Document Type
Article
Publication Date
2015
DOI
10.1007/s12528-015-9097-2
Publication Title
Journal of Computing in Higher Education
Volume
27
Issue
3
Pages
173-194
Abstract
Microblogging tools such as Twitter show potential to enrich classroom experience and benefit student learning. Research shows that instructional guidance is particularly necessary in computer-assisted learning environments, but no research has been done to study the effects of instructional guidance in microblogging-based learning. Using a multiple-case study design, the researcher examined student learning in terms of the amount of participation, ability to focus on task, and depth of thinking in guided, semi-guided, and unguided modes. The findings suggest that in guided environments, students achieved higher levels of learning, especially with respect to focusing on task and depth of thinking. Variations in depth of learning existed between the semi-guided and the guided mode. Students' perceptions of the benefits and challenges of using microblogging across three cases were also analyzed. The study has implications for future research on using microblogging tools for educational purposes and pedagogical practice.
Repository Citation
Luo, Tian, "Instructional Guidance in Microblogging-Supported Learning: Insights from a Multiple Case Study" (2015). STEMPS Faculty Publications. 15.
https://digitalcommons.odu.edu/stemps_fac_pubs/15
Comments
NOTE: This is the author’s post-print version of a work that was published in Journal of Computing in Higher Education. The final version was published as:
Luo, T. (2015). Instructional guidance in microblogging-supported learning: Insights from a multiple case study. Journal of Computing in Higher Education, 27(3), 173-194. https://doi.org/10.1007/s12528-015-9097-2
An Erratum to this article was published on September 18, 2015 and is included as an additional file.