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- W2146408267 abstract "With much attention being placed on the use of Twitter and other social media in the classroom, educators are grappling with the question, “Is Twitter a valid tool to increase classroom effectiveness?” Yet, many responses to this question come from anecdotal and case-study-based information. The present study offers a preliminary quantitative analysis of Twitter in the classroom. A survey-based experiment (n = 144) was conducted to measure student perceptions of teacher credibility, immediacy, and content relevance alongside instructor Twitter-use. Results indicate significant, positive correlations between student Twitter-use and positive perceptions of teacher behaviors. These results indicate that Twitter may serve as a valuable tool to supplement more traditional forms of course instruction. Social media is dramatically impacting communication patterns across contexts, leading teachers at all levels to quickly consider the integration of social media into classroom settings (see Mazur, Murphy, & Simonds 2007, 2009). Yet, some educators may be hesitant to embrace the role of digital technologies in the classroom (Okojie & Olinzack, 2006). This study seeks to examine the potential relationship between teachers’ supplemental use of digital media tools in the classroom, specifically Twitter, and student perceptions of instructor credibility, immediacy and content relevance." @default.
- W2146408267 created "2016-06-24" @default.
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- W2146408267 date "2012-01-01" @default.
- W2146408267 modified "2023-09-24" @default.
- W2146408267 title "Exploring the Relationship between Student-Instructor Interaction on Twitter and Student Perceptions of Teacher Behaviors." @default.
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