Revision Through Twitter: Do Tweets Affect Students’ Performance?

Juhary, Jowati

doi:10.3991/ijet.v11i04.5124

Cited by 5 publications

(4 citation statements)

References 6 publications

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“…Moreover, Twitter also provides a convenient way to collaborate on assignments outside of class and to find intellectually stimulating interactions they would not have otherwise had (Gooding, Yinger, & Gregory, 2016;Hitchcock & Young, 2016;Juhary, 2016). According to Lin, Hoffman, & Borengasser, 2013, the collaboration among students only occurred when prompted by a professor or authoritative figure, while another study by Osatuyi and Passerini (2016) found the exact opposite to be true.…”

Section: Communication Affordancementioning

confidence: 99%

“…For instance, respondents used the platform for advocacy, keeping up with current issues, professional information, news, and exposure to new ideas (Camiel, Goldman-Levine, Kostka-Rokosz, & McCloskey, 2014;Greenhalgh et al, 2016;Nicholson & Galguera, 2013;Rehm & Notten, 2016). In classes, it provided an online forum that made sharing resources and information far easier and was considered a useful tool, especially in obtaining supplemental material (Desselle, 2017;Juhary, 2016;Lin et al, 2013;Stephens & Gunther, 2016). This led to students demonstrating improvement in classes with Twitter use than those without it (Fewell, 2014).…”

Section: Information Sharingmentioning

confidence: 99%

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Use of Twitter across educational settings: a review of the literature

Malik

Heyman-Schrum

Johri

2019

Int J Educ Technol High Educ

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The use of social media across the educational landscape is on the rise. Subsequently, the body of research on this topic is vibrant and growing. In this article, we present findings from a review of 103 peer-reviewed scientific studies published over the last decade (2007-2017) that address the use of Twitter for educational purposes across formal and informal settings. The majority of the studies reported in the literature are descriptive case studies carried out with students in North American and European higher education settings. Analysis of these studies signals Twitter as a useful tool for communication due to high accessibility, novelty, and real-time format. Students, teachers, and other stakeholders use it as a pedagogical tool to gain information, interact and engage with each other, participate in their respective communities of interests, and share their insights about specific topics. Moreover, Twitter has the potential to enhance students' learning capabilities as well as improve their motivation and engagement due to its unique features and non-traditional teaching approach. Finally, our analysis advocates for carrying out further empirical studies focusing on digital trace data and inference, particularly in the developing countries.

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Section: Communication Affordancementioning

confidence: 99%

Section: Information Sharingmentioning

confidence: 99%

Use of Twitter across educational settings: a review of the literature

Malik

Heyman-Schrum

Johri

2019

Int J Educ Technol High Educ

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“…Furthermore, the SPOC-based flipped classroom of college English also utilizes such social interaction platforms as Microblog, [12] Twitter, [13] Wechat and QQ to introduce students' works in learning, which further help students to acquire positive emotions by gaining a sense of achievement in English learning.…”

Section: Spoc-based Flipped Classroom Of College English: Its Supportmentioning

confidence: 99%

Article retracted.

Zhang

Cui

2018

Int. J. Emerg. Technol. Learn.

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Abstract-Effective college English learning has long been overwhelmed by the focus on effective teaching in the traditional classroom teaching model. This paper first discusses the essential elements in effective English learning environment, deconstructs and reconstructs college English classroom by integrating Small Private Course (abbreviated as SPOC hereafter), mobile learning and social communication into classroom teaching and learning. It is concluded that the SPOC-based flipped classroom of college English can serve as an effective learning model in teaching and learning practice which has promoted English learning by providing rich resources, environment, flexible time and space. Keywords-SPOC, flipped classroom, college English, effective learning IntroductionIn recent years, college English teaching reform in China has achieved remarkable progress in the studies on what and how to teach.However, it is undeniable that teaching, no matter how important, cannot take the place of learning. The fact that Chinese college students are not competent in English application as a whole proves that the present English teaching has yet to impel effective learning in most of students. Therefore, much more attention should be paid on the issue of what and how to learn to achieve the effective learning of students, thus furthering the present college English teaching reform in China to a new level.In mainland of China, English is not the official language or even the second language. Therefore, English learners lack the environment for English application and classroom teaching, as the main place where students learn English, becomes critically important. However, the current college English teaching is faced with three problems in promoting English learning. Firstly, due to the large scale of college English classes, the traditional classroom teaching cannot support the individualized learning; secondly, the exam-oriented teaching imposes a negative influence on English learning; thirdly, the traditional college English teaching, as teacher-centered and instruction-dominated, cannot integrate the classroom teaching and after-class learning. [5] This paper, by integrating online courses with flipped class, and applying information technologies to the management of intellectualized, individualized and diversified mobile learning, aims to establish a SPOC-based flipped classroom of college iJET

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“…In this sense, organizing knowledge into OAV triplets makes THOTH suitable for microlearning. In Juhary [21], Twitter was explored as a revision tool, well accepted by students. His research led to conclude that students performed better in their tests after using Twitter in revision activities.…”

Section: Thoth and Microlearningmentioning

confidence: 99%

A Cognitive Assistant that Uses Small Talk in Tutoring Conversation

Medeiros

Kolbe

Moser

2019

Int. J. Emerg. Technol. Learn.

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This paper presents a cognitive conversational agent for use in teaching and learning processes named THOTH (Training by Highly Ontology-oriented Tutoring Host) that is capable of formulating and enunciating a well-defined set of small talk segments in a Q&A (Question and Answer) interaction. The small talk structures are placed within the tutoring conversation by an agent designed as a cognitive assistant, in order to make communication smoother and less formal, presenting a more “concerned” behavior. Twelve small talk segments are suggested, included in conversation stages such as opening and closing the conversation, maintaining the rhythm and managing learning. We also explore some branches of the theoretical assumptions and concepts grounding THOTH, such as Dennett’s intentional stance, Bloom’s taxonomy and microlearning theory. In order to measure the perception and effects of using THOTH, we performed a quantitative and qualitative study with a group of students from a course in Applied Artificial Intelligence over one semester. The outcomes are classified into two main categories of analysis – interactivity and intentionality – informing the discussion on the potential uses of a small talk agent as a valuable resource in tutoring interaction, and also raising some points for improvement. In addition to this study, we also drew a small talk profile for this group of students revealing what structures and topics they use the most, as well as a partial performance analysis that allows identifying some effects on learning.

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Revision Through Twitter: Do Tweets Affect Students’ Performance?

Cited by 5 publications

References 6 publications

Use of Twitter across educational settings: a review of the literature

Use of Twitter across educational settings: a review of the literature

Article retracted.

A Cognitive Assistant that Uses Small Talk in Tutoring Conversation

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