Utilizing Twitter and #Hashtags Toward Enhancing Student Learning in an Online Course Environment

2018 ◽  
pp. 1217-1226 ◽  
Author(s):  
T. Scott Bledsoe ◽  
Dave Harmeyer ◽  
Shuang Frances Wu
Keyword(s):  
Student Engagement ◽  
Student Learning ◽  
Research Methodology ◽  
Research Question ◽  
Online Course ◽  
Online Research ◽  
Theory Approach ◽  
Information Communication ◽  
Educational Environments ◽  
Grounded Theory Approach

The authors offer an answer to the research question, To what extent and in what ways is Twitter helpful to student learning when group hashtags are created and used in collaborative educational environments? Sixty-two students in a spring 2012 graduate online Research Methodology course worked individually and in groups to create discussions on topics of interest through Twitter posts and student-created hashtags. Student participants answered nine qualitative and quantitative questions concerning the Twitter/hashtag exercise and used collaborative blog pages to reflect on their experiences. A grounded theory approach was applied to classify data generated from the nine questions and blog postings. An analysis of the study's data resulted in the discovery of the following four themes: access to information, communication, class engagement, and general feedback. Based on these themes, nine recommendations are offered for maximizing the use of Twitter in an online environment for increased student engagement and learning.

Utilizing Twitter and #Hashtags Toward Enhancing Student Learning in an Online Course Environment

2014 ◽  
Vol 12 (3) ◽  
pp. 75-83 ◽  
Author(s):  
T. Scott Bledsoe ◽  
Dave Harmeyer ◽  
Shuang Frances Wu
Keyword(s):  
Student Learning ◽  
Research Question ◽  
Online Course ◽  
Theory Approach ◽  
Access To Information ◽  
Online Environment ◽  
Information Communication ◽  
Qualitative And Quantitative ◽  
Educational Environments ◽  
Grounded Theory Approach

The authors offer an answer to the research question, To what extent and in what ways is Twitter helpful to student learning when group hashtags are created and used in collaborative educational environments? Sixty-two students in a spring 2012 graduate online Research Methodology course worked individually and in groups to create discussions on topics of interest through Twitter posts and student-created hashtags. Student participants answered nine qualitative and quantitative questions concerning the Twitter/hashtag exercise and used collaborative blog pages to reflect on their experiences. A grounded theory approach was applied to classify data generated from the nine questions and blog postings. An analysis of the study's data resulted in the discovery of the following four themes: access to information, communication, class engagement, and general feedback. Based on these themes, nine recommendations are offered for maximizing the use of Twitter in an online environment for increased student engagement and learning.

scholarly journals A Multimedia-Rich Platform to Enhance Student Engagement and Learning in an Online Environment

2013 ◽  
Vol 17 (4) ◽  
Author(s):  
T. Scott Bledsoe
Keyword(s):  
Student Engagement ◽  
Student Learning ◽  
Research Methodology ◽  
Course Design ◽  
Student Feedback ◽  
Effective Practices ◽  
Online Course ◽  
Online Environment ◽  
Important Research ◽  
Psychology Class

Utilizing multimedia tools such as videos and audio clips can be an effective way to promote student learning and engagement in online settings. This study explores the implementation of a photo-rich comprehensive counseling center environment through which students of a semester-long online graduate psychology class learned about important research methodology concepts. Student feedback is provided along with implications for student learning in future online course endeavors. This multimedia course design was the recipient of the 2013 Sloan-C Effective Practices Award.

