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The Role of Faculty in the Use of Twitter in Large Lecture Courses PROCEEDINGS

, , , University of Saskatchewan, Canada

EdMedia + Innovate Learning, in Victoria, Canada ISBN 978-1-939797-03-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

Abstract: At the University of Saskatchewan, we are currently engaged in a multi-year research study to examine the use of Twitter as a back channel in large lecture courses to determine its impact on increasing students’ sense of engagement with each other, the content, the instructor and the university community in general. In this first year, three courses in the disciplines of nursing, geography and psychology, with class sizes ranging from approximately 135 students to 350 students participated. For this presentation we will discuss the differences between these initial three classes and what “best practices” appear to be emerging. This information will be based upon our observations of the Twitter activity connected to each course, feedback from the instructors and Twitter facilitators and the initial results from the student surveys.

Citation

Ross, H., Banow, R. & Yu, S. (2013). The Role of Faculty in the Use of Twitter in Large Lecture Courses. In J. Herrington, A. Couros & V. Irvine (Eds.), Proceedings of EdMedia 2013--World Conference on Educational Media and Technology (p. 653). Victoria, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved July 18, 2018 from .