Adult Learner's Motivation for the Use of Micro-blogging during Online Training Courses

Pauschenwein, Jutta; Sfiri, Anastasia

doi:10.3991/ijet.v5i1.1041

Cited by 11 publications

(6 citation statements)

References 1 publication

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“…An examination of the literature suggested that there is not a universal content analysis framework, and researchers have developed different coding schemes based on their purposes of study. Some focused on the functions of tweets (Ebner et al, 2010;Lomicka & Lord, 2012), and some coded the tweets based on the types of user intention (Pauschenwein & Sfiri, 2010;Ross, Terras, Warwick & Welsh, 2011). As the previously developed coding schemes could not fully capture the interaction patterns manifested in the data, open coded analysis approach (Corbin & Microblogging-based professional development community 5 Strauss, 2008) was adopted, a methodology that mainly relies on grounded theory (Charmaz, 2006;Glaser & Strauss, 1967).…”

Section: Content Analysismentioning

confidence: 99%

Examining a one‐hour synchronous chat in a microblogging‐based professional development community

Gao¹,

Li²

2016

Brit J Educational Tech

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Research on microblogging in education has suggested its potential to promote community building and collaborative learning, but little is known about the nature of interaction in such microblogging communities. More research is needed to understand how online learning communities can be designed in a way that supports effective learning. The purpose of the study is to explore how people interact in a popular microbloggingbased learning community by examining a one-hour synchronous chat event and analyzing its network structure, levels of participation, major topics generated and types of interaction. The findings suggested that the levels of participation in the synchronous chat were largely uneven. During the chat, participants were engaged in many types of interaction and discussed a variety of issues related to the topic. Interestingly, people who were different in their levels of participation also varied on the types of topics generated, but not on the types of interaction. IntroductionThe importance of social interaction and networks to learning has been widely recognized by educational researchers (Brown & Adler, 2008;Dawson, 2010), and the development of webbased technology facilitates and intensifies such communication and interaction. Social networking and microblogging sites such as Twitter enable users from around the world to communicate both synchronously and asynchronously, sharing information and exchanging opinions. Researchers have recognized that social interaction afforded by microblogging is critical for community building and collaborative learning (Ebner, Lienhardt, Rohs & Meyer, 2010). The nature of such social interaction, however, has yet to be fully investigated or understood. A review of research on microblogging in education suggests that few studies have investigated the patterns of learner interactions within microblogging-based online learning communities (Gao, Luo & Zhang, 2012), and the question of how participants interact and learn in such microblogging communities still needs to be answered. More research is needed to develop an in-depth understanding of such online communities, which may offer insights on how to foster online learning communities that support effective learning. The study aims at extending our understanding of microblogging-based learning communities by examining a one-hour synchronous chat session

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Section: Content Analysismentioning

confidence: 99%

Examining a one‐hour synchronous chat in a microblogging‐based professional development community

Gao¹,

Li²

2016

Brit J Educational Tech

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“…These tools are easy to access, use, and help people connect. Considering the purpose and use of Web 2.0 tools (i.e., participation, creation, & sharing), they are ideal mediators to help achieve social presence (Dunlap & Lowenthal, 2009) and social learning (Gunawardena, Hermans, Sanchez, Richmond, Bohley, & Tuttle, 2009), increase motivation (Pauschenwein & Sfiri, 2010), and create relatedness and sense of community (Wright, 2010). The incorporation of the Web2.0 social tools coupled with a pedagogy that capitalizes the capability of the tools is believed to benefit students in fully online courses the most because they can engage students with peers, instructors and community in creating and sharing ideas (McLoughlin & Lee, 2008).…”

Section: Introductionmentioning

confidence: 99%

Microblogging for strengthening a virtual learning community in an online course

Hsu

Ching

2011

Knowledge Management &Amp; E-Learning: An International Journal

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This paper examines how a microblogging tool (i.e., Twitter) can be effectively used to strengthen a virtual learning community (VLC) in the two sections of a fully online graduate course. Students in this course were consisted of K-12 teachers, school technology specialists, corporate trainers, and military personnel. The microblogging activities were designed to allow quick peer interaction to build the momentum of social learning in the VLC. In this study, we collected quantitative data on sense of community through a Likert scale survey, and rich qualitative data on students’ perception about microblogging activities. It was found that students’ sense of community was generally high and students were positive about their microblogging experiences. In addition, microblogging was found to be useful and valuable in sustaining students’ learning by doing such as sharing real-world design examples, critiquing design examples with technical knowledge learned in class, and quick and short commenting with peer support in a VLC. Based on the findings, the authors aim to provide design suggestions for educators and instructional designers to incorporate this social web tool in strengthening virtual learning communities in a meaningful and engaging way.

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“…With these applications, social engagement critical to learning is extended beyond the cultural perspectives of a local community to groups that are diverse and geographically dispersed, such as groups of learners in online learning environments. Social learning enhanced by Web 2.0 applications is likely to increase motivation (Pauschenwein & Sfiri, 2010) and create relatedness and a sense of community (Wright, 2010) among learners.…”

Section: Introductionmentioning

confidence: 99%

Mobile microblogging: Using Twitter and mobile devices in an online course to promote learning in authentic contexts

Hsu

Ching

2012

IRRODL

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This research applied a mixed-method design to explore how best to promote learning in authentic contexts in an online graduate course in instructional message design. The students used Twitter apps on their mobile devices to collect, share, and comment on authentic design examples found in their daily lives. The data sources included tweets (i.e., postings on Twitter), students’ perceptions about mobile microblogging activities, and self-reported Twitter usage. Based on the tweet analysis, we found that the students appropriately applied the design principles and design terms in their critique of design examples. While the students were mainly engaged in assignment-relevant activities, they spontaneously generated social tweets as they related peers’ authentic design examples to their own life experiences. Overall, they had positive perceptions toward the mobile microblogging activities. The students also indicated that the design examples shared by peers through mobile microblogging inspired their own message design work. We synthesized instructional design suggestions and challenges for educators interested in incorporating mobile microblogging in their instructional settings.<p style="text-indent: 0px; margin: 0px;"> </p><p> </p>

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Adult Learner's Motivation for the Use of Micro-blogging during Online Training Courses

Cited by 11 publications

References 1 publication

Examining a one‐hour synchronous chat in a microblogging‐based professional development community

Examining a one‐hour synchronous chat in a microblogging‐based professional development community

Microblogging for strengthening a virtual learning community in an online course

Mobile microblogging: Using Twitter and mobile devices in an online course to promote learning in authentic contexts

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