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The Effectiveness of Twitter as an Adjunctive Pedagogical Tool for Online Statistics Education: An Empirical Study
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, , Kaplan University, United States

Society for Information Technology & Teacher Education International Conference, in Las Vegas, NV, United States ISBN 978-1-939797-13-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This paper offers an analysis of the effectiveness of Twitter as an adjunctive pedagogical online classroom tool. The study consisted of 299 students from 11 sections of two online statistics courses (graduate and undergraduate). In the research groups, Twitter was used as an optional pedagogical tool. Weekly Tweets included deadlines, due-dates, reminders, announcement alerts, new tutorials and resources, continued class discussions, challenge questions, career information, and related university updates. Control and research group student perception and performance were compared. A student perception survey was statistically analyzed. Results for student perception and performance are reported with respect to the use of Twitter. Instructors involved in the study were also interviewed and best practices are included. The findings indicate an overall and statistically significant increase in student perception for the use of Twitter in the classroom as an adjunctive tool.

Citation

Gates, A. & Bolton, J. (2015). The Effectiveness of Twitter as an Adjunctive Pedagogical Tool for Online Statistics Education: An Empirical Study. In D. Rutledge & D. Slykhuis (Eds.), Proceedings of SITE 2015--Society for Information Technology & Teacher Education International Conference (pp. 3169-3175). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved December 8, 2019 from .

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