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Utilizing Twitter for Concept Learning

Utilizing Twitter for Concept Learning

Armand Buzzelli, E. Gregory Holdan, Daniel Rota, John McCarthy
Copyright: © 2016 |Volume: 12 |Issue: 1 |Pages: 13
ISSN: 1550-1876|EISSN: 1550-1337|EISBN13: 9781466689121|DOI: 10.4018/IJICTE.2016010106
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MLA

Buzzelli, Armand, et al. "Utilizing Twitter for Concept Learning." IJICTE vol.12, no.1 2016: pp.64-76. http://doi.org/10.4018/IJICTE.2016010106

APA

Buzzelli, A., Holdan, E. G., Rota, D., & McCarthy, J. (2016). Utilizing Twitter for Concept Learning. International Journal of Information and Communication Technology Education (IJICTE), 12(1), 64-76. http://doi.org/10.4018/IJICTE.2016010106

Chicago

Buzzelli, Armand, et al. "Utilizing Twitter for Concept Learning," International Journal of Information and Communication Technology Education (IJICTE) 12, no.1: 64-76. http://doi.org/10.4018/IJICTE.2016010106

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Abstract

Despite the perception that face-to-face classrooms provide speaking opportunities, studies by , , and have conveyed 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 that can be spaced over time. Spacing practice has the potential for improving classroom learning (). This mixed-methods study utilizing a convenience sample tested if Twitter could serve as a more effective method of review than a traditional paper study guide in an introductory college history course. No significant differences were found in in the posttest performance of both groups. Participants found Twitter easy to use, were unconcerned about their privacy on social media, and reported that Twitter did not increase student engagement when used only as an information distribution tool.

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