We previously took a look at X in the online classroom and before reviewing applications for this platform, it would be prudent to first ask whether or not X should be used at all from a net gain instructor’s perspective. Students can connect, communicate and collaborate within the confines of the classroom using built-in features of most learning management systems (LMS), no? Why, then, would an educator use X in the online classroom given that avenues for these functions have already been opened?
In many ways it comes down to meeting students where they outside of the classroom. X can tap away at cognitive lines separating formal learning and informal opportunities, embedding learning opportunities in other areas of students’ lives. Further, studies have shown that communication occurring through students’ personal devices “seems to provide a greater sense of intimacy and personal connectedness to the learning environment” (West & Moore, 2015, p. 167).
It’s easy to see the appeal of this aspect in light of one primary goal of all higher education institutions: Developing students into information literate, lifelong learners. They will need to use Web 2.0 technologies like X to that end. Exposure to X as a learning tool can help prepare them for using such technologies for work-related functions and professional development within their careers.
There is also the aspect of usability. X is particularly easy to use, one of the easiest of all social networking systems (SNS), and is familiar to millions of people by this point. Further, where it can be difficult to promote interactive discussions in LMS discussion forums, X has shown effectiveness “as a reflective learning tool for discussion” as it “affords sharing of personal reflections and reviewing others’ responses in an easy and timely manner” (Luo, Shah, & Cromptom, 2018, p. 41).
All in all, X has shown substantial potential as a learning tool. Whether or not the advantages it offers can be brought to fruition depends, in great part, on how it is used. Buzzelli et al. (2016) advise that using social media tools in the classroom for the mere sake of using them is a misguided and ineffective approach; students won’t use them just because they’re told to do so. Educators must devise a plan centered on a clear purpose as a start. Junco et al. (2013) suggest integrating X in educationally relevant ways, requiring students to use it as part of the course, and educators maintaining active engagement in X activities with students. Lowe and Laffey (2011) underscore the importance of first introducing students to X and providing instruction on how to use it, incorporating a course hashtag in all messages for the purpose of searching relevant information, and messaging questions to students to be answered through replies (as cited in West & Moore, 2015).
Additionally, the integration of X should match a learning activity’s purpose, the pedagogical foundation to which it might be aligned, and learning goals and objectives in a specific content area. Lastly, educators must be hands-on. “In order for these tools to be effective, instructors need to set clear rules, provide ongoing guidance, and set clear expectations to regulate the use of the tools in order to reach the desired learning purposes” (Luo, Shah, & Cromptom, 2018, p. 41). Considering the types of messages to be solicited and designing prompts that drive behaviors to the achievement of outcomes that are aligned with instructional objectives is a prerequisite to effective implementation (Hsu & Ching, 2012). Further, Ricoy and Feliz (2016) identify “the degree of interaction between teachers and students, together with a suitable design and regular performance of academic work in a network environment” as additional key success factors for the use of X in the classroom (p. 238).
If you’re sold on the prospect of X as an effective learning tool in your classroom, the next step entails figuring out how to best use it. Perhaps the most obvious approach would be messaging prompts to facilitate discussions around questions and resources on the web. X’s hashtag feature allows students to gather in focused discussions and search archived information, making it well-suited to this technique.
Requiring students to search X for career-specific, professional resources related to classroom concepts and pull information from them into various classroom activities is another approach worth consideration. X has evolved into an impressive information repository for a wide array of professions and interests and can be easily mined. Kassens-Noor (2012) points out that X holds distinct advantages over traditional discussions and assignments when it comes to engaging students and bridging theory and practice using real-world examples (applicative learning). It can be an effective way to generate interest and engagement through career and discipline-relevant activities that connect with real people and organizations on current topics, events, and issues.
X can also serve as a tool for communication that is more rapid than that available within the LMS. An example that comes to mind is that of an educator messaging out additional resources relevant to the current class week’s concepts that enrich student learning. A message can be sent out in a moment’s notice at any point of the class week and is delivered directly to students’ mobile devices which are rarely beyond arm’s reach.
X will never replace core functions of the LMS, nor should it be used in an attempt to do so. Rather, it can serve as an effective classroom tool to supplement learning and enrich the student experience. Aligning X activities with learning objectives and leveraging its strengths is necessary to harness its power and ensure that it facilitates deeper learning rather than hinder it. With a focused plan that accounts for these elements, educators can drive learning outcomes further through using X. As with most learning tools, its success depends greatly on how well an educator understands it and how it can be best integrated with the course content and learning objectives.
Have you used X in your classroom? What are your experiences? I would love to hear and you can email me your thoughts anytime at the email link located at the bottom of the page or post a comment below in the comments section!
References
Hsu, Y., & Ching, Y. (2012). Mobile microblogging: Using twitter and mobile devices in an online course to promote learning in authentic contexts.The International Review of Research in Open and Distributed Learning, 13(4), 211. doi:10.19173/irrodl.v13i4.1222
West, B., Moore, H., & Barry, B. (2015). Beyond the tweet: Using twitter to enhance engagement, learning, and success among first-year students.Journal of Marketing Education, 37(3), 160-170. doi:10.1177/0273475315586061
Ricoy, M., & Feliz, T. (2016). Twitter as a learning community in higher education.Journal of Educational Technology & Society, 19(1), 237-248.
Luo, T., Shah, S. J., & Cromptom, H. (2018). Using twitter to support reflective learning in an asynchronous online course.Australasian Journal of Educational Technology, doi:10.14742/ajet.4124
Buzzelli, A., Holdan, E. G., Rota, D., & McCarthy, J. (2016). Utilizing twitter for concept learning.International Journal of Information and Communication Technology Education (IJICTE), 12(1), 64-76. doi:10.4018/IJICTE.2016010106.
Kassens-Noor, E. (2012). Twitter as a teaching practice to enhance active and informal learning in higher education: The case of sustainable tweets. Active Learning in Higher Education, 13(1), 9–21. https://doi.org/10.1177/1469787411429190.