Tweeting for class: Co-construction as a means for engaging students in lectures

Jeremy Birnholtz, Jeff Hancock, Daniela Retelny

Research output: Chapter in Book/Report/Conference proceedingConference contribution

5 Scopus citations

Abstract

Motivating students to be active learners is a perennial problem in education, and is particularly challenging in lectures where instructors typically prepare content in advance with little direct student participation. We describe our experience using Twitter as a tool for student "coconstruction" of lecture materials. Students were required to post a tweet prior to each lecture related to that day's topic, and these tweets - consisting of questions, examples and reflections - were incorporated into the lecture slides and notes. Students reported that they found lectures including their tweets in the class slides to be engaging, interactive and relevant, and nearly 90% of them recommended we use our co-construction approach again.

Original languageEnglish (US)
Title of host publicationCHI 2013
Subtitle of host publicationChanging Perspectives, Conference Proceedings - The 31st Annual CHI Conference on Human Factors in Computing Systems
Pages797-800
Number of pages4
DOIs
StatePublished - 2013
Event31st Annual CHI Conference on Human Factors in Computing Systems: Changing Perspectives, CHI 2013 - Paris, France
Duration: Apr 27 2013May 2 2013

Publication series

NameConference on Human Factors in Computing Systems - Proceedings

Other

Other31st Annual CHI Conference on Human Factors in Computing Systems: Changing Perspectives, CHI 2013
CountryFrance
CityParis
Period4/27/135/2/13

Keywords

  • Co-construction
  • Education
  • Engagement
  • Lecture
  • Twitter

ASJC Scopus subject areas

  • Software
  • Human-Computer Interaction
  • Computer Graphics and Computer-Aided Design

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