ubiquitousness of social media renders it a potentially powerful tool in higher education. This study explores the use of Twitter as a tool to enhance active learning and improve feedback during
Creating Interactive Audiences for Student Writers in Large Classes: Blogging on the NewsActivist Learning Network
How instructors with larger classes can utilize Web 2.0 tools to help students develop as writers is considered and details on course and assignment design are provided to meet major learning outcomes and support student growth as writers.
Enhancing Learning with the Social Media: Student Teachers' Perceptions on Twitter in a Debate Activity
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
The effect of twitter-mediated activities on learning outcome and student engagement: A case study
It emerged that their participation on Twitter, could improve the students academic engagement and their sense of belonging to the academic community.


Adult Learner's Motivation for the Use of Micro-blogging during Online Training Courses
It is found that informal exchange in twitter contributed to the motivation of learners during their participation in the online course and extended their relatedness within the group, reflected their personal growth and supported others via acknowledging their inputs in a certain extent.
Teaching Tip: Tweeting the Night Away: Using Twitter to Enhance Social Presence
This teaching tip describes the use of Twitter to encourage freeflowing just-in-time interactions and how these interactions can enhance social presence in online courses and describes instructional benefits of Twitter.
Investigating Instructional Strategies for Using Social Media in Formal and Informal Learning.
Despite the high popularity of personal use of online social media, a low percentage of students and instructors use them for educational purposes. This qualitative study explores the use of social
The effect of Twitter on college student engagement and grades
Experimental evidence that Twitter can be used as an educational tool to help engage students and to mobilize faculty into a more active and participatory role is provided.
Twittering in teacher education: reflecting on practicum experiences
Microblogging as a form of expression has gained momentum recently: a widely popular version is Twitter, which began by asking ‘What are you doing?’ While posts responding to this question were often
Microblogs in Higher Education - A chance to facilitate informal and process-oriented learning?
It can be concluded that microblogging should be seen as a completely new form of communication that can support informal learning beyond classrooms.
Facilitating online discussions effectively
  • A. P. Rovai
  • Computer Science, Psychology
    Internet High. Educ.
  • 2007
Abstract This article presents a synthesis of the theoretical and research literature on facilitating asynchronous online discussions effectively. Online courses need to be designed so that they
Can learning be virtually boosted? An investigation of online social networking impacts
It is argued that two socialization processes, social acceptance and acculturation, bridge individual online social networking engagement with three domains of social learning outcomes, which helps the students attain social acceptance from others and adapt to university culture.
Transactional Presence as a Critical Predictor of Success in Distance Learning
This paper argues that, apart from interactive activities, the perceptions of psychological presence that distance education students hold of their teachers, peer students, and the institution can be
Retention of Graduate Students through Learning Communities.
This manuscript addresses learning communities (LCs) as a strategy to retain graduate students until program completion. Definitions of LCs and their early development are presented. The benefits of