Exploring the relationship between online discourse and commitment in Twitter professional learning communities

Xing, Wanli; Gao, Fei

doi:10.1016/j.compedu.2018.08.010

Cited by 89 publications

(77 citation statements)

References 31 publications

(36 reference statements)

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“…However, the empirical evidence describing the nature of academics’ social media participation over time is scant. The lack of research on temporal aspects of social media use in education has been highlighted by Gao, Luo, and Zhang () and, more recently, by Xing and Gao (), who both urged researchers to conduct longitudinal and longer term studies examining social media use.…”

mentioning

confidence: 99%

Academics' social media use over time is associated with individual, relational, cultural and political factors

Veletsianos¹,

Johnson²,

Belikov³

2019

Brit J Educational Tech

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The use of social media in academics' lives is well documented; however, researchers have a limited understanding about whether, why and how academics' social media use changes over time. Through interviews with 12 scholars, we identify multiple reasons that lead them to change their use of social media over time. Specifically, scholars report their social media use changing as a result of personal life events; professional transitions; concerns related to online privacy and self‐protection; evolution of technology; their desire to develop and nurture relationships; awareness of the needs of others; and, the political climate. These findings reflect individual desires and broader cultural shifts, indicating that scholars’ use of social media is impacted not just by their individual preferences, but also by forces that impact upon them.

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mentioning

confidence: 99%

Academics' social media use over time is associated with individual, relational, cultural and political factors

Veletsianos¹,

Johnson²,

Belikov³

2019

Brit J Educational Tech

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“…They also emphasised the need for more longitudinal studies. Gao, Luo and Zhang (2012) and Xing and Gao (2018) also suggested the need for more longitudinal studies, while Trust, Carpenter and Krutka (2017) noted the absence of comparative research across country and culture. Veletsianos and Shaw (2018) highlighted the need for more studies exploring gender-based participation and the need for data collected over longer periods of time.…”

Section: Social Network and Twittermentioning

confidence: 99%

“…Veletsianos (2016) suggested scholars' use of social media is not well understood and is still fragmented. Specific to Twitter, despite its increasing levels of adoption among educators (Lupton, 2014;Staudt Willet, 2019;Veletsianos, 2017;Xing & Gao, 2018), not much is known about its use by scholars (Mahrt, Weller & Peters, 2015) and the factors that affect its use in professional development activities (Gao & Li, 2019).…”

Section: Social Network and Twittermentioning

confidence: 99%

“…While there is a greater attempt to collect data over a longer duration of time or across multiple time periods, most of the studies use data collected over a short period of time. To this end, the need for more longitudinal data to better understand has been expressed by several researchers (Gao, Luo & Zhang, 2012;Tang & Hew, 2017;Xing & Gao, 2018). Also, sample sizes varied, making it difficult to compare results across studies.…”

Section: Purpose Of Studiesmentioning

confidence: 99%

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A Systematic Review of Higher Education Academics’ Use of Microblogging for Professional Development: Case of Twitter

Singh

2020

Open Education Studies

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AbstractThe paper presents a systematic literature review of empirical studies on the use of Twitter by higher education academics for professional development. Using content and thematic analyses, this review addressed four research questions related to study characteristics, theoretical and methodological approaches, and the type of professional development activities engaged. The results show that Twitter has been studied from several perspectives using various methodological approaches. The review revealed several limitations, including the paucity of research addressing gender, cultural and geographic differences. Limited use of theory is also observed. Five themes emerged identifying the ways Twitter was used for professional development: 1) academic backchannel, 2) networking, 3) information and resource sharing, 4) keeping updated, 5) public engagement and social commentary. Overall, the literature review suggests Twitter supports some aspects of professional development. However, several issues remain outstanding and in need of further research, including ethical approaches and practices of researchers related to data collection and use.

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“…One benefit often reported in studies of online learning spaces is the ability to share resources and gather new ideas from various people and places worldwide in a rapid amount of time. In online spaces, educators often ask questions from other participants and share links and resources from personal sites including their own blogs or pay for product sites (Booth, 2012;Britt & Paulus, 2016;Brown, 2007;Carpenter & Krutka, 2015;Deryakulu & Olkun, 2007;Duncan-Howell, 2010;Hur & Brush, 2009;Kelly & Antonio, 2016;Macià & García, 2016;Powell & Bodur, 2019;Prestridge, 2019;Ranieri, Manca, & Fini, 2012;Visser, Evering, & Barrett, 2014;Xing & Gao, 2018). Within this sharing of ideas and resources, the collective engagement of various participants is often suggested as being a critical benefit of the online space.…”

Section: Sharing Resources and Gathering New Ideasmentioning

confidence: 99%

A Place To Grow: Examining Teachers’ Interactions In An Online Thirdspace

Belcher¹

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CHAPTER I: BACKGROUND TO THE STUDY My desire to become an educator began at a young age when I played school with my sister. We would always fight over who would be the teacher each time we played. My own schooling experiences only furthered my love of learning: I loved school and I admired all my teachers at that time, just as young children often do. In my elementary years, school was easy for me. In high school, I had to work hard and study often, but I was still a good student. I completed my assignments, I earned good grades, and continued to admire many of my teachers. At the same time, I began to recognize that not all teaching practices were effective in supporting my learning. In college, coursework became more challenging, as I was asked to think critically and comprehend deeply. This was something new for me as most of my schooling experiences centered around a banking model (Freire, 1970), in which I was expected to regurgitate information on a test. Since this had been a common part of my experiences as a student, upon entering college, I did not recognize the potential of other possibilities. As an elementary education major in college, I realized there is more to teaching than what I enacted playing school with my sister, what I interpreted as a student, or even what I learned during my undergraduate teacher education which began in 2002. I chose to participate in the Professional Development School (PDS) program during my final year at Illinois State University (ISU). I was excited for the opportunity to work closely with a mentor teacher in a district where technology was prevalent. I had heard many great testimonials from other PDS teacher candidates, I could not have imagined being prepared to teach in another student teaching placement. However, it was also during this time that I began to notice some conflicts between my own teaching and what I learned about during my undergraduate coursework. My perspective on teaching and what it meant to be a teacher continued to evolve as I began working in my

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Exploring the relationship between online discourse and commitment in Twitter professional learning communities

Cited by 89 publications

References 31 publications

Academics' social media use over time is associated with individual, relational, cultural and political factors

Academics' social media use over time is associated with individual, relational, cultural and political factors

A Systematic Review of Higher Education Academics’ Use of Microblogging for Professional Development: Case of Twitter

A Place To Grow: Examining Teachers’ Interactions In An Online Thirdspace

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