Skip to main content

Microblogging To Foster Connections And Community in a Weekly Graduate Seminar Course

TechTrends volume 57, pages 43–51 (2013)Cite this article

Abstract

This study investigated the use of microblogs to enhance content learning and to foster community between participants in a weekly multidisciplinary graduate seminar on teaching and pedagogy. Data included students’ and instructor’s Twitter posts, an initial reaction paper, and an end-of-semester survey to determine if and how students’ attitudes about using Twitter had changed over the course of the semester. A content analysis of the data indicates that students did use Twitter to connect to the content and to each other. Recommendations are given for both instructors and students interested in using social media to extend the college classroom.

This is a preview of subscription content, access via your institution.

Access options

Buy single article

Instant access to the full article PDF.

USD 39.95

Price includes VAT (USA)
Tax calculation will be finalised during checkout.

References

  • Blessing, S. B., Blessing, J. S., & Fleck, B. (2010). Twittering through psychology: Using social networking for out-of-class instruction. Paper presented at the National Institute on the Teaching of Psychology, St. Pete Beach, FL.

  • Bogdan R, Biklen SK (2003) Qualitative research for education: An introduction to theory and methods, 4th edn. Allyn and Bacon, Boston

    Google Scholar 

  • Brandes, L. C. O. (2006). Graduate student centers: Building community and involving students. [Article]. New Directions for Student Services(115), 85–99. doi: 10.1002/ss.218

  • Chen B, Bryer T (2012) Investigating instructional strategies for using social media in formal and informal learning. The International Review Of Research In Open And Distance Learning 13(1):87–104

    Google Scholar 

  • Derry SJ (1999) A Fish called peer learning: Searching for common themes. In: O’Donnell AM, King A (eds) Cognitive perspectives on peer learning. Lawrence Erlbaum, Mahwah, NJ, pp 197–211

    Google Scholar 

  • DeVoe KM (2009) Bursts of Information: Microblogging. Reference Librarian 50(2):212–214

    Article  Google Scholar 

  • Dunlap JC, Lowenthal PR (2009) Tweeting the Night Away: Using Twitter to Enhance Social Presence. Journal of Information Systems Education 20(2):129–135

    Google Scholar 

  • Ebner M, Lienhardt C, Rohs M, Meyer I (2010) Microblogs in Higher Education – A chance to facilitate informal and process-oriented learning? Computers & Education 55(1):92–100

    Article  Google Scholar 

  • Golde, C. M., & Dore, T. M. (2001). At Cross Purposes: What the experiences of doctoral students reveal about doctoral education (http://www.phd-survey.org). Philadelphia, PA: A report prepared for The Pew Charitable Trusts.

  • Higher Education Research Institute. (2009). Findings from the 2009 Administration of the College Senior Survey (CSS): National Aggregates. Retrieved from http://www.heri.ucla.edu/PDFs/pubs/Reports/2009_CSS_Report.pdf

  • John-Steiner V, Mahn H (1996) Sociocultural approaches to learning and development: A Vygotskian framework. Educational Psychologist 31(3/4):191–206

    Google Scholar 

  • Junco R, Heiberger G, Loken E (2011) The effect of Twitter on college student engagement and grades. Journal of Computer Assisted Learning 27(2):119–132

    Article  Google Scholar 

  • Kraska M (2008) Retention of Graduate Students through Learning Communities. Journal of Industrial Teacher Education 45(2):54–70

    Google Scholar 

  • Lemke JL (2001) Articulating communities: Sociocultural perspectives on science education. Journal of Research in Science Teaching 38(3):296–316

    Article  Google Scholar 

  • Lovitts, B. E. (2001). Leaving the ivory tower : the causes and consequences of departure from doctoral study / Barbara E. Lovitts: Lanham, Md.: Rowman & Littlefield Publishers, c2001.

  • McMahon, M. (1997, December). Social constructivism and the World Wide Web - A paradigm for learning. Paper presented at the ASCILITE Conference, Perth, Australia.

  • Merriam SB (2002) Qualitative research in practice: examples for discussion and analysis, 1st edn. Jossey-Bass, San Francisco

    Google Scholar 

  • Oztok, M., & Brett, C. (2011). Social presence and online learning: A review of research. The Journal Of Distance Education. Retrieved from http://www.jofde.ca/index.php/jde/article/view/758

  • Pauschenwein J, Sfiri A (2010) Adult Learner’s Motivation for the Use of Micro-Blogging During Online Training Courses. International Journal of Emerging Technologies in Learning 5(1):22–25

    Google Scholar 

  • Rankin, M. (2009). Some general comments on the “Twitter Experiment” Retrieved 17 June, 2011, from http://www.utdallas.edu/~mar046000/usweb/twitterconclusions.htm

  • Robbins, J. (2002). Thinking in a vacuum versus three interrelated stories: A sociocultural perspective on young children’s thinking. Paper presented at the 2002 International Education Research Conference of the Australian Association for Research in Education.

  • Rovai AP (2007) Facilitating online discussions effectively. The Internet and Higher Education 10(1):77–88

    Article  Google Scholar 

  • Sample, M. (2010). A Framework for Teaching with Twitter. Retrieved from http://chronicle.com/blogs/profhacker/aframework-for-teaching-with-twitter/26223

  • Schauble L, Leinhardt G, Martin L (1997) A framework for organizing a cumulative research agenda in informal learning contexts. Journal of Museum Education 22(2&3):3–8

    Google Scholar 

  • Schon DA (1983) The reflective practitioner: How professionals think in action. Basic Books, New York

    Google Scholar 

  • Shin N (2003) Transactional Presence as a Critical Predictor of Success in Distance Learning. Distance Education 24(1):69

    Article  Google Scholar 

  • Stake RE (2000) Case studies. In: Denzin NK, Lincoln YS (eds) Handbook of qualitative research, 2nd edn. Sage Publications, London, pp 443–466

    Google Scholar 

  • Twitter. (n.d.). About Twitter, from https://twitter.com/about

  • Vygotsky L (1978) Mind in society: The development of higher psychological processes. Harvard University Press, Cambridge, MA

    Google Scholar 

  • Wright N (2010) Twittering in teacher education: reflecting on practicum experiences. Open Learning 25(3):259–265

    Article  Google Scholar 

  • Yu AY, Tian SW, Vogel D, Chi-Wai Kwok R (2010) Can learning be virtually boosted? An investigation of online social networking impacts. Computers & Education 55(4):1494–1503

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. University of Georgia, Georgia, USA

    Denise P. Domizi

Authors
  1. Denise P. Domizi
    View author publications

    You can also search for this author in PubMed Google Scholar

Rights and permissions

Reprints and Permissions

About this article

Cite this article

Domizi, D.P. Microblogging To Foster Connections And Community in a Weekly Graduate Seminar Course. TECHTRENDS TECH TRENDS 57, 43–51 (2013). https://doi.org/10.1007/s11528-012-0630-0

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s11528-012-0630-0

Keywords

  • Community
  • Graduate Seminar
  • Higher Education
  • TA training
  • Twitter
  • Web 2.0
  • Microblog