Microblogs in Higher Education - A chance to facilitate informal and process-oriented learning?

By Martin Ebner, Conrad Lienhardt, M. Rohs, Iris Meyer. Comput. Educ., 2010

591 citations recorded by the source corpus.

Subfields: Communication, Computer Science Applications, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/297b74e3d3039905571af00a01dfa92a28aaaf3f

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Communication

1. Greg Heiberger
2. Cathy Lewin
3. George Veletsianos
4. Christine Greenhow
5. Reynol Junco
6. Jeffrey P. Carpenter
7. Daniel G. Krutka
8. Efrosyni-Alkisti Paraskevopoulou-Kollia

In Computer Science Applications

1. E. Loken
2. George Veletsianos
3. Reynol Junco
4. Greg Heiberger
5. M. Kang
6. Arnold Lewis Glass

In Developmental and Educational Psychology

1. Jeffrey P. Carpenter
2. Daniel G. Krutka
3. E. Loken
4. Cathy Lewin
5. Christine Greenhow
6. George Veletsianos
7. Reynol Junco

Citations in the corpus

• Twitter as a teaching practice to enhance active and informal learning in higher education: The case of sustainable tweets (2012, background): “In particular, micro-blogging is a new form of communication that can support informal learning beyond classrooms (Ebner et al., 2010).”
• The effect of Twitter on college student engagement and grades (2011, background): “…tools (such as blogs, microblogs, video-sharing sites, and social networking) into the learning process (Grosseck & Holotescu 2009; Rankin 2009; Ebner et al. 2010; Schroeder et al. 2010), especially by faculty members with a disposition towards the use of newer technology in education (Crook…”
• Higher education scholars' participation and practices on Twitter (2012, background): “In extending these findings to educational settings, Ebner et al. (2010) noted that instructors and students can use Twitter to ask questions, give opinions, exchange ideas, share resources, and reflect, while Dunlap and Lowenthal (2009) noted that introducing their students to Twitter enabled them…”
• Social media and education: reconceptualizing the boundaries of formal and informal learning (2016, background): “In some cases boundaries are acknowledged as not being clear-cut (Schuck and Aubusson 2010) and in others informal learning is conceived as closely entwined with formal learning (Ebner et al. 2010; Mardis 2013).”
• How and Why Educators Use Twitter: A Survey of the Field (2014, background): “However, according to two other studies, Twitter may not be ideal for encouraging re fl ective thinking due to its format (Ebner et al., 2010; Kassens-Noor, 2012).”