A comparison of students’ twitter use in a postsecondary course delivered on campus and online

Peters, Adrienne; Crane, Daph; Costello, Jane

doi:10.1007/s10639-019-09888-1

Cited by 8 publications

(3 citation statements)

References 33 publications

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“…Two identical surveys were administered in both courses at the beginning (i.e., pre-survey) and end (i.e., post-survey) of the fall 2019 semester. The questions were developed based on existing literature, our research questions, and one author's previous study on postsecondary Twitter use and course engagement (Peters et al, 2018(Peters et al, , 2019.…”

Section: Methodsmentioning

confidence: 99%

“…The studies that have been conducted on social media and learning have focused on incorporating Twitter in the on-campus, in-person classroom. The limited research on Twitter's impact in the online classroom, particularly related to postsecondary students' Twitter use behaviours and perceptions of its usefulness in learning and engagement (Peters et al, 2018(Peters et al, , 2019, encouraged the present exploratory research. Our research question asked: does the integration of Twitter as an engagement and learning tool result in perceived improved interaction, engagement, and connectedness between postsecondary students and their peers and instructors?…”

Section: Social Media In the Online Classroommentioning

confidence: 99%

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Examining the Use of Twitter in Online Classes: Can Twitter Improve Interaction and Engagement?

2022

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Student engagement promotes communication and knowledge acquisition, a concept that is challenged in the online environment as few opportunities exist to physically connect instructors and learners. Limited research suggests that social media is a tool that can positively impact student engagement in the online classroom, which is especially relevant in the case of the COVID-19 pandemic and learning formats transitioning online. Specifically, Twitter, a favoured format for sharing news, entertainment, and professional networking, may provide a platform and an opportunity for engagement between students and the instructor outside of the traditional, formal classroom setting. This research explores how postsecondary students enrolled in two introductory online self-directed asynchronous courses used social media tools for personal, professional, and academic purposes and how Twitter, as a course evaluation requirement, contributed to interaction and engagement. Relying on 104 pre- and 34 post-semester surveys, our analysis revealed that while Twitter was not used as widely as other social media platforms, a notable proportion of students shared positive perceptions about Twitter’s use. Further analysis revealed some polarizing results with recommendations for successfully implementing Twitter in online learning.

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Section: Methodsmentioning

confidence: 99%

Section: Social Media In the Online Classroommentioning

confidence: 99%

Examining the Use of Twitter in Online Classes: Can Twitter Improve Interaction and Engagement?

2022

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“…Previous studies have traditionally focused on small and closed OLCs. Their research has investigated OLCs embedded in online courses with a small number of students, e.g., online discussion forum (Lai, 2015; Mtshali et al, 2020), or an integrated social media like Twitter (Ayu et al, 2021; Peters et al, 2019). Oftentimes, participation in these OLCs is expected or required as part of the formal curriculum in a course.…”

Section: Introductionmentioning

confidence: 99%

Mining Large Open Online Learning Networks: Exploring Community Dynamics and Communities of Performance

Xing

2022

Journal of Educational Computing Research

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Online learning communities are becoming increasingly popular as they are known to support collaborative dialogue and knowledge building. Previous studies have typically focused on small, closed learning communities from an individual, static, and aggregated perspective. This research aims to advance our understanding of open and large online learning networks by exploring and characterizing community level dynamics and communities of performance. To achieve this goal, we mined a large open online learning network of over 30,000 students and approximately one million posts. First, we analyzed overall community network development by building temporal social networks. Subsequently, we studied sub-community dynamics using community detection algorithms, and, following that, investigated the interaction between community dynamics and communities of performance using best colleague correlation and Kruskal-Wallis test. Results found that large open online learning communities begin with a very large network having numerous small sub-communities. These communities consist of students who are similar in performance with strong links. The overall network size gradually shrinks, as does the number of sub-communities, and these communities evolve over time for their membership formulation with students who are more different in performance with weaker ties. Theoretical, practical, and methodological implications are then discussed. This study pushed the online learning community research to examine large and open networks by taking a more community-based and dynamic view of investigation.

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Effect of social media on academic engagement and performance: Perspective of graduate students

2019

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A comparison of students’ twitter use in a postsecondary course delivered on campus and online

Cited by 8 publications

References 33 publications

Examining the Use of Twitter in Online Classes: Can Twitter Improve Interaction and Engagement?

Examining the Use of Twitter in Online Classes: Can Twitter Improve Interaction and Engagement?

Mining Large Open Online Learning Networks: Exploring Community Dynamics and Communities of Performance

Effect of social media on academic engagement and performance: Perspective of graduate students

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