ERIC EJ1044072: Using Social Media in Teacher Preparation Programs: Twitter as a Means to Create Social Presence

2014·0.36 MB·English

by  ERIC

Using Social Media in Teacher Preparation Programs:
Twitter as a Means to Create Social Presence
Lorena R. Munoz, Ed.D. candidate, Florida International University
Cynthia Pellegrini-Lafont, Ed.D. candidate, Florida International University
Elizabeth Cramer, Ph.D., Florida International University
Abstract
This exploratory study examines the use of the micro-blogging service Twitter in multiple sections of a pre-
service teacher education program in a diverse, urban university. The use of Twitter aimed to encourage
student-student and student-teacher interactions, thus enhancing social presence and diminishing the
sense of isolation in online classes. Data were obtained by monitoring student Twitter and blog posts, as
well as from a student survey where students indicated how they perceived their sense of belonging to a
community of learners. Findings indicate that students’ conversations revolved around five themes: (a)
field experience, (b) emotions, (c) cooperating teacher, (d) class, and (e) relationships. Their conversations
were also classified into three sub-categories based on intended audience: (a) students, (b) teacher, and (c)
no one in particular. The results from the survey indicate that the group with the least interaction was the
group that indicated feeling more engaged in the learning process and more connected to other learners.
Implications of these findings and recommendations for future research are discussed.

Keywords: Twitter, social presence, online learning, online classes, micro-blogging, social media
ducators and scholars alike agree that Online Classes
E
the micro-blogging service Twitter Educators and students alike are attracted
has a positive impact on engagement to online classes because of the lack of
and has potential as a powerful learning restrictions in time or place (Lee & Choi,
tool (Kassens-Noor, 2012). Researchers have 2010). However, research shows that students
found that students enjoy using Twitter as rate their online courses as less positive
part of their class assignments (Lin, Hoffman, experiences than do students in traditional
& Borengasser, 2013). Yet its potential in courses (Rabe-Hemp, Woollen, & Humiston,
both face-to-face and online learning is 2009). That same distance or separation
still unknown because of limited empirical that provides accessibility and flexibility
evidence on its application in education to online students and teachers also makes
(Veletsianos, 2012). In an educational online learning particularly difficult for
setting, Twitter has been used primarily many students (Borup, West, & Graham,
to elicit instant feedback in face-to-face 2011). Online learning requires a high degree
classes, to enhance social presence in online of self-motivation, self-discipline, and self-
classes, to provide timely updates to course direction (Moore, 1997). In his seminal article,
information, and as a way to motivate “Toward a Theory of Independent Learning
students through the use of new technologies and Teaching” (1973), Moore stated that
(Lin, Hoffman, & Borrengasser, 2013). the success of distance learning (distance
Munoz et al.| Perspectives on Urban Education Volume 11 Issue 2 Summer 2014 57
Munoz et al.| Perspectives on Urban Education Volume 11 Issue 2 Summer 2014 58
learning is synonymous with online Swift, 2004). However, concerns have been
learning) depends on the extent to which the raised that instructor-facilitated discussions
have potential to become instructor-
student can learn autonomously and without
centered discussions rather than discussions
directive. Yet online learning presents unique
among students, (Lee & Choi, 2010), thus
issues for students: poor participation,
undermining the goal of students becoming
procrastination, and feelings of isolation
active and purposeful participants.
are among the most often cited issues that
students face in online classes (Rabe-Hemp,
Concerns also exist over the quality and
Woollen, & Humin, 2009).
effectiveness of instruction in online
classes. Educators are often hesitant to
One of the biggest criticisms of online
offer online classes because they feel that
courses is that the interaction between
instruction may be compromised (Allen
students and faculty is inferior to those that
& Seaman, 2013; Pucel & Stertz, 2005;
take place in a face-to-face class, making
Ward, Peters, & Shelley, 2010). Many of
engagement difficult. Student interactions
these Educators feel that although online
with faculty and peers are critical to learning
content is more accessible, simply being
and are at the core of any educational
able to obtain information aligns poorly
situation (Rabe-Hemp, et al., 2009).
with the complexity of the learning process.
