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."

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

ORCID

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

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