Monday, June 1, 2015

Rethinking Twitter in the Classroom

The Chronicle of Higher Education
June 1st, 2015



When I first required my students in a large lecture course to use Twitter, many of the roughly 120 enrolled did not approve. And they voiced that opinion quite clearly on my evaluations. Their comments could be divided into two categories: helpful and unhelpful.
Here are a few of the helpful ones:
  • “Make Twitter an extra-credit option instead of a requirement.”
  • “Use another form of communication than Twitter. Twitter is hard to follow when responding to other’s tweets.”
  • “The use of Twitter seemed to be a less-effective tool as a mandatory use for the main classroom discussion. Some students seemed turned off by the use of it for the course.”
  • “While some may not find Twitter a necessity, I believe it did prove more beneficial than detrimental. There were some good discussions that evolved due to Twitter. It provides for great communication with the proffesor [sic] as well.”

When I first required my students in a large lecture course to use Twitter, many of the roughly 120 enrolled did not approve. And they voiced that opinion quite clearly on my evaluations. Their comments could be divided into two categories: helpful and unhelpful.
Here are a few of the helpful ones:
  • “Make Twitter an extra-credit option instead of a requirement.”
  • “Use another form of communication than Twitter. Twitter is hard to follow when responding to other’s tweets.”
  • “The use of Twitter seemed to be a less-effective tool as a mandatory use for the main classroom discussion. Some students seemed turned off by the use of it for the course.”
  • “While some may not find Twitter a necessity, I believe it did prove more beneficial than detrimental. There were some good discussions that evolved due to Twitter. It provides for great communication with the proffesor [sic] as well.”
- See more at: https://chroniclevitae.com/news/1021-rethinking-twitter-in-the-classroom#sthash.ue94rH0i.dpuf

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