Online Technological Media in the Higher Education Classroom: An Exploratory Investigation of Varied Levels of Twitter Use

Eric Fife, C. Leigh Nelson and Theresa B. Clarke
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Eric Fife: School of Communication Studies, James Madison University, Harrisonburg, VA, USA
C. Leigh Nelson: School of Communication Studies, James Madison University, Harrisonburg, VA, USA
Theresa B. Clarke: Department of Marketing, James Madison University, Harrisonburg, VA, USA

International Journal of Online Pedagogy and Course Design (IJOPCD), 2014, vol. 4, issue 2, 35-45

Abstract: An exploratory quasi-experiment of college-level students was used to examine the difference in a variety of course indicators among instructors when they did not use Twitter as a supplement to their courses, when they moderately used Twitter, and when they used Twitter a great deal in their courses. When instructors used Twitter in their classes, perceived learning via technological mediums, perceived classroom community with regard to technological media, perceived pedagogical affect, perceived course effectiveness, perceived learning performance, and perceived perception of learning from Twitter were all greater than when they did not use Twitter in their courses. Overall results of this study recommend further research and a continued focus on the usage of Twitter in the higher education classroom.

Date: 2014
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International Journal of Online Pedagogy and Course Design (IJOPCD) is currently edited by Chia-Wen Tsai

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