The Use of Micro-Blogging in the Teaching and Learning Process

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Hadian, S., Froese, M.E. & Sanseverino, M. (2011). The Use of Micro-Blogging in the Teaching and Learning Process. In T. Bastiaens & M. Ebner (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2011 (pp. 2451-2456). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/38203.

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Conference Information

World Conference on Educational Multimedia, Hypermedia and Telecommunications (EDMEDIA) 2011
Lisbon, Portugal
June 27, 2011
ISBN 1-880094-85-X
  Theo Bastiaens & Martin Ebner
AACE

More Information on EDMEDIA
Table of Contents

Authors

Shohreh Hadian, Camosun College, Canada; Maria-Elena Froese, Univeristy of Victoria, Canada; Mary Sanseverino, University of Victoria, Canada

Abstract

Seeking to increase student engagement, some instructors are asking students to use micro-blogging tools to post questions and comments relevant to course material. Although a medium gaining in popularity, the results of micro-blogging in the teaching and learning process are uncertain. To the best of our knowledge, no research has been devoted to looking at the cognition levels of micro-blogging in an educational setting. We have looked at students' micro-blogging behaviour. We used Bloom's Taxonomy of the Cognitive Domain (Anderson & Krathwohl 01) to classify the comments, questions, and answers posted by students and then we studied trends and patterns in the learning process. Our study provides initial insight on the effects of using micro-blogging technologies in a teaching and learning environment. Although preliminary, college and university instructors can benefit from looking at our results to help them decide if they might like to take up the micro-blogging challenge in their classes.

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