Qualitative Research

2013 ◽  
pp. 352-364
Author(s):  
M. Gordon Hunter
Keyword(s):  
Research Question ◽  
Research Participant ◽  
Personal Construct ◽  
Theory Approach ◽  
Personal Construct Theory ◽  
Global Business ◽  
Business Operations ◽  
Construct Theory ◽  
Grounded Theory Approach ◽  
Management Issues

This chapter presents a conceptual discussion about investigating management issues relating to global business operations. Current global business operations provide an opportunity to conduct Ex Cultura research. This term represents the situation where researchers conduct investigations beyond their own culture. A Grounded Theory approach within a qualitative perspective is proposed so that newly emerging themes may be identified. These themes may not be known before hand because of the Ex Cultura environment. Two methods are suggested; the first method, Personal Construct Theory and the RepGrid technique, documents what the research participant thinks about a particular research question. The other method, Narrative Inquiry and the Long Interview technique, documents what a research participant has done relative to a research question. Both methods document the research participant’s interpretation of their personal experiences. Further, the methods support Ex Cultura research into management issues involved in global business operations.

Designing and Teaching for Student Engagement in Online Courses Through UDL

2020 ◽  
pp. 314-329
Author(s):  
Ruby L. Owiny ◽  
Elizabeth Hartmann
Keyword(s):  
Student Engagement ◽  
Student Learning ◽  
Universal Design ◽  
Online Courses ◽  
Universal Design For Learning ◽  
Online Course ◽  
Learning Modules ◽  
Potential Barriers ◽  
Design For Learning

Any course must be goal-focused and consider the needs of all learners. However, online courses require instructors to be proactive in planning for learning. Recruiting and sustaining engagement in an online course must be carefully considered and planned for during all learning modules or units. This chapter addresses how to keep students engaged by considering their affect, the general way students feel toward their learning. Affect impacts motivation, which in turn can impact how a student persists in a course. The Universal Design for Learning principle of engagement addresses the affect through three guidelines. These guidelines are explained in this chapter with potential barriers to student learning and motivation explained as well. Furthermore, possible solutions are provided to give readers examples of ways in which they might reduce or remove barriers to engagement in their online courses.

Structural key factors of participatory sustainability reporting for universities

2019 ◽  
Vol 20 (6) ◽  
pp. 1080-1098
Author(s):  
Coco Klußmann ◽  
Remmer Sassen ◽  
Elisa Gansel
Keyword(s):  
Design Methodology ◽  
Qualitative Methodology ◽  
Research Question ◽  
Sustainability Reporting ◽  
Theory Approach ◽  
Participatory Process ◽  
Key Factors ◽  
Content Type ◽  
High Level ◽  
Grounded Theory Approach

Purpose The purpose of this paper is to answer the following research question: What are the key factors of the participatory process for establishing sustainability reporting in German universities? Design/methodology/approach To answer the research question, this study uses qualitative methodology, following the grounded theory approach and triangulation of qualitative methods for accessing data. Findings The findings show that universities face a high level of difficulty in introducing sustainability reporting, which has an external and an internal dimension. Originality/value This paper contributes to the understanding of sustainability reporting processes of universities from an internal perspective, specifically through experts who are involved in the preparation of sustainability reports. Furthermore, it delivers insights for a theory-based discussion, which may support universities in starting sustainability reporting activities and improving reporting processes.

Evaluation of Family Hope Program (PKH) in Rumbai District, Pekanbaru City

2020 ◽  
Vol 19 (2) ◽  
pp. 168-176
Author(s):  
Alexsander Yandra ◽  
Husni Setiawan ◽  
Nurmanisa Sella ◽  
Prihati Prihati ◽  
Tatum Derin
Keyword(s):  
Research Methodology ◽  
Research Question ◽  
Secondary Data ◽  
Theory Approach ◽  
Evaluation Theory ◽  
Interview Techniques ◽  
Depth Interview ◽  
The Family ◽  
Poor Families ◽  
Selection Of

This article discusses the evaluation of the Family Hope Program (PKH) in Sri Meranti Village, Rumbai District, Pekanbaru City. Since 2007 the PKH program was created and implemented, even distribution of the program remains a problem that needs to be tracked comprehensively. Sri Meranti Village is the largest recipient of aid in all Rumbai District but still not evenly distributed. This study aims to evaluate the PKH program in Sri Meranti Village, Rumbai District, Pekanbaru City. With a research question how is the implementation of the Family of Hope Program in Sri Meranti Village. The research methodology is descriptive qualitative with the selection of purposive informants and data obtained by in-depth interview techniques. Data collected in the form of primary and secondary data and analyzed ethically and emically by William Dunn's evaluation theory approach. The findings of this study are the PKH in Sri Meranti Village, Rumbai District, Pekanbaru City and the amount of aid has increased every year. However, the Sri Meranti Kelurahan community still considers aid to be uneven because there are still poor families who do not receive PKH funding.

