Document Type

Article

Publication Date

2019

DOI

10.14742/ajet.4124

Publication Title

Australasian Journal of Educational Technology

Volume

35

Issue

3

Pages

31-44

Abstract

The purpose of this study was to further our understanding of the use of Twitter for promoting reflective learning. Specifically, this study investigated how students participate in Twitter-supported activities, what type of knowledge are manifested when Twitter is used to reflect on the course readings, and how students perceive the Twitter-supported activities. The data showed that Twitter was successful in keeping the learners engaged in the reflective discussion activities for a prolonged period compared to Blackboard. Students overall had a positive perception towards the integration of Twitter to support reflection and discussion along with active participation. Twitter was effective in increasing perceived learner-content and learner-learner interactivity along with engagement. We also provide recommendations for educational practitioners and direction for future research.

Comments

This is an "Early Release Article."

ORCID

0000-0002-8138-3722 (Luo); 0000-0002-1775-8219 (Crompton)

Original Publication Citation

Luo, T., Shah, S. J., & Crompton, H. (2019). Using Twitter to support reflective learning in an asynchronous online course. Australasian Journal of Educational Technology, 35(3), 31-44. doi:10.14742/ajet.4124

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