Vygotsky’s (1978) scholarship illustrates
The thought process of learners who are
the essentially social nature of human
confronted with new material may not
learning and emphasizes that cognitive
be able to organize and prioritize new,
understanding and the personal construction
complex information in order to proceed
of knowledge depend on relations with
with the tasks related to learning. These
others. The more students are engaged in
Educators feel that instructor behaviors
the learning experience, the more they learn.
and characteristics are fundamental in
Students who learn at a distance tend to be
learning process (Ward, Peters, & Shelley,
less satisfied with their overall experience
2010). According to Pucel and Stertz (2005),
than those who attend face-to-face classes
learners in distance programs have to
due to the lack of a social component
take responsibility and be self-directed
(Pigliapoco & Bogliolo, 2007). There is a
in implementing study strategies. Even
strong correlation between the frequency of
in instances in which a course is highly
interaction and the sense of community and
structured and includes detailed directions
satisfaction online students have (Dawson,
and guidance, in the absence of dialogue,
2006). When interactions allow students to
students must decide for themselves what to
establish their social presence, that social
do. Because of the separation of instruction
presence has direct academic implications.
and learning, it is essential for instructors
Learning outcomes are enhanced when
to structure their communications more
students become both active and purposeful
carefully and deliberately than they do in
participants in the educational experience
a face-to-face class. The absence of visual
(Rabe-Hemp et al., 2009). It has been argued
cues can make the conversation between
that the instructor’s role in online classes
instructor and student(s) more difficult. For
is to facilitate effective communication
effective delivery of information, the course
among students (Pigliapocco & Bogliolo,
format must be presented in a manner that
2007), monitor students’ involvement and
is interactive, flexible, and self-directed,
progress (Castles, 2004), and provide timely
which will enable students to access and
feedback to students (Bocchi, Eastman, &
Munoz et al. | Perspectives on Urban Education Volume 11 Issue 2 Summer 2014 59
understand the content more easily (Lee & According to Berk (2009), 50% of college
Choi, 2010). students today are disengaged, unmotivated,
and disinterested. They are what Berk
Although online learning has gained immense calls the generation “born with a chip” (p.
popularity, studies show that online courses 3). They are technology savvy, tend to use
have a higher student dropout rate than search engines to gain information, and are
traditional face-to-face courses (Kop, 2011; Lee interested in multimedia. These students
& Choi, 2010). According to Pigliapoco and not only use Internet content but also create
Bogliolo (2007) the lack of physical interaction it; they are accustomed to instantaneous
leads to a sense of isolation that impairs the speeds; they learn by trial and error; tend
development of a sense of community, which to multitask; often communicate visually
is often considered to play an important role and have short attention spans. According
in student performance, satisfaction, and to Berk, these are students who want
persistence. Pigliapoco and Bogliolo (2007) feel participatory in-class and out-of-class
that the correlation between sense of isolation experiences. The challenge is finding a way
and student dropout rates from distance to create that participatory experience. Social
learning classes suggests that educational media, such as Twitter, might be the answer.
institutions must find a way to enhance the
feeling of connectedness among students Given that 750 million people have active
which means that student participation in Facebook accounts and that 50% of users log
online courses has to be encouraged and onto Facebook on any given day, it is easy
that students need to be made aware that to understand that people enjoy staying
their contributions in the learning process connected to each other through social media
are important (Pigliapoco & Bogliolo, 2007). (Bicen & Cavus, 2011). Although Facebook is
According to Lee and Choi (2010), students the most popular social networking site for
who actively participate are more likely to college students, Twitter has been the favored
complete the online course (Lee & Choi, means for networking within the learning
2010). To date, however, research has found environment and Twitter is considered more
no significant relationship between peer suitable for an ongoing public dialogue
interactions and dropout rates from online (Junco, Heiberger, & Loken, 2011). Other
courses (Pigliapoco & Bogliolo, 2007). online systems require students and faculty
to login and navigate to several locations
Why Twitter? before they can engage in discussion and
collaboration. This makes communication
ne way educational institutions have less immediate and makes communications
O
attempted to enhance connectedness seem more formal, less free-flowing and
among students is to look at multimedia lacking the just-in-time feeling that is more in
techniques that have been effective outside of tune with social presence. Twitter, however,
traditional education settings. Micro-blogging with its immediacy and ease-of-use, allows
services such as Twitter have been used in individuals to share their ideas without
a wide range of venues and for a variety having to wait to be able to login (Dunlap
of purposes, including as an advertising & Lowenthal, 2010). With its 140-character
medium, and – in educational research – as limit, Twitter forces students to focus what
a tool to understand where students learn, they want to communicate (Domizi, 2013) and
that is, the physical location where student it has been found to help develop reflective
learning takes place (Wright, 2010). practices and a sense of community (Wright,
2010).