scholarly journals Implementation of Group Investigation Cooperative Learning Model in Increasing student learning participation

2020 ◽  
Vol 2 (2) ◽  
pp. 1-19
Author(s):  
Ahmad Yudianto ◽  
Askar Askar ◽  
Moh. Ali
Keyword(s):  
Cooperative Learning ◽  
Student Learning ◽  
Student Participation ◽  
Learning Model ◽  
Theory Approach ◽  
Cousin Marriage ◽  
Skill Scores ◽  
Increasing Student Learning ◽  
Grounded Theory Approach ◽  
Depth Interviews

The aim of this paper is to discusses the practice of cousin marriage in the community of Kalola Village, Pasangkayu Regency, West Sulawesi. This study uses qualitative methods and data was gathered through observation, in-depth interviews, and written material. Data analysis was analyzed using a grounded theory approach. The results showed that the learning participation of students in the implementation of the cooperative learning model type Group Investigation before, namely: from 20 students that, the results of student participation in interaction activities were classified as low seeing the students, compiling only 7 people, responding (asking and answering ) only 5 people and accepted in the teacher's explanation only 10 people and and the indicator of students' learning participation was low as seen from the skill scores of these students, while after the implementation of the cooperative learning modeltype group investigation experienced a significant increase, there were 20 students. That the results of student participation in interaction activities compose 19 people, respond (ask and answer) 14 people, and accept in the teacher's explanation 14 people and indicators of increasing student learning participation also increase, it can be seen that the skill value of these students.

Learner Centred Approach for Global Leadership in Management Education

2017 ◽  
pp. 202-220 ◽  
Author(s):  
Neeta Baporikar
Keyword(s):  
Literature Review ◽  
Student Learning ◽  
Management Education ◽  
Knowledge Society ◽  
Global Leadership ◽  
Theory Approach ◽  
Teaching Learning ◽  
Grounded Theory Approach ◽  
Enhance Student Learning

Management education institutions world over are adopting learner centred approaches with a hope to enhance the effectiveness of teaching learning process and also ensure management education fulfils its role of creating leaders who are global players on a sustainable basis. However, the evidence supporting these is tangential. Even the proof illustrating improvement in student learning through use of these approaches is still questioned. Through exhaustive literature review and grounded theory approach this chapter investigates the learner centred approach - teaching nexus and reflects on the use of them to enhance student learning in this globalized knowledge society. The critical review of the learner centred approaches for better understanding to adopt appropriate strategies by management educators is also delved. This is hoped to enhance the value of management education which is vital in this turbulent world and pressures from knowledge driven economies.

Student Learning and Information Technology Nexus

2016 ◽  
Vol 7 (2) ◽  
pp. 34-45 ◽  
Author(s):  
Neeta Baporikar
Keyword(s):  
Information Technology ◽  
Knowledge Management ◽  
Literature Review ◽  
Student Learning ◽  
Knowledge Society ◽  
Theory Approach ◽  
Management And Development ◽  
Current Scenario ◽  
Grounded Theory Approach ◽  
Enhance Student Learning

The evidence illustrating enhancement in student learning through information technology (IT) is still questioned in many disciplines, yet education institutions world over are adopting IT with a hope of enhancing the learning effectiveness. Through exhaustive literature review and grounded theory approach this paper investigates the learning – IT nexus in knowledge society and reflects on the use of IT to augment and enhance student learning. It explores what evidence exists to illustrate that IT enhances learning, and how this changes the practice of teaching. The findings indicate that there is a strong nexus between teaching and IT in current scenario. The paper also proposes a framework for augmenting learning through IT which is crucial for the knowledge management and development.

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