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

Abstract

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>

Collaborative Digital Literacy Practices among Adult Learners: Levels of Confidence and Perceptions of Importance

“…In addition to statistical significance, these findings have also suggested practical and theoretical significance within the context of adult education. Learning experiences that are learner-focused and address andragogical principles have been identified as effective instructional techniques for adult learners (Chang & Chang, 2014;Ching & Hsu, 2013;Hsu & Ching, 2012;McDougall, 2015;. As learners interact with others, they make meaningful contributions individually (Dewey, 1938) while co-constructing knowledge (Vygotsky, 1978), which leads to mutual benefits for both the learner and the group (Gokhale, 1995).…”

“…As digital learning environments become more prevalent, adult educators have begun to merge digital literacy practices with collaborative learning tasks through the use of technology tools, such as asynchronous discussions (McDougall, 2015), blogs (Chang & Chang, 2014), microblog messages (Hsu & Ching, 2012), wikis (Zheng, Niiya, & Warschauer, 2015), and technology tools to facilitate paired peer feedback exercises (Ching & Hsu, 2013). This shift has ushered in the concept of collaborative digital literacy practices, which has received a great deal of attention regarding its implementation with children and adolescent learners (Greenhow & Gleason, 2012;Journell, 2008;Kissel, Hathaway, & Wood, 2010;Ranker, 2015;Zheng, Lawrence, Warschauer, & Lin, 2015).…”

A review of models and frameworks for designing mobile learning experiences and environments

“…For example, during commuting, learners can use their mobile devices to search for information that was picked up during a conversation or taught in class, such as an economic crisis or the types of rock formations. Learners can also share and discuss design examples and ideas (e.g., Hsu & Ching, 2012) found in their immediate environments. Learning becomes seamless when mobile learning bridges the learning in-class (formal settings) and learning on-the-go (informal settings).…”

“…Learners can interact with their social networks on the go, and share ideas as they appear instead of forgetting these ideas later. For example, Hsu and Ching (2012) integrated mobile devices and Twitter in an online course, where graduate students recorded, shared, critiqued, and discussed graphic design examples found in their daily lives. Students appreciated the social learning aspect that helped them connect with their peers, and valued the authentic examples to which the design principles were applied.…”

Mobile Learning for Early Detection of Cancer

“…12, No. 2, 2018Mobile devices with cameras and GPS provide a variety of uses in learning such as data collection, documentation on the field and field research [9].…”