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For more on this see: Dunlap, J. C., & Lowenthal, P. R. (2009). Horton hears a tweet. EDUCAUSE Quarterly, 32(4). http://www.educause.edu/EDUCAUSE+Quarterly/EDUCAUSEQuarterlyMagazineVolum/HortonHearsaTweet/192955 And Dunlap, J., & Lowenthal, P. R. (2009). Instructional uses of Twitter. In P. R. Lowenthal, D. Thomas, A. Thai, & B. Yuhnke, B. (Eds.), The CU Online handbook. Teach differently: Create and collaborate (pp. 46-52). Raleigh, NC: Lulu Enterprises. http://www.ucdenver.edu/academics/CUOnline/FacultyResources/additionalResources/Handbook/Documents/Chapter_8.pdf And Dunlap, J. C. & Lowenthal, P. R. (2009). Tweeting the night away: Using Twitter to enhance social presence. Journal of Information Systems Education, 20(2), 129-136. http://www.patricklowenthal.com/publications/Using_Twitter_to_Enhance_Social_Presence.pdf
Citation preview
Investigating Twitter’s ability to enhance
social presence
Joni Dunlap | [email protected] | Twitter: @jonidunlap
Patrick Lowenthal | [email protected] | Twitter: @plowenthal
Our Twitter tactics
• Invite students to play
• Establish relevance for students
• Define clear expectations for participation
• Model effective Twitter use
• Recommend people to follow
• Build Twitter-derived results into assessments
• Continue to actively participate in Twitter
Research questions
• What are student's perceptions of using Twitter in an online course? [Quantitative + Qualitative]
• What are the different perceptions of social presence between students who use Twitter and those who don't? [Quantitative + Qualitative]
Phase 1 results
“Twitter has been a great way for me to check in with everyone who is using it. I found out how other’s were feeling about school, how life was treating them, how their jobs and families were doing. This is something much more intimate than mandatory weekly discussions...”
Phase 1 results
Phase 2 results
Phase 2 results
Connected to instructor
One-on-one emails M=3.62
Detailed Written Feedback M=3.62
General “How-to” Screencasts M=3.58
Specific trouble shooting “How-to” Screencasts
M=3.50
Instructor Bios M=3.41
Top 5 Activities
Connected to instructor
Twitter M=2.00
Top 100 List of Design Guidelines M=2.24
Just ask Zoltar M=2.47
Musical Interludes on Weekly Agendas
M=2.57
Superhero Powers M=2.60
Bottom 5 Activities
Connected to peers
Previous Relationship w/ peers M=3.21
Digital Stories M=3.20
Open Access to Peers’ Projects M=3.18Virtual Paper Bag: 350-word story for Flickr Photos
M=3.10
Virtual Paper Bag: Five Photos in Flickr
M=3.05
Top 5 Activities
Connected to peers
Twitter M=1.82
Just ask Zoltar M=2.10
Top 100 List of Design Guidelines M=2.19
Instructor’s Feedback on Other’s work
M=2.35
Superhero Powers M=2.52
Bottom 5 Activities
Connected to instructor
What was the least effective at helping you feel connected to your instructor?
•The Twitter activity was least effective I thought. I don't see how knowing what my instructor or other classmates are doing with their leisure time helps me learn.•Twitter since I had never used Twitter and I believe it is limiting to the number of characters•I hate twitter.
Connected to instructor
What was the least effective at helping you feel connected to your instructor?
•The Twitter activity was least effective I thought. I don't see how knowing what my instructor or other classmates are doing with their leisure time helps me learn.•Twitter since I had never used Twitter and I believe it is limiting to the number of characters•I hate twitter.
Connected to instructor
What was the least effective at helping you feel connected to your instructor?
•The Twitter activity was least effective I thought. I don't see how knowing what my instructor or other classmates are doing with their leisure time helps me learn.•Twitter since I had never used Twitter and I believe it is limiting to the number of characters•I hate twitter.
Connected to peers
What was the least effective at helping you feel connected to your peers?
• Twitter, don't get it or understand why to keep people up to date when I am working…• The Twitter …I think it is good to know who your classmates are but to know what they are doing every minute is not interesting to me. • I don't use or get twitter at all. I think its lame.
Connected to peers
What was the least effective at helping you feel connected to your peers?
• Twitter, don't get it or understand why to keep people up to date when I am working…• The Twitter …I think it is good to know who your classmates are but to know what they are doing every minute is not interesting to me. • I don't use or get twitter at all. I think its lame.
Connected to peers
What was the least effective at helping you feel connected to your peers?
• Twitter, don't get it or understand why to keep people up to date when I am working…• The Twitter …I think it is good to know who your classmates are but to know what they are doing every minute is not interesting to me. • I don't use or get twitter at all. I think its lame.
• Complete interviews in Summer of 2010• Four students with high SP scores, four students
with low SP scores• Sample questions:– 3. In an online course, how important do you think
feeling connected to your instructor is as well as getting a sense that your instructor is "there" and "real"? Why? What types of technologies and learning activities help?
– 4. In an online course, how important do you think feeling connected to your peers is as well as getting a sense that they are "there" and "real"? Why? What types of technologies and learning activities help?
Phase 3 plan
Discussion
• Preliminary results are different for Phase Two than Phase One
• Need to spend more time helping students “Get it”
• Must recognize it might not be a good “fit” for all
• People form strong feelings about Twitter before ever using it
• Low tech solutions might be a better alternative
Conclusion
• More data needed• Where to invest time and energy• Variety is the spice of life
Follow us on Twitter
Joni Dunlap | Twitter: @jonidunlap
Patrick Lowenthal | Twitter: @plowenthal
Paper & Presentation available | http://www.slideshare.net/plowenthal
