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The Relationship of Twitter Use to Students' Engagement and Academic Performance in Online Classes at an Urban Community College.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The Relationship of Twitter Use to Students' Engagement and Academic Performance in Online Classes at an Urban Community College./
作者:	Hirsh, Orit S.
面頁冊數:	1 online resource (275 pages)
附註:	Source: Dissertations Abstracts International, Volume: 74-07, Section: A.
Contained By:	Dissertations Abstracts International74-07A.
標題:	Community college education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3545578click for full text (PQDT)
ISBN:	9781267781673

The Relationship of Twitter Use to Students' Engagement and Academic Performance in Online Classes at an Urban Community College.
Hirsh, Orit S.

The Relationship of Twitter Use to Students' Engagement and Academic Performance in Online Classes at an Urban Community College. - 1 online resource (275 pages)

Source: Dissertations Abstracts International, Volume: 74-07, Section: A.

Thesis (Ph.D.)--Walden University, 2012.

Includes bibliographical references

Student success in online learning is strongly affected by the learner's social presence. There is evidence that not all students benefit from the online learning environment, as it limits social interaction between the students. The purpose of this study was to examine the impact of Twitter, a social network application, on online class engagement. The guiding theories of this study were the constructivist and connectivist theories. The research question examined the effect of Twitter usage on academic performance, as measured by course grade, and engagement level. This quasi-experimental posttest design study used a convenience sample of 116 students at an urban community college. The treatment group (n = 44) and comparison group (n = 72) students were enrolled in an online classroom. The treatment group also integrated the non-formal use of Twitter. The survey data were analyzed using multiple linear regression. The main independent variables, quantity of tweets (r = .20, p = .20) and quality of tweets (r = .12 p = .43), were not statistically correlated with academic performance. Differences between the groups on academic performance were not statistically significant (t (72.75) = 1.38, p = .17). However, students in the treatment group who self-reported that the tweets increased their level of engagement, also self-reported a higher final grade average (M = 88.18, SD = 9.405). Implications for positive social change include information that can be used to inform instructors for creating an ungraded, informal environment which will make their online classes more engaging, increase the dialogue between the students and the instructor, and ultimately improve the learners' success in online classes.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9781267781673Subjects--Topical Terms:

2122836
Community college education.
Subjects--Index Terms:

Academic performanceIndex Terms--Genre/Form:

542853
Electronic books.

The Relationship of Twitter Use to Students' Engagement and Academic Performance in Online Classes at an Urban Community College.
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