What Factors Matter for Engaging Others in an Educational Conversation on Twitter?
Matthew Koehler, Joshua Rosenberg, Michigan State University, United States
Society for Information Technology & Teacher Education International Conference, in Washington, D.C., United States ISBN 978-1-939797-32-2 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
Educator-driven professional learning communities are increasingly developing and thriving on social media platforms such as Twitter. Even though these communities are large and popular, very little is understood about how their users interact with one another. This paper explores factors that explain why some tweets generate interaction (replies, retweets, likes, etc.), while others do not. Results show that several user-level factors predicted greater interaction, including more followers and a longer history on Twitter. At the tweet level, individual tweets received interaction on average when that tweet, for example, mentioned more users, and included fewer URLs. Furthermore, there were differences in interaction predicted by the topic of individual tweets, the time of day, and day of the week. The results of this study show that interactions with tweets using an educational hashtag like #miched is the result of many interwoven factors with implications for research and teacher education and professional development.
Koehler, M. & Rosenberg, J. (2018). What Factors Matter for Engaging Others in an Educational Conversation on Twitter?. In E. Langran & J. Borup (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 2285-2291). Washington, D.C., United States: Association for the Advancement of Computing in Education (AACE). Retrieved December 10, 2018 from https://www.learntechlib.org/primary/p/182839/.
© 2018 Association for the Advancement of Computing in Education (AACE)
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