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When Talking Less Is More: Exploring Outcomes of "Twitter" Usage in the Large-Lecture Hall
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Learning, Media and Technology Volume 36, Number 3, ISSN 1743-9884

Abstract

This article employs a mixed-method approach to examine the outcomes produced by using "Twitter" in a large-lecture course as a means to assess the pedagogical impact and potential of "Twitter's" contribution to large-lecture course dynamics. In doing so, it seeks also to explore the broader relationship between methodologies and outcomes. Exploratory in nature and design, this study proceeds from the recognition of the inherent limitations and unpredictability in investigating how new technologies transform social patterns. Such an approach allows us to question how the mode and design of our research ultimately frame the interpretation and understanding of how social media intersect and impact classroom dynamics and their potential contributions for developing more effective pedagogical strategies and outcomes. (Contains 3 notes and 1 figure.)

Citation

Elavsky, C.M., Mislan, C. & Elavsky, S. (2011). When Talking Less Is More: Exploring Outcomes of "Twitter" Usage in the Large-Lecture Hall. Learning, Media and Technology, 36(3), 215-233. Retrieved August 22, 2019 from .

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