This chapter describes a mixed-method, multiple case study that examined ways in which synchronous educational Twitter chats were used, first, to enhance graduate and undergraduate university student learning, second, to build professional networks, and third, to provide a loosely regulated means to achieving self-determined professional development goals. Findings suggest that while difficult at the onset, participation in Twitter educational chats was an enhancement to students’ overall course learning experience. Specifically, university students’ use of chats for educators helped them achieve social presence in this virtual environment, as well as to better understand the connections between positive student-teacher relationships and K12 student learning. Included are recommendations for use of Twitter synchronous educational chats in the college classroom as well as future directions in research.


This chapter is originally published by IGI-Global. Copyright © 2019 by IGI Global. Shared in accordance with IGI-Global fair use policy: https://www.igi-global.com/about/rights-permissions/content-reuse/.



Date of publication




Persistent identifier


Document Type


Publisher Citation

Delello, J. A., & Consalvo, A. L. (2019). “I Found Myself Retweeting”: Using Twitter Chats to Build Professional Learning Networks. In J. Yoon, & P. Semingson (Eds.), Educational Technology and Resources for Synchronous Learning in Higher Education (pp. 88-108). Hershey, PA: IGI Global. doi:10.4018/978-1-5225-7567-2.ch005

Included in

Education Commons



To view the content in your browser, please download Adobe Reader or, alternately,
you may Download the file to your hard drive.

NOTE: The latest versions of Adobe Reader do not support viewing PDF files within Firefox on Mac OS and if you are using a modern (Intel) Mac, there is no official plugin for viewing PDF files within the browser window.