Munoz et al.| Perspectives on Urban Education Volume 11 Issue 2 Summer 2014 60
Florida. This university is a Hispanic-serving
Some research indicates that Twitter helps
institution and over 88% of the student body
students feel more connected to each other
self-identify as members of minority groups.
and at the same time connected to the content
Within teacher preparation programs, 75%
of the course (Domizi, 2013; Wright, 2010).
of the students identify as Hispanic, 10% as
According to Junco et al. (2011), students
Black, 11% as White, and 5% Other. In this
who participated in Twitter assignments had
particular course, students learned about
higher GPAs and were more engaged not
inclusionary practices in the K-12 school
only with each other, but also with faculty.
system. As part of the class requirement,
These authors found that through Twitter
students were required to complete 10
students built relationships across diverse
hours of observations in an inclusion class
groups that might otherwise never have
where a general education teacher and a
connected. Twitter allowed for extended
special education teacher worked together
conversations that included expressions of
in a general education setting to provide
students’ feelings and shortcomings and
educational services to students with and
the authors noted that through Twitter
without disabilities.
students had constant support for academic
and personal issues. Twitter also serves to
For the purpose of this study there were three
enhance deep learning by taking the focus
groups of students. Two groups were enrolled
off the teacher and shifting it to the student
in the same six-week long online summer
(Gonzalez, Ingram, LaForge, & Leigh, 2004).
class while the third group was enrolled
the following semester in a traditional 16-
Methodology
week long face-to-face class. The 19 students
enrolled in the online class were randomly
he aim of this exploratory study is to
T
assigned to one of two micro-blogging
understand whether the use of Twitter
groups. The control group (micro-blog-
as a tool in a teacher preparation program
online) consisted of nine students who were
has an impact on the students’ sense of
asked to complete their class discussions by
belonging to a community of learners. This
means of a more commonly used method
study was implemented in both a face-to-
of communication in online classes: the
face and online version of the class entitled
discussion board on Blackboard (a course
Teaching Students with Exceptionalities in
management system). The treatment group
Inclusive Settings to determine if there are
(Twitter-online) of 10 students was asked to
any differences in the frequency and types of
complete the discussion requirement using
social media communication in a class where
a Twitter account. The third group (Twitter-
students have the opportunity to interact in
face-to-face) of 27 students belonged to a
person on a regular basis as opposed to an
face-to-face class, which met once a week for
online class where face-to-face interaction is
16 weeks. These students were also asked to
absent. Both classes were co-taught by the
complete their discussions using a Twitter
same instructors who are also the authors of
account. Since this course did not use the
this paper.
Blackboard system, a micro-blog group was
not assigned. Both the online and the face-to-
Participants
face classes were required to complete their
The students who participated in this study
discussions over the course of their 10 hours
were pre-service teachers enrolled in an
of field experience. Therefore, despite the
undergraduate class at a four-year urban
greater length of the Twitter-face-to face class
public research university located in South
as compared with the online class (16 weeks
Munoz et al. | Perspectives on Urban Education Volume 11 Issue 2 Summer 2014 61
versus 6 weeks), both classes completed their
91 (8%) of postings were made by students
discussions over the same amount of time.
in the online-micro-blog group, 151 (13%)
were made by the Twitter-online group,
Procedures
and 911 (79%) were from the Twitter-face-
For the online class, the first week was used
to-face group. We performed a preliminary
to allow students time to coordinate their
inductive analysis of the students’ tweets
placement in the schools where they would
and Blackboard discussion blogs of both the
do their hours of observation. During the next
online class and the face-to-face class in order
five weeks students were asked to comment
to identify specific patterns and themes. These
on their experiences during those hours and to
data were examined across students utilizing
reply to the postings of other students in the
coding categories and the identification of
class. Students posted their comments either
themes as per Bogdan and Biklen’s (2007)
via Twitter or by creating a micro-blog on the
approach to qualitative data analysis. At the
Blackboard discussion board, depending on
conclusion of the classes, all three groups
the group to which they had been assigned.
completed a short survey. The Twitter-online
Each student had to post at least three original
and micro-blog-online groups accessed an
comments about her field experience each
electronic survey via a link located on a
week and also reply to at least three comments
page within their individual student portals.
posted by classmates. Using Twitter, face-to-
Twelve of the nineteen students (63%)
face class students also had to complete at
participated in this voluntary survey. Five
least three original postings per week about
of the nine students (56%) assigned to the
their field experience for a period of five
micro-blog-online group, and seven of the
weeks and were required to respond to at least
ten students (70%) assigned to the Twitter-
three comments posted by classmates.
online group responded to the survey.
