Using Twitter to Energize the Introductory Statistics Class

Ferris, Mark J.; Cheng, Sherri

doi:10.5070/t5111032036

Cited by 6 publications

(3 citation statements)

References 23 publications

(38 reference statements)

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“…The possibilities of using Twitter as a learning tool in classroom are discussed in [1]. Mark Ferris and Sherri Cheng [2] explored how Twitter could be used in the introductory business statistics course to achieve goals including improved student learning experiences, more interaction and engagement, stronger connection with the real world applications, and enhanced statistical literacy, reasoning and thinking skills among students.…”

Section: Analysis Of Recent Research and Publicationsmentioning

confidence: 99%

“…-Most or many tweets are fragments from an ongoing conversation with followers or thoughts from many different aspects of tweeter's experiences -Content is eclectic, drawing on professional interests but also on personal life, commenting on current events, etc. and so covers diverse topics -Includes author photograph -Conveys personality well for individuals, or organizational culture for collective accounts -Attracts people who like this personality or culture -Good at building 'community' and strengthening followers' identification with site -Some tweets only make sense to those who are involved in their conversation -Very hard to follow in a Twitter feed from many different authors -With eclectic contents many followers may not value many of the tweets -Hence incentives for some folk to unfollow over time Middle ground style -Most tweets are substantive as above but some are short and conversational -Goes beyond a 'corporate' focus without being too eclectic -Uses retweets to diversify/liven up the tweet stream -Uses team photos, and the blog site or website identifies team members well -Injects more personality or organizational culture into a basically professional approach -Most tweets are independently understandable -Some conversational tweets will not make sense when read in combined tweet streams Mark Ferris and Sherri Cheng [2] explored how Twitter could be used in the introductory statistics course. Scientists identified principles for learning statistics that are applicable to evaluating the efficacy of Twitter usage in such statistics class.…”

Section: Conversational Stylementioning

confidence: 99%

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Using Twitter in Ukrainian sociology majors training

2020

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The article deals with the problem of using cloud technologies in the training of sociology students in Ukraine. The popularity of Twitter in Ukraine is analyzed. The possibilities of using Twitter as a learning tool in classroom are discussed. List of recommended tweeters, including Ukrainian resources as well as resources related to population censuses is proposed. The article offers examples of student activities for Social Statistics and Demographics courses. The article demonstrates that new forms of student’s activity related to data analysis introduced by academics and practitioners (building art objects and storytelling based on data; shared data collection by citizens through mobile devices, “play with data” modern data visualization services) can be realized with Twitter resources and can help overcome the barriers that arise while studying quantitative methods.

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Section: Analysis Of Recent Research and Publicationsmentioning

confidence: 99%

Section: Conversational Stylementioning

confidence: 99%

Using Twitter in Ukrainian sociology majors training

2020

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“…Since its introduction in 2006, Twitter has been a social networking service used for an array of matters: breaking news, political discussions, sports, and life updates from the casual user. , Twitter has recently gained consideration as a potential pedagogical tool to allow teachers to engage their students as it is a platform to share updates, give rapid feedback, and disseminate information in a concise manner . The use of this microblogging space has been shown to be effective in different courses, both at the graduate and undergraduate levels, − as it serves as an avenue for concise communication due to its 280 character limit per post. , The concise and rapid nature combined with the wide popularity of Twitter’s functionality, in terms of its ability to integrate links and other forms of social media, is what makes it uniquely poised to be a flexible platform for pedagogical applications.…”

Section: Introductionmentioning

confidence: 99%

Engagement of Students in an Organic Chemistry Lecture/Lab Course via Social Media Using Twitter

2022

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A teaching team composed of a faculty member (lecture) and a graduate teaching assistant (lab) endeavored to engage students enrolled in several sections of the same organic chemistry course through the use of social media. Students were encouraged to follow both instructors on Twitter and were asked to share aspects of the class using the social media site. Instructors regularly posted content and links relevant to the course and interacted with students, modeling professional social media interactions. Although the extent of student participation was limited, it was determined that this is a possible complementary outlet for class communication, sharing of information, and limited data gathering. In the lab courses, students were found to be more reticent to engage but did use the “follow” function to add the lab instructor to their Twitter networks. Lab and lecture courses were surveyed in order to determine factors affecting student engagement on social media. Results of the surveys and data collected in both courses are discussed with an emphasis on best practices.

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Investigating the Effects of Interactive E-Book towards Academic Achievement

Lim¹,

Liu²,

Choo³

2020

AJUE

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Universities are trending towards electronic books (e-books) as instructional materials, displacing traditional printed books. The rapid acquisition of e-books has changed the way information is presented and one of the improvements is to make e-books interactive. However, there is an incomplete body of knowledge on how interactive e-books affect students, particularly in the learning of statistics. This paper aims to examine the effects of interactive e-books on academic achievement. This paper adopted an experimental approach to test the causal effect of two types of e-books, namely Traditional E-book (TE) and Interactive E-book (IE) on a sample of undergraduates enrolled in an introductory statistics unit. The experimental results indicated that students who learn statistics through IE produced higher scores in academic achievement than students who learn through TE. The findings of the study first extend the existing theory by showing that TE and IE can account for the variations in academic achievement. The study implied that e-books should not be static and e-book publishers and educators can choose to design their e-books using interactive formats with animation components depending on available resources. The study offers new insights on how academic achievement of students can be better managed through the design of e-book types.

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Using Twitter to Energize the Introductory Statistics Class

Cited by 6 publications

References 23 publications

Using Twitter in Ukrainian sociology majors training

Using Twitter in Ukrainian sociology majors training

Engagement of Students in an Organic Chemistry Lecture/Lab Course via Social Media Using Twitter

Investigating the Effects of Interactive E-Book towards Academic Achievement

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