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Utilizing Twitter and #Hashtags Toward Enhancing Student Learning in an Online Course Environment

Utilizing Twitter and #Hashtags Toward Enhancing Student Learning in an Online Course Environment

T. Scott Bledsoe, Dave Harmeyer, Shuang Frances Wu
Copyright: © 2018 |Pages: 10
ISBN13: 9781522525844|ISBN10: 152252584X|EISBN13: 9781522525851
DOI: 10.4018/978-1-5225-2584-4.ch060
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MLA

Bledsoe, T. Scott, et al. "Utilizing Twitter and #Hashtags Toward Enhancing Student Learning in an Online Course Environment." Student Engagement and Participation: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, IGI Global, 2018, pp. 1217-1226. https://doi.org/10.4018/978-1-5225-2584-4.ch060

APA

Bledsoe, T. S., Harmeyer, D., & Wu, S. F. (2018). Utilizing Twitter and #Hashtags Toward Enhancing Student Learning in an Online Course Environment. In I. Management Association (Ed.), Student Engagement and Participation: Concepts, Methodologies, Tools, and Applications (pp. 1217-1226). IGI Global. https://doi.org/10.4018/978-1-5225-2584-4.ch060

Chicago

Bledsoe, T. Scott, Dave Harmeyer, and Shuang Frances Wu. "Utilizing Twitter and #Hashtags Toward Enhancing Student Learning in an Online Course Environment." In Student Engagement and Participation: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, 1217-1226. Hershey, PA: IGI Global, 2018. https://doi.org/10.4018/978-1-5225-2584-4.ch060

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Abstract

The authors offer an answer to the research question, To what extent and in what ways is Twitter helpful to student learning when group hashtags are created and used in collaborative educational environments? Sixty-two students in a spring 2012 graduate online Research Methodology course worked individually and in groups to create discussions on topics of interest through Twitter posts and student-created hashtags. Student participants answered nine qualitative and quantitative questions concerning the Twitter/hashtag exercise and used collaborative blog pages to reflect on their experiences. A grounded theory approach was applied to classify data generated from the nine questions and blog postings. An analysis of the study's data resulted in the discovery of the following four themes: access to information, communication, class engagement, and general feedback. Based on these themes, nine recommendations are offered for maximizing the use of Twitter in an online environment for increased student engagement and learning.

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