Abstract
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.
Description
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/.
Publisher
IGI-Global
Date of publication
2019
Language
english
Persistent identifier
http://hdl.handle.net/10950/1300
Document Type
Article
Recommended Citation
Delello, Julie A. and Consalvo, Annamary L., "“I Found Myself Retweeting”: Using Twitter Chats to Build Professional Learning Networks" (2019). Education Faculty Publications and Presentations. Paper 23.
http://hdl.handle.net/10950/1300
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