Twitter in the Higher Education Classroom: Known Fragmentations and Needed Frameworks

Autor/inn/en	Knowlton, Dave S.; Nygard, Shanda
Titel	Twitter in the Higher Education Classroom: Known Fragmentations and Needed Frameworks
Quelle	In: Journal on Excellence in College Teaching, 27 (2016) 1, S.117-151 (35 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1052-4800
Schlagwörter	Higher Education; Classroom Techniques; Literature Reviews; Educational History; Mass Media Use; Web 2.0 Technologies; Social Media; Educational Practices; Usability; Research Problems; Educational Strategies; Teaching Methods; Technology Uses in Education; Mass Media Role + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Klassenführung; History of education; Bildungsgeschichte; Mediennutzung; Soziale Medien; Bildungspraxis; Forschungskritik; Lehrstrategie; Teaching method; Lehrmethode; Unterrichtsmethode; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen
Abstract	This article reviews early literature (that is, up to mid-year 2013) about Twitter's use in the higher education classroom. Fragmentations are highlighted as a way of showing that the literature does not cohesively claim advantages or disadvantages of using Twitter as a teaching and learning tool. The article also points to the limitations of the early literature. Using that literature review as a base, the authors put forth three theoretical frameworks that could be used to conceptually support Twitter-driven assignments in the college classroom. The article includes illustrative assignments that take advantage of Twitter's unique nature. (As Provided).
Anmerkungen	Miami University. 303 South Patterson Avenue, Oxford, OH 45056. Tel: 513-529-9265; Fax: 513-529-9264; Web site: http://www.celt.muohio.edu/ject/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01