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Twitter for teaching: Can social media be used to enhance the process of…

- - - - i) a positive correlation was found between amount of Twitter usage and student engagement in university associated activities including organising their social lives and sharing information.
      - ii) course-related tweeting was not related to interpersonal relationships between students and their tutor.
      - iii) Twitter usage did not impact class attendance
- - - - They are often characterised as surface as opposed to deep learners, passive rather than active learners
  - - - The current study considers whether this connectivity can be transferred to the process of learning and teaching in order to enhance the learning process.
  - - - 1- at the time of the study, the majority of the participants had no previous experience of using Twitter.
      - 2- some students expressed reservations about tutors accessing their personal Facebook pages.
      - 3- Twitter appears to lend itself better to ongoing discussions with learners
    - - Post hoc classification revealed that Twitter had provided enhanced learning about the subject, greater enjoyment of the module, concise and useful communication, timeliness, greater realism, greater application of theory to real-world examples, and valuable career skills in the use of new technology.
        
        While their study revealed that perceived usefulness was a good predictor of intention to use Twitter for future courses, it did not examine the amount of Twitter usage and its relationship to student attitudes.
    - - She compared the use of social and scholarly tweets and found that participants who viewed only social tweets rated the instructor significantly higher in perceived credibility than a group that viewed only the scholarly tweets.
        
        Credibility was measured using a 3-item scale relating to perceived competence, trustworthiness and level of care.
        
        The results indicated that using Twitter to share personal information increased the perceived credibility of the tutor
  - - - According to Siemens (2005), the limitation of these theories is that they all posit an individualistic notion of learning
        
        By this is meant that despite their differences,all theories consider knowledge to be located in individuals
        
        According to Siemens, even social constructivism is individualistic: although knowledge is constructed through the process of an individual’s interactions within a group, it remains located in the minds of those individuals
    - - The theory was developed in an attempt to take account of the impact of the information revolution and the shift in importance from what an individual knows to what an individual knows how to find out through the connections they have created.
    - - Connectivism implies that technologies that facilitate connections between people and information resources should enhance learning because knowledge is a product of these connections rather than simply what is in the head of the learner.
- - - - The purpose of this part of the survey was to tap into students’ enjoyment and appreciation of Twitter usage, class attendance, tutor credibility and approachability, and perceived effectiveness for own learning.
  - - - The factor analysis used here extracted underlying dimensions via principal component analysis on the correlation matrix.
- - - - Three factors had an eigenvalue larger than 1, thus explaining more than any variable on its own
        
        1- first factor asked about communicating with the tutor outside of class, the student–tutor boundary, tutor approachability and the ability to interact with peers. This factor was therefore thought to define an interpersonal construct.
        
        2- The second factor included questions about the effectiveness of Twitter as an instant communication tool, the enjoyment of using Twitter and the use of Twitter for social relations. This factor may therefore tap into students’ engagement in the sense of active participation in shaping their learning experience
        
        3- The third factor concerns the impact of Twitter on the need to be physically present in class, and the associated construct must therefore be class attendance.
    - - A significant positive correlation was found between Twitter usage and engagement
        
        This correlation indicates that the more a student made use of Twitter, the more they actively participated in shaping their experience (or vice versa)
      - In contrast, no associations were found between Twitter usage and the interpersonal construct or the class attendance construct
- - - - Although Twitter usage showed a positive correlation with the degree to which students engaged in course- related activities such as social exchanges and sharing information, Twitter usage was not associated with interpersonal relations or class attendance. Thus, Twitter usage had a selective impact on factors related to the learning experience, and its influence can therefore not easily be explained by general motivation
        
        a) Does using Twitter improve interpersonal relations?
        
        The correlation coefficient between amount of Twitter usage and the interpersonal construct was close to zero, suggesting that there is no relationship between the two. Using Twitter for teaching does thus not in itself improve the relationship between a tutor and learners.
        
        Taken together with the findings from the current study, it may be proposed that the use of scholarly Tweets has no impact on students’ perceptions of their relationship with the tutor. In turn, this may mean that the content of tweets can have a differential impact on the learning process. Tutors whose aim is to improve credibility may therefore need to focus on social tweets.
        
        b) Does using Twitter increase student engagement?
        
        The present study found a strong relationship between Twitter usage and student engagement. Students who used Twitter more were more likely to indicate that they engaged in university-associated activities including organising their social lives, sharing personal information and posting their thoughts.
        
        c) Is Twitter usage linked to attendance?
        
        there was no relationship between Twitter usage and class attendance. In other words, frequent users of Twitter showed no tendency to attend fewer classes than other students.