Citation

Disrupting or Developing Discourse? Twitter and the Microprocesses of Learning Community in the Media Studies Classroom

Abstract | Word Stems | Keywords | Association | Citation | Similar Titles



Abstract:

While social media have exploded in popularity, they have often been characterized as emblematic of a distracted, multi-tasking age that eschews substantive discourse. But as laptop computers and cell phones have become more present in undergraduate lectures, some educators are exploring the potential of deploying ‘disruptive’ technologies in ways that might enhance learning goals. This study used a large-lecture communications course to explore the extent to which the usage of Twitter as a live “backchannel” might enhance or frustrate the discursive interactions that signal development of the class into a learning community. A survey, descriptive statistical analysis, and qualitative coding of the 3207 “tweets” posted during the semester provided exploratory results. The most interesting finding involved the increase in personally interactive versus “broadcast” style tweets over the course of the semester. Other findings involved aspects of course design and implementation that may have influenced the nature of twitter usage.

Most Common Document Word Stems:

student (85), twitter (73), tweet (68), communiti (50), learn (44), cours (39), develop (39), class (39), discours (36), use (34), classroom (34), disrupt (31), semest (30), direct (29), media (27), lectur (26), studi (25), may (24), interact (23), research (22), person (22),
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Association:
Name: International Communication Association
URL:
http://www.icahdq.org


Citation:
URL: http://citation.allacademic.com/meta/p491771_index.html
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MLA Citation:

Elavsky, Charles., Kumanyika, Chenjerai. and Mislan, Cristina. "Disrupting or Developing Discourse? Twitter and the Microprocesses of Learning Community in the Media Studies Classroom" Paper presented at the annual meeting of the International Communication Association, TBA, Boston, MA, May 25, 2011 <Not Available>. 2014-11-26 <http://citation.allacademic.com/meta/p491771_index.html>

APA Citation:

Elavsky, C. M., Kumanyika, C. and Mislan, C. , 2011-05-25 "Disrupting or Developing Discourse? Twitter and the Microprocesses of Learning Community in the Media Studies Classroom" Paper presented at the annual meeting of the International Communication Association, TBA, Boston, MA Online <PDF>. 2014-11-26 from http://citation.allacademic.com/meta/p491771_index.html

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: While social media have exploded in popularity, they have often been characterized as emblematic of a distracted, multi-tasking age that eschews substantive discourse. But as laptop computers and cell phones have become more present in undergraduate lectures, some educators are exploring the potential of deploying ‘disruptive’ technologies in ways that might enhance learning goals. This study used a large-lecture communications course to explore the extent to which the usage of Twitter as a live “backchannel” might enhance or frustrate the discursive interactions that signal development of the class into a learning community. A survey, descriptive statistical analysis, and qualitative coding of the 3207 “tweets” posted during the semester provided exploratory results. The most interesting finding involved the increase in personally interactive versus “broadcast” style tweets over the course of the semester. Other findings involved aspects of course design and implementation that may have influenced the nature of twitter usage.


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