Twenty-four of the 27 students (89%) enrolled
At the end of both semesters during which
in the Twitter-face-to-face group completed
this study took place, all three groups of
the survey in class. The low response rate
students completed a ten-question yes/no
on surveys mirrors that of the low response
survey regarding their experience with either
rate experienced by the university on course
Twitter or the Blackboard discussion board.
evaluations completed for online courses.
Surveys of the summer semester students
All responses were kept anonymous for all
included a question that allowed researchers
groups. Student surveys were also analyzed
to differentiate between the Twitter-online
for both classes. Descriptive statistics were
group and the micro-blog-online group. Based
prepared for the survey items.
on the results of the Twitter-online group and
in order to gain a better understanding of
Results
students’ perspective on the use of Twitter in
the class, an open-ended question was added
log and tweet data yielded five different
B
to the survey of the Twitter-face-to-face group,
categories (identified in Table 1). A set of
which allowed students to freely express their
sub-categories was identified based on the
opinions about the use of Twitter as part of the
intended recipient(s) of the postings. These
course.
three categories were: (a) posting aimed at
another student, (b) posting aimed at the
The postings for the students in all three
instructor, and (c) posting aimed at no one
groups were examined. A total of 1153
in particular. The researchers used a fully-
individual discussion board and Twitter
crossed design with two coders to analyze the
postings were reviewed. Of this number,
Munoz et al. | Perspectives on Urban Education Volume 11 Issue 2 Summer 2014 62
students’ postings and a Kappa statistic was performed to determine consistency between both
raters. Each posting was counted one time and then recorded into one of the five categories. Each
posting was then classified again into one of the sub-categories. The frequencies for each category
are shown in Table 2. Any postings that could fit into more than one category were revisited in
the context of the whole conversation in order to more accurately place that posting in the most
appropriate category. The instructors’ postings were not included in the analysis.
Munoz et al. | Perspectives on Urban Education Volume 11 Issue 2 Summer 2014 63
As shown in Table 2, the majority of postings fell into one of two categories: field experience with
358 postings (31% of total posts), and relationships with 415 postings (36%). Postings under the
category cooperating teacher comprised just 3% (34 postings) of total posts. Findings also show
that in the sub-category communications with instructor postings there were more postings in
the Twitter-online group with 17 out of 151 postings (11.2%), followed by the Twitter-face-to
face group with 49 out of 911 postings (5.4%) and non-existent in the micro-blog-online group
(0). In the sub-category communications aimed at no one in particular, the micro-blog-online group
had 71 out of 91 postings (78.4%), whereas the Twitter-online group and the Twitter-face-to-
face group had similar results with 69 out of 151 postings (46%) and 446 out of 911 postings
(49%) respectively. Additionally, although it appears that in the communication between students
category the Twitter-face-to-face group had more postings with 415 out of 911 postings (45.6%)
than in the Twitter-online group with 64 out of 151 postings (42.8%), upon closer examination
of the individual tweets it became evident that the same people who had formed groups during
class were aiming their communications primarily at the others in their group, and were only
occasionally communicating with students outside of that group.
Some of the highlights of the survey findings (see Figure 1) indicate that all three groups were
encouraged to asked question (87% of Twitter-face-to-face, 83% of Twitter-online, and 84% of
micro-blog-online). However when asked if the they felt their fellow students care about each
other, the Twitter-face-to-face and the Twitter-online groups had similar responses with 88% and
83 % respectively, whereas only 76% of the micro-blog-online group felt that way. When asked if
students felt that the course was like a family 79% of the Twitter-face-to-face group indicated they
did while 63% of the Twitter-online and 68% of the micro-blog-online felt that way. Additionally,
80% of the micro-blog-online group felt connected to others in the course at the same time as 75%
of the Twitter-face-to-face and 77% of the Twitter-online groups indicated they felt that way.
