Examining the Use of Twitter in Online Classes: Can Twitter Improve Interaction and Engagement?
Canadian Journal for the Scholarship of Teaching and Learning
; 13(1), 2022.
Article
in English
| ProQuest Central | ID: covidwho-1824371
ABSTRACT
Student engagement promotes communication and knowledge acquisition, a concept that is challenged in the online environment as few opportunities exist to physically connect instructors and learners. Limited research suggests that social media is a tool that can positively impact student engagement in the online classroom, which is especially relevant in the case of the COVID-19 pandemic and learning formats transitioning online. Specifically, Twitter, a favoured format for sharing news, entertainment, and professional networking, may provide a platform and an opportunity for engagement between students and the instructor outside of the traditional, formal classroom setting. This research explores how postsecondary students enrolled in two introductory online self-directed asynchronous courses used social media tools for personal, professional, and academic purposes and how Twitter, as a course evaluation requirement, contributed to interaction and engagement. Relying on 104 pre- and 34 post-semester surveys, our analysis revealed that while Twitter was not used as widely as other social media platforms, a notable proportion of students shared positive perceptions about Twitter's use. Further analysis revealed some polarizing results with recommendations for successfully implementing Twitter in online learning.
ERIC, Current Index to Journals in Education (CIJE); Higher Education; Postsecondary Education; Learner Engagement; Pandemics; Social Media; Foreign Countries; Computer Use; Classroom Communication; Curriculum Development; COVID-19; Canada; Virtual Classrooms; Distance Education; Teacher Student Relationship; Undergraduate Students
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Collection:
Databases of international organizations
Database:
ProQuest Central
Type of study:
Experimental Studies
/
Observational study
/
Prognostic study
Language:
English
Journal:
Canadian Journal for the Scholarship of Teaching and Learning
Year:
2022
Document Type:
Article
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