Examining participation and engagement in a microblogging-supported college-level hybrid course

• Luo, Tian ^[1] ; Moore, David ^[2] ; Franklin, Teresa ^[2]
  1. [1] Old Dominion University

     Old Dominion University

     Estados Unidos

     
  2. [2] Ohio University

     Ohio University

     Township of Athens, Estados Unidos

     
• Localización: Innovations in education and teaching international, ISSN 1470-3297, Vol. 56, Nº 1, 2019, págs. 14-24
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • This study sought to understand student participation and engagement in a microblogging-supported college-level hybrid course. Using a case study design, the researchers examined how students participated and engaged in a variety of microblogging-supported instructional activities, including backchanneling, exploration, discussion, and live chat activities. Students were asked to report their perception of their learning experience. Our study suggested that students participated actively in the microblogging-based activities, while challenges remained as well. The degree of participation and engagement varied considerably depending on the type of instructional activity. Despite that students perceived all activities positively, our analyses of student tweets showed that sustained participation and engagement with a high-level of interactivity was rarely achieved among the data.