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Enabling Microblogging-Based Peer Feedback In Face-To-Face Classrooms, Tian Luo
Enabling Microblogging-Based Peer Feedback In Face-To-Face Classrooms, Tian Luo
STEMPS Faculty Publications
The purpose of this paper is to understand student interaction and learning in microblogging-based peer feedback sessions. The researcher examined through a case study how students interacted and provided peer feedback for each other when Twitter was enabled as a backchannel; students were also asked to report how they perceived their experience. The findings suggested that students participated actively in the microblogging-based peer feedback sessions. Although Twitter supported cognitive and corrective feedback, affective feedback was dominant. Student interaction on Twitter tended to be brief and involve low-level cognitive thinking in unguided, naturalistic learning contexts. Overall, students had a positive attitude …
Viability Of Using Twitter To Support Peer Instruction In Teacher Education, Tian Luo, Danielle E. Dani, Li Cheng
Viability Of Using Twitter To Support Peer Instruction In Teacher Education, Tian Luo, Danielle E. Dani, Li Cheng
STEMPS Faculty Publications
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. …