- Apr 2018
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First, we recommend that future studies look more carefully atTwitter’s full potential, including using all available options such as retweeting, direct messaging, and mentions.Although these were mentioned in class and were used occasionally in the project, they were not a focus and studentswere not encouraged to take advantage of these options.
This again brings us to the point we have always discussed, Adequate training should be given, before a technological tool is used for academic purposes. Both for the teachers and students.
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Whatseemed to frustrate U.S. students the most was that their counterparts in France, who were studying English at a Schoolof Engineering, did not embrace Twitter as quickly as they did. In fact, there were only three active tweeters in theFrench institution out of a group of 15. Even though one of the main goals of the project, as articulated by the teacherin the U.S., was to use Twitter to connect the students in France and in the U.S., this goal was not well met. However,Twitter did help the students in the U.S. to establish a close community amongst themselvesethey were very wellconnected both in and out of class and preliminary results confirm those found byAntenos-Conforti (2009)in that inaddition to expanding the four walls of the classroom
This I believe will certainly be an interesting point to consider should I ever decide to introduce "twitter" with the hope of setting up an exchange between my students and members from the target culture. How receptive are they going to be of this tool?
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Students also voiced opinions on Twitter as a social tool (seeTable 3). 10/12, or 83%, found that because they knewtheir classmates and fellow tweeters, they were more comfortable tweeting in the target language.
Interesting remark. At this point, I believe a true sense of community would have been built.
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r
I certainly agree with the idea of writing concisely. Also, learning is indeed supported, as a result of students' exposure to content, via this medium.
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In bothframeworks, social presence is described as the degree to which the participants can present themselves, both sociallyand emotionally, as ‘real’ people in their online community
So when people are not necessarily truthful about who they are, for example trying to portray something on social media they are not, can we then say that defeats social presence or social presence does not necessarily include this?
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Can online microblogged ‘tweets’ promote effectivecommunication through the development of greater social presence?
I believe if points are clearly structured and conveyed, then yes!
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He cites the work of a professor who uses Twitter in language learning toencourage “students to talk about what’s going on in their lives in the moment, and share that with the other class”({5). While the language professor specifically comments that Twitter does not replace traditional languageinstruction in the classroom, she adds that it
I'm just wondering how privacy is ensured and how information is restricted only to members of the class, especially considering the the hash tag function. As I'm not much of an active twitter user, how does one ensure this?
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