Additional findings show that 67% of students enrolled in the Twitter-face-to-face class did not
like using Twitter. They indicated that it was too time consuming and that they would rather
have conversations about their field experience in class. These students did not see the relevance
of Twitter to their class. They found it difficult to tweet and in some cases would forget to do
it. However, an additional 25% of students in the Twitter-face-to-face class indicated that they
enjoyed using Twitter as they engaged with students in the class and read about other classmates’
experiences. Eight percent of the students did not provide any feedback in regards to Twitter.
Munoz et al. | Perspectives on Urban Education Volume 11 Issue 2 Summer 2014 64
Discussion students to freely express their ideas both
through the use of Twitter and in the micro-
Postings: The results of the present study blogs, however, it became evident that the
support prior research indicating that Twitter frequency of the communication in the micro-
helps students build relationships (Junco et blog-online group was limited. As research
al., 2011). However, the results of the analysis has shown that an instructor’s intervention
for the online class and the face-to-face class is important in encouraging and directing
show several differences in the relationships student blogs (Freeman & Brett, 2012;
that developed or evolved during this study. Minchoa, 2009; Sawmiller, 2010) the need
Due to the nature of the assignment, which for instructor facilitation became evident
was to discuss their field experiences, the vast especially in light of the relatively short
majority of students’ postings centered on duration of the summer semester (six weeks).
observations they made during their time in Furthermore, 10% of a student’s grade was
classrooms. The major differences between dependent on her blogging. Therefore, upon
each of the three groups emerged during seeing no online communication taking
analysis of the intended recipients of the place, the instructors decided to post a series
communications, in other words, who the of possible questions on which students
students were communicating with and the could base their communications; however,
types of interactions that took place between what took place was more similar to the
the different students and the instructors. submission of a research paper rather then
Students in the Twitter-face-to-face class a dialogue between classmates. In answer
forged friendships either because they shared to the instructors’ prompts, the students
other classes or because they found common began to write about topics such as Response
interests that united them. These groups were to Intervention or teaching strategies. The
easily discernible during the class meetings comments made to other students also
and through their tweets since the tweet revolved around these topics. Little was said
threads of these groups regularly contained about the classroom observations and there
the same group of students. Additionally, was no mention of what was occurring in
students who tended to limit their interactions their own online class. There was also no
with others while in class also tended to limit communication aimed at the instructors. In
their interactions via Twitter. These students fact, communication with instructors tended
also tended to make general statements to be via electronic mail.
that were aimed at the class as a whole, and
limited their communications with specific The postings of the pre-service teachers/
students to the minimum required for the students in the Twitter-online group were
class assignment. more involved. There tended to be a mixture
of postings with students aiming their
For students in the micro-blog-online group, comments at the class in general but also at
actual dialogue taking place on the class other individual classmates. Conversations
Blackboard site was almost non-existent. revolved around the field experience
Once the assignment had been given, two observations, with students commenting
weeks elapsed with no postings at all. This on what was happening in the classes that
group of students posted an initial blog the others were observing. Conversations
introducing themselves to their classmates, about how they would handle difficult
but after this initial communication there situations in the classroom or what kind of
was silence. Initially, the intent was to allow activity might be fun to do with students
Munoz et al. | Perspectives on Urban Education Volume 11 Issue 2 Winter 2014 65
were commonplace with this group. An Survey responses: Students’ responses to
example of these types of conversations the surveys, however, did not mirror the
between students revolved around a class frequency or tone of the communications
spelling activity with the first student between students and between students
commenting on the fact that her students and instructors in the Twitter-online group.
do not use vowels when they write. The The interactions of the Twitter-online group
second student responded by saying, “that’s were most affable and these students showed
funny but so sad what do they have against greater interest in what others in the class
the vowels?” (The lack of punctuation is had to say and do than did those in either
typical of Twitter postings because of the 140 the Twitter-face-to-face or micro-blog-online
character limit). The conversation continued groups. According to the survey results,
with comments about “texting lingo” as one however, the Twitter-online group was also
of the students put it. In a different posting the least satisfied with the use of Twitter as a
one student asked, “Is anyone else concerned class component. The Twitter-online group
about inclusion? I worry about meeting all felt less connected to others than did the
my students’ needs and making sure they members of the other groups and felt their
are all successful.” Students asked for, and needs as learners were not being completely
received, help regarding their own online met.
