The DOI matches its Crossref record; 12 of the 12 references it cites were found in a registry or an index.
Higher education scholars' participation and practices on Twitter
Abstract
Scholars participate in online social networks for professional purposes. In such networks, learning takes the form of participation and identity formation through engagement in and contribution to networked practices. While current literature describes the possible benefits of online participation, empirical research on scholars' use of online social networks in the educational technology literature is negligible. The purpose of this paper is to understand scholars' naturalistic practices in social networks in general, and on Twitter in particular. Tweets from 45 scholars were analysed qualitatively to arrive at dominant themes describing online social network practice. Findings indicate that scholars participating on Twitter (1) shared information, resources, and media relating to their professional practice; (2) shared information about their classroom and their students; (3) requested assistance from and offered suggestions to others; (4) engaged in social commentary; (5) engaged in digital identity and impression management; (6) sought to network and make connections with others; and (7) highlighted their participation in online networks other than Twitter. These findings assist the field in understanding the emerging practice of scholarly participation in online networks.
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Citations
Cites
Situated Learning: Legitimate Peripheral Participation
Lave, J., & Wenger, E. (1991) · Cambridge University Press eBooks · doi:10.1017/cbo9780511815355 · Cited by 35,324
The Discovery of Grounded Theory: Strategies for Qualitative Research
Glaser, B. G., & Strauss, A. L. (2017) · Aldine (Routledge reprint) · doi:10.4324/9780203793206 · Cited by 25,789
Social network sites: definition, history, and scholarship
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The online disinhibition effect
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Valenzuela, S., Park, N., & Kee, K. F. (2009) · Journal of Computer-Mediated Communication · doi:10.1111/j.1083-6101.2009.01474.x · Cited by 2,229 · cited 1×
“Valenzuela et al. (2009) report similar findings, showing positive relationships between students’ life satisfaction, social trust, civic and political participation, and intensity of Facebook use and Facebook Group use.”
ResultWho interacts on the Web?: The intersection of users’ personality and social media use
Correa, T., Hinsley, A. W., & de Zúñiga, H. G. (2010) · Computers in Human Behavior · doi:10.1016/j.chb.2009.09.003 · Cited by 1,915
Facebook and academic performance
Kirschner, P. A., & Karpinski, A. C. (2010) · Computers in Human Behavior · doi:10.1016/j.chb.2010.03.024 · Cited by 1,578 · cited 2×
“On the other hand, Kirschner and Karpinski (2010) show that Facebook users reported having lower mean grade point averages (GPAs) and spending fewer hours per week studying than non-users.”
BackgroundThe effect of Twitter on college student engagement and grades: Twitter and student engagement
Junco, R., Heiberger, G., & Loken, E. (2011) · Journal of Computer Assisted Learning · doi:10.1111/j.1365-2729.2010.00387.x · Cited by 1,535
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Cited by
Al-Rahmi, W. M., Alias, N., Othman, M. S., Marin, V. I., & Tur, G. (2018) · Computers & Education · doi:10.1016/j.compedu.2018.02.010 · Cited by 225
Metadata
- Authors
- Veletsianos, G.
- Venue
- Journal of Computer Assisted Learning
- Publisher
- Wiley
- Published
- 2011-10-18
- Volume
- 28
- Issue
- 4
- Pages
- 336-349
- ISSN
- 0266-4909 (ISSN-L)
- 1365-2729
- OpenAlex
- W2106714012
- Cited by
- 351
- References
- 12
- FWCI
- 62.89
- Type
- journal article
- Language
- en
- Open access
- closed
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
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