A Focus on Students' Use of Twitter--Their Interactions with Each Other, Content and Interface

Autor/in	Prestridge, Sarah
Titel	A Focus on Students' Use of Twitter--Their Interactions with Each Other, Content and Interface
Quelle	In: Active Learning in Higher Education, 15 (2014) 2, S.101-115 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1469-7874
DOI	10.1177/1469787414527394
Schlagwörter	Educational Technology; Technology Uses in Education; Telecommunications; Social Networks; Teaching Methods; Interaction; Handheld Devices; College Students; Web 2.0 Technologies; Teacher Student Relationship; Preservice Teachers; Content Analysis; Qualitative Research + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Telekommunikationstechnik; Social network; Soziales Netzwerk; Teaching method; Lehrmethode; Unterrichtsmethode; Interaktion; Collegestudent; Teacher student relationships; Lehrer-Schüler-Beziehung; Inhaltsanalyse; Qualitative Forschung
Abstract	In their advertising campaigns, universities depict students using computers, laptops, mobile phones, iPads and tablets as learning devices. Regardless of the marketing used, there is value in enlisting the advantages of any medium that can aid deep thinking and increase student engagement. This study offers new knowledge about conceptualising Twitter as a knowledge construction tool leveraged through mobile devices. A qualitative approach was conducted to investigate the learning outcomes of students' use of Twitter when it was implemented as a learning device. The use of Twitter was investigated to provide insight into the ways students and instructors interacted in this environment, how the content was made active and how the functionality of the tool and its conceptualisation impedes and/or supports the learning process. The results indicate that student-initiated interaction supported by instructor use of participatory pedagogies enables substantive dialogue through Twitter and that paraphrasing was the most common way students made learning active. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10