Twittering away - Is Twitter an appropriate adjunctive tool to enhance learning and engagement in higher education?

Hdl Handle:
http://hdl.handle.net/10545/622718
Title:
Twittering away - Is Twitter an appropriate adjunctive tool to enhance learning and engagement in higher education?
Authors:
Vigurs, Katy ( 0000-0001-9535-5637 ) ; Boath, Elizabeth; Frangos, Juliet
Abstract:
Twitter is a social media platform that has been used in teaching and learning. The aim was to explore students’ views of using Twitter as an adjunctive learning tool to provide access to contemporary information, to enhance learning and to generate wider discussion via Twitter backchannel communication. A 17-item Qualtrics questionnaire consisting of open and closed questions was devised specifically for the study. Qualitative data was analysed using descriptive statistics. Qualitative data via thematic analysis. Participants were a convenience sample of 44 Level 4 Social Welfare Law students who were invited to engage online with the academic and professional community via Twitter. Eleven (25%) students responded to the questionnaire. Four key themes emerged from the qualitative data: Enhancing knowledge; Building academic and professional networks; Time for twitter and the Need for Twitter training. Despite the limitations, the results suggest that if supported by institutional digital scaffolding and training, twitter may be a useful adjunct to traditional physical learning spaces. Further research is r however required to explore the future pedagogic potential of Twitter.
Affiliation:
Staffordshire University
Citation:
Vigurs, K., Boath, E. and Frangos, J. (2018) 'Twittering away - Is Twitter an appropriate adjunctive tool to enhance learning and engagement in Higher Education?', Innovative Practice in Higher Education, 3(2), pp. 103-101.
Publisher:
Staffordshire University
Journal:
Innovative Practice in Higher Education
Issue Date:
27-Apr-2018
URI:
http://hdl.handle.net/10545/622718
Additional Links:
http://journals.staffs.ac.uk/index.php/ipihe/article/view/136/257
Type:
Article
Language:
en
ISSN:
20443315
Sponsors:
N/A
Appears in Collections:
Centre for Educational Research and Innovation

Full metadata record

DC FieldValue Language
dc.contributor.authorVigurs, Katyen
dc.contributor.authorBoath, Elizabethen
dc.contributor.authorFrangos, Julieten
dc.date.accessioned2018-05-08T09:34:05Z-
dc.date.available2018-05-08T09:34:05Z-
dc.date.issued2018-04-27-
dc.identifier.citationVigurs, K., Boath, E. and Frangos, J. (2018) 'Twittering away - Is Twitter an appropriate adjunctive tool to enhance learning and engagement in Higher Education?', Innovative Practice in Higher Education, 3(2), pp. 103-101.en
dc.identifier.issn20443315-
dc.identifier.urihttp://hdl.handle.net/10545/622718-
dc.description.abstractTwitter is a social media platform that has been used in teaching and learning. The aim was to explore students’ views of using Twitter as an adjunctive learning tool to provide access to contemporary information, to enhance learning and to generate wider discussion via Twitter backchannel communication. A 17-item Qualtrics questionnaire consisting of open and closed questions was devised specifically for the study. Qualitative data was analysed using descriptive statistics. Qualitative data via thematic analysis. Participants were a convenience sample of 44 Level 4 Social Welfare Law students who were invited to engage online with the academic and professional community via Twitter. Eleven (25%) students responded to the questionnaire. Four key themes emerged from the qualitative data: Enhancing knowledge; Building academic and professional networks; Time for twitter and the Need for Twitter training. Despite the limitations, the results suggest that if supported by institutional digital scaffolding and training, twitter may be a useful adjunct to traditional physical learning spaces. Further research is r however required to explore the future pedagogic potential of Twitter.en
dc.description.sponsorshipN/Aen
dc.language.isoenen
dc.publisherStaffordshire Universityen
dc.relation.urlhttp://journals.staffs.ac.uk/index.php/ipihe/article/view/136/257en
dc.subjectHigher educationen
dc.subjectPedagogiesen
dc.subjectDigital literacyen
dc.subjectSocial mediaen
dc.subjectTeachingen
dc.subjectStudent engagementen
dc.titleTwittering away - Is Twitter an appropriate adjunctive tool to enhance learning and engagement in higher education?en
dc.typeArticleen
dc.contributor.departmentStaffordshire Universityen
dc.identifier.journalInnovative Practice in Higher Educationen
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