Viability of using Twitter to support peer instruction in teacher education Online publication date: Sun, 01-Jan-2017
by Tian Luo; Danielle E. Dani; Li Cheng
International Journal of Social Media and Interactive Learning Environments (IJSMILE), Vol. 4, No. 4, 2016
Abstract: This paper reports on a case study in which Twitter served as a backchannel to mediate and support the peer-teaching activity in a face-to-face teacher education course. Surveys and interviews were utilised to understand the effectiveness of the Twitter integration and students' perceived learning in a Twitter-supported peer teaching environment. Tweets were used to determine how preservice teachers used Twitter to support peer instruction. Most students were able to use the Twitter platform to produce and retrieve peer feedback, while some encountered technical difficulties. Our current analysis suggests the Twitter-based peer feedback was moderately successful in this peer teaching activity. There exists a large variability of students' perceptions towards Twitter as a tool to support the delivery and reception of peer feedback.
Online publication date: Sun, 01-Jan-2017
If you are not a subscriber and you just want to read the full contents of this article, buy online access here.Complimentary Subscribers, Editors or Members of the Editorial Board of the International Journal of Social Media and Interactive Learning Environments (IJSMILE):
Login with your Inderscience username and password:
Want to subscribe?
A subscription gives you complete access to all articles in the current issue, as well as to all articles in the previous three years (where applicable). See our Orders page to subscribe.
If you still need assistance, please email email@example.com