Quick Blog #DDW12-Benefit to live tweeting?

May 20th, 2012

I had a question.  Does live-tweeting help improve comprehension of a lecture?

I asked this question because I think it does.  I have to focus and process VERY quickly to live tweet.

I was curious to know if it had been studied formally.  I’m currently sitting in a DDW lecture (not listening b/c I”m not interested in this particular abstract).  So I’ll google it briefly

Search string: “does live tweeting improve comprehension”

Limiting to 2 google results pages (hey I’m at a conference here, no boos to my thoroughness)

Page 1:

Blog saying it’s distracting

http://commetrics.com/articles/forrester-conference-and-twitter-does-live-tweeting-help-engage-conference-delegates/

One article about lessons to learn before doing it

Everything else is unrelated

Page 2:

AHA!

http://theactiveclass.com/tag/mobile-technology/

The effect of Twitter on college student engagement and grades

  1. R. Junco1,*,
  2. G. Heiberger2,
  3. E. Loken3

Article first published online: 12 NOV 2010

http://onlinelibrary.wiley.com/doi/10.1111/j.1365-2729.2010.00387.x/abstract

Journal of Computer Assisted Learning

Volume 27, Issue 2, pages 119–132, April 2011

 

Abstract

Despite the widespread use of social media by students and its increased use by instructors, very little empirical evidence is available concerning the impact of social media use on student learning and engagement. This paper describes our semester-long experimental study to determine if using Twitter – the microblogging and social networking platform most amenable to ongoing, public dialogue – for educationally relevant purposes can impact college student engagement and grades. A total of 125 students taking a first year seminar course for pre-health professional majors participated in this study (70 in the experimental group and 55 in the control group). With the experimental group, Twitter was used for various types of academic and co-curricular discussions. Engagement was quantified by using a 19-item scale based on the National Survey of Student Engagement. To assess differences in engagement and grades, we used mixed effects analysis of variance (ANOVA) models, with class sections nested within treatment groups. We also conducted content analyses of samples of Twitter exchanges. The ANOVA results showed that the experimental group had a significantly greater increase in engagement than the control group, as well as higher semester grade point averages. Analyses of Twitter communications showed that students and faculty were both highly engaged in the learning process in ways that transcended traditional classroom activities. This study provides experimental evidence that Twitter can be used as an educational tool to help engage students and to mobilize faculty into a more active and participatory role.

 

So at least one study supports my theory.  No time to do a more thorough review–back to the twitter stream . . .

 


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