class. These communications, for example,
were related to class assignments, test dates, The results of this study, therefore, contradict
or even technical difficulties with Twitter or the results of past research that found
with the online component of the class. One students who used Twitter as a means of
student who was having trouble posting communication with classmates and teachers
an assignment simply tweeted: “having felt more connected with each other and with
Taskstream problems help!” There were the content (Domizi, 2013; Wright, 2010). One
also personal comments and conversations potential difference between the students
about topics that had nothing to do with the studied here and the work of Domizi and
field experience observations or the class Wright is that these students were culturally
assignments. Topics such as the last game and linguistically diverse. In their study of
played by the local football team were also a connections between social networking on
common occurrence with this group. Lastly, Facebook and social capital, Valenzuela,
there was a great deal of communication Park, and Kee (2009) found that minority
with instructors. Students asked for advice, college students used social networking less
for clarifications on class assignments, often than their White peers, that a minimal
and also made general comments on connection existed between Facebook use
their expectations for their own futures as and social capital, and that this connection
teachers. One student for example, tweeted, was more prominent for non-White students.
“plan to ask her on my next visit for the However, to date no studies have looked
teacher interview what question should specifically at Twitter use by culturally and
be asked?” (The grammatical errors were linguistically diverse students such as those
in the original tweet). This student needed included in this study. It is possible that the
clarification on what types of questions to lack of connection felt by the students in this
ask her host teacher during the interview that study may be related to their race, language,
was part of the class assignment. or ethnicity.
Munoz et al. | Perspectives on Urban Education Volume 11 Issue 2 Summer 2014 66
Summary of Findings: Members of the micro- to be a part of the Blackboard discussion
blog-online group who tended to limit their group were inherently more involved in their
participation to answering prompts from the classes and consequently more satisfied with
teachers felt a greater sense of community their learning experiences. Perhaps there
than the Twitter-online group. The micro- is also a disconnect between what students
blog-online group was also more satisfied prefer for ease of response and simplicity as
with how their needs as learners were compared with what actually makes them
being met. The group that showed the most feel connected to others. The discrepancy
overall satisfaction was the Twitter-face-to- between the answers to the survey and the
face group. Although this group was not quality of the postings of these two groups
as satisfied as the micro-blog-online group does not change the fact that the postings of
with the connections between themselves the Twitter-online group were more in depth
and others in the group, these students were and engaged than were those of the micro-
the most satisfied overall, especially with blog-online group, especially with regard to
the opportunities they had to learn. This the students’ reflections on their actual field
finding confirms previous research indicating experience.
that students in face-to-face classes are more
satisfied with their classes than are students Implications
enrolled in online classes (Lee & Choi, 2010;
Rabe-Hemp et al., 2009), due to the possibility his study focused on the use of Twitter
T
of weekly interactions in the classroom with as a means to create a sense of social
classmates and instructors. presence in online classes. As more
universities shift towards online classes and
There may be several factors that explain programs, it will be imperative to find ways
the discrepancy between the answers of to keep students engaged and connected
students in the online class to the questions (Rabe-Hemp et al., 2009). Particularly as we
on the surveys and the postings. One factor prepare educators to work in urban settings,
may be the limited time the students had the element of class discussion and social
in the summer semester (this was a six- connections between teacher candidates and
week course). Students assigned to the with professors are imperative for students
Twitter-online group had to create Twitter to be able to explore their own awareness
accounts and get accustomed to using of diversity and implications for ethnically
Twitter for the purposes of this course. and linguistically diverse learners (Kea,
Students in the micro-blog-online group, Campbell-Whatley, & Richards, 2006). It is
however, were already accustomed to through these personal interchanges and
using Blackboard, since it is often used by reflections that we can shape reflective
instructors at this university both as a means practitioners who will be prepared to make
of posting assignments and as a means of connections with diverse students and their
communicating with students. Also, fewer families.
students who were a part of the micro-
blog-online group responded to the survey. While Twitter has been found to be an
Students in the micro-blog-online group effective communication tool in some
earned a higher average final grade in the instances (Lin et al., 2013), future studies
class than did students in the Twitter-online should examine its effectiveness as a way to
group or the Twitter-face-to face group. It is keep students and teachers connected in fully
possible that the students randomly chosen online classes. This is particularly relevant