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Twitter in the Classroom: Determinin...

Buzzelli, Armand A.

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Twitter in the Classroom: Determining the Effectiveness of Utilizing a Microblog for Distributed Practice in Concept Learning.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Twitter in the Classroom: Determining the Effectiveness of Utilizing a Microblog for Distributed Practice in Concept Learning./
Author:	Buzzelli, Armand A.
Description:	183 p.
Notes:	Source: Dissertation Abstracts International, Volume: 76-05(E), Section: A.
Contained By:	Dissertation Abstracts International76-05A(E).
Subject:	Educational technology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3648353
ISBN:	9781321450392

Twitter in the Classroom: Determining the Effectiveness of Utilizing a Microblog for Distributed Practice in Concept Learning.
Buzzelli, Armand A.

Twitter in the Classroom: Determining the Effectiveness of Utilizing a Microblog for Distributed Practice in Concept Learning. - 183 p.

Source: Dissertation Abstracts International, Volume: 76-05(E), Section: A.

Thesis (Ph.D.)--Robert Morris University, 2014.

Despite the perception that face-to-face classrooms provide speaking opportunities, studies by Fassinger (1995), Nunn (1996), and Weimer (2013) have shown that there is limited interaction in a traditional college lecture setting. Social media networks such as Twitter provide an opportunity for instructors to utilize popular mobile technology to create a discussion beyond the classroom. Twitter's 140-character maximum creates an efficient method of communication. This mixed-methods study attempted to determine if Twitter could serve as a more effective method of review than a traditional paper study guide in an introductory college history course. Tweets were spaced over a period of a four-week unit and a test was given at the end of the unit to a Twitter group and control group to compare concept learning. There were no significant differences in the performance of both groups. Themes from student surveys and a faculty interview were developed and analyzed. Key findings from the qualitative portion of the study included that participants found Twitter easy to use and implement into instruction, students were unconcerned about their privacy on social media, and Twitter did not increase student engagement in the classroom when used only as an information distribution tool. Suggestions for future research should include utilizing massed and distributed practice capabilities of Twitter, incorporating ongoing assessment into Twitter practice sessions, and determining effective methods to engage students through social media.

ISBN: 9781321450392Subjects--Topical Terms:

517670
Educational technology.

Twitter in the Classroom: Determining the Effectiveness of Utilizing a Microblog for Distributed Practice in Concept Learning.
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500 $a Source: Dissertation Abstracts International, Volume: 76-05(E), Section: A.
500 $a Adviser: E. Gregory Holdan.
502 $a Thesis (Ph.D.)--Robert Morris University, 2014.
520 $a Despite the perception that face-to-face classrooms provide speaking opportunities, studies by Fassinger (1995), Nunn (1996), and Weimer (2013) have shown that there is limited interaction in a traditional college lecture setting. Social media networks such as Twitter provide an opportunity for instructors to utilize popular mobile technology to create a discussion beyond the classroom. Twitter's 140-character maximum creates an efficient method of communication. This mixed-methods study attempted to determine if Twitter could serve as a more effective method of review than a traditional paper study guide in an introductory college history course. Tweets were spaced over a period of a four-week unit and a test was given at the end of the unit to a Twitter group and control group to compare concept learning. There were no significant differences in the performance of both groups. Themes from student surveys and a faculty interview were developed and analyzed. Key findings from the qualitative portion of the study included that participants found Twitter easy to use and implement into instruction, students were unconcerned about their privacy on social media, and Twitter did not increase student engagement in the classroom when used only as an information distribution tool. Suggestions for future research should include utilizing massed and distributed practice capabilities of Twitter, incorporating ongoing assessment into Twitter practice sessions, and determining effective methods to engage students through social media.
520 $a Keywords: Twitter, distributed practice, concept learning, spaced practice, history education, social media, microblogging, mobile communication.
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