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Enhancing Pre-service Teacher's Sense of Learning Community with Microblogging in an Online Course

, University of Northern Colorado, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in New Orleans, LA, USA ISBN 978-1-939797-12-4 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA


This study examines how microblogging (Twitter) activities affect pre-service teachers' sense of learning community (SLC) in an online course, and whether accessing Twitter from different platforms (mobile devices and non-mobile devices) influences the level of their SLC. Fifty-seven elementary pre-service teachers from an online introductory course to technology integration in a Rocky Mountain area university in the United States participated in this study. Four, week-long microblogging activities were designed and implemented to allow peer interaction and collaborative learning through Twitter. Both quantitative and qualitative data were collected through surveys and participants' reflection papers.The results show that the microblogging activities appear to be effective in increasing SLC in this online course; mobile device users appear to feel higher SLC than non-mobile device users. Some instructional implications on designing microblogging activities with Twitter were summarize.


Wang, X. (2014). Enhancing Pre-service Teacher's Sense of Learning Community with Microblogging in an Online Course. In T. Bastiaens (Ed.), Proceedings of World Conference on E-Learning (pp. 2017-2023). New Orleans, LA, USA: Association for the Advancement of Computing in Education (AACE). Retrieved February 16, 2019 from .


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