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Tweeting for learning: A critical analysis of research on microblogging in education published in 2008–2011
ARTICLE

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British Journal of Educational Technology Volume 43, Number 5, ISSN 0007-1013 e-ISSN 0007-1013 Publisher: Wiley

Abstract

This study critically analyzed the current body of published research on microblogging in education (MIE) to build a deep and comprehensive understanding of this increasingly popular phenomenon. Twenty‐one studies on MIE in 2008–2011 were selected based on the selection criteria and analyzed to answer the following questions: What types of research have been published on MIE? How was microblogging used for teaching and learning in these studies? What educational benefits did microblogging have on teaching and learning? What suggestions and implications did the current research have for future MIE research and practices? The analysis suggests that microblogging has a potential to encourage participation, engagement, reflective thinking as well as collaborative learning under different learning settings. The quality of research, however, varies greatly, suggesting a need for rigorous research on MIE. The analysis has implications for MIE practices as well as research and development efforts.

Citation

Gao, F., Luo, T. & Zhang, K. (2012). Tweeting for learning: A critical analysis of research on microblogging in education published in 2008–2011. British Journal of Educational Technology, 43(5), 783-801. Wiley. Retrieved May 19, 2019 from .

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