Utilizing Twitter and #Hashtags toward Enhancing Student Learning in an Online Course Environment

Autor/inn/en	Bledsoe, T. Scott; Harmeyer, Dave; Wu, Shuang Frances
Titel	Utilizing Twitter and #Hashtags toward Enhancing Student Learning in an Online Course Environment
Quelle	In: International Journal of Distance Education Technologies, 12 (2014) 3, S.75-83 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1539-3100
DOI	10.4018/ijdet.2014070106
Schlagwörter	Social Networks; Educational Technology; Graduate Students; Online Courses; Research Methodology; Group Discussion; Electronic Publishing; Grounded Theory; Access to Information; Communication Strategies; Learner Engagement; Feedback (Response); Teaching Methods; Qualitative Research; Coding; Statistical Analysis + Suchen Sie Ihr Suchwort? Social network; Soziales Netzwerk; Unterrichtsmedien; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Online course; Online-Kurs; Research method; Forschungsmethode; Gruppendiskussion; Elektronisches Publizieren; Kommunikationsstrategie; Teaching method; Lehrmethode; Unterrichtsmethode; Qualitative Forschung; Codierung; Programmierung; Statistische Analyse
Abstract	The authors offer an answer to the research question, To what extent and in what ways is Twitter helpful to student learning when group hashtags are created and used in collaborative educational environments? Sixty-two students in a spring 2012 graduate online Research Methodology course worked individually and in groups to create discussions on topics of interest through Twitter posts and student-created hashtags. Student participants answered nine qualitative and quantitative questions concerning the Twitter/hashtag exercise and used collaborative blog pages to reflect on their experiences. A grounded theory approach was applied to classify data generated from the nine questions and blog postings. An analysis of the study's data resulted in the discovery of the following four themes: access to information, communication, class engagement, and general feedback. Based on these themes, nine recommendations are offered for maximizing the use of Twitter in an online environment for increased student engagement and learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10