Education Commons^™

An Investigation Of The Effect Of Using Twitter By High School Mathematics Students Learning Linear Equations In Algebra 1, Manuel Vilchez

FIU Electronic Theses and Dissertations

The purpose of this quasi-experimental study was to investigate the effect of using Twitter by high school mathematics students learning linear equations in Algebra 1. This quasi-experimental study used ninth grade Algebra 1 classes that were learning linear equations for 18 school days.

First, the nonequivalent control group design, a pretest-posttest quasi-experimental design, was used in this quasi-experimental study. The research hypotheses were tested using a factorial analysis of covariance (ANCOVA) with the pretest on linear equations score as the covariate. The control group had three classes (n = 73) and the experimental group had three classes (n …

Qualitative And Mixed Methods Social Media Research: A Review Of The Literature, Chareen L. Snelson

Educational Technology Faculty Publications and Presentations

Social media technologies have attracted substantial attention among many types of users including researchers who have published studies for several years. This article presents an overview of trends in qualitative and mixed methods social media research literature published from 2007 through 2013. A collection of 229 qualitative studies were identified through a systematic literature review process. A subset of 55 of these articles report studies involving a combination of qualitative and quantitative methods. Articles were reviewed, analyzed, and coded through a qualitative content analysis approach. Overall trends are presented with respect to the entire collection of articles followed by an …

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 …