Document Type

Article

Publication Date

2016

DOI

10.1504/IJSMILE.2016.081280

Publication Title

International Journal of Social Media and Interactive Learning Environments

Volume

4

Issue

4

Pages

287-304

Abstract

This paper reports on a case study in which Twitter served as a backchannel to mediate and support the peer-teaching activity in a face-to-face teacher education course. Surveys and interviews were utilised to understand the effectiveness of the Twitter integration and students' perceived learning in a Twitter-supported peer teaching environment. Tweets were used to determine how preservice teachers used Twitter to support peer instruction. Most students were able to use the Twitter platform to produce and retrieve peer feedback, while some encountered technical difficulties. Our current analysis suggests the Twitter-based peer feedback was moderately successful in this peer teaching activity. There exists a large variability of students' perceptions towards Twitter as a tool to support the delivery and reception of peer feedback.

Original Publication Citation

Luo, T., Dani, D. E., & Cheng, L. (2016). Viability of using Twitter to support peer instruction in teacher education. International Journal of Social Media and Interactive Learning Environments, 4(4), 287-304. doi: http://dx.doi.org/10.1504/IJSMILE.2016.081280

ORCID

0000-0002-8138-3722 (Luo)

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