Bowling Green State University Bowling Green State University
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Visual Communication and Technology
Education Faculty Publications
Visual Communication Technology
9-2012
Tweeting for Learning: A Critical Analysis of Research on Tweeting for Learning: A Critical Analysis of Research on
Microblogging in Education Published in 2008-2011 Microblogging in Education Published in 2008-2011
Fei Gao
Bowling Green State University
, gaof@bgsu.edu
Tian Luo
Ohio University - Main Campus
Ke Zhang
Wayne State University
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Repository Citation Repository Citation
Gao, Fei; Luo, Tian; and Zhang, Ke, "Tweeting for Learning: A Critical Analysis of Research on
Microblogging in Education Published in 2008-2011" (2012).
Visual Communication and Technology
Education Faculty Publications
. 20.
https://scholarworks.bgsu.edu/vcte_pub/20
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Tweeting for Learning: A Critical Analysis of Research on Microblogging in Education
Published in 2008-2011
Fei Gao
Tian Luo
Ke Zhang
Fei Gao is an Assistant Professor in Learning Design at Bowling Green State University.
Her research focuses on designing technology-enhanced learning environments and
assessing the effectiveness of these environments. Address: 10257 Desmond Place,
Perrysburg, Ohio, 43551. Email: gaof@bgsu.edu.
Tian Luo is a doctoral student in the Department of Educational Studies at Ohio
University. Her research interests centre on using social media and social technologies
to facilitate student learning in formal and informal educational settings. Email:!
tl303308@ohio.edu.
Ke Zhang is an Associate Professor in the College of Education at Wayne State
University in the United States. Address: 385 Education, 5425 Gullen Mall, Detroit, MI,
48202, USA. Email: bb2145@wayne.edu
Keywords: microblogging; technology integration; online learning, literature review
Abstract: This study critically analyzed the current body of published research on
microblogging in education (MIE) to build a deep and comprehensive understanding
of this increasingly popular phenomenon. Twenty-one studies on MIE in 2008-2011
were selected based on the selection criteria and analyzed to answer the following
questions: (a) What types of research have been published on MIE? (b) How was
microblogging used for teaching and learning in these studies? (c) What educational
benefits did microblogging have on teaching and learning? and (d) What suggestions
and implications did the current research have for future MIE research and practices?
The analysis suggested that microblogging has a potential to encourage participation,
engagement, reflective thinking as well as collaborative learning under different
learning settings. The quality of research, however, varies greatly, suggesting a need
for rigorous research on MIE. The analysis has implications for MIE practices as well
as research and development efforts.
Tweeting for Learning: A Critical Analysis of Research on Microblogging in
Education Published in 2008-2011
Microblogging has become an increasingly popular phenomenon since Twitter
was launched in 2006. Microblogging allows users to publish and share brief updates for
real-time and asynchronous communication with no more than 140 characters. Users may
explore, follow, reply or forward each other's posts. In this way, interactions and
collaborations can take place among people from virtually any corner of the world (Java,
Song, Finin, & Tseng, 2007). Although interactions via microblogging are often informal
or sometimes playful (Dunlap & Lowenthal, 2009), many scholars believe that
microblogging has great potential of promoting learning. With microblogging, resources
can be shared instantly among learners, and instructors can exchange ideas with students
in a prompt fashion (Click & Petit, 2010; Hansen, 2011; Paz, 2009; Thames, 2009).
Microblogging, therefore, promotes a collaborative virtual learning environment.
Despite the enthusiasm in educational microblogging, relevant research is rather
limited. Existing studies on microblogging in education (MIE) vary remarkably in terms
of educational contexts, learning activities, and assessments. A comprehensive and
critical review of published research is much needed to build a deep understanding of
MIE as well as to guide future research and practices.
Research Questions
This study critically analyzed the research on MIE to answer the following
research questions:
1. What types of research were conducted on MIE?
2. How was microblogging used for teaching and learning in these studies?
3. What educational benefits did microblogging have on teaching and learning as
identified in these studies?
4. What suggestions and implications did the current research have for future MIE
research and practices?
Method
Selection Criteria
To answer the research questions, a set of selection criteria were established and
followed strictly:
1. Research must focus on microblogging in educational settings. Published research
on microblogging in media studies, cultural studies, or political studies were thus
excluded;
2. Research must be empirical studies reporting data derived from actual
observations or experimentations. Articles that were solely based on personal
opinions or anecdotal experiences were excluded. Theoretical and conceptual
pieces were also excluded from the content analysis, but were carefully reviewed
to strengthen our background knowledge and to broaden the theoretical
foundation for developing a general understanding of MIE;
3. Research must evaluate the microblogging-based activities by reporting
qualitative or quantitative data in one or more of the following dimensions of
learning: learning efficiency (i.e. whether learners learn with less time or effort);
learning outcomes (i.e. whether learners learn more or better); convenience (i.e.
whether learners have easier access to learning) and motivation (i.e. whether
learners are more engaged in the learning processes). Articles that did not provide
any evidence on the above four dimensions were excluded.
Identification of Eligible Studies
Relevant research was retrieved through a series of search efforts, and eligible
research meeting the selection criteria was identified. The search was carried out in four
phases. First, we conducted a search in 22 major refereed academic journals in
educational technology using the keyword "microblogging" or "Twitter". These journals
were: American Journal of Distance Education, British Journal of Educational
Technology, Computers and Education, Computers in Human Behavior, Distance
Education, Educational Technology Research and Development, Educational Technology
and Society, Innovations in Education and Teaching International, Instructional Science,
Interactive Learning Environments, Internet and Higher Education, Journal of
Asynchronous Learning Network, Journal of Computer Assisted Learning, Journal of
Educational computing research, Journal of Interactive Learning Research, Journal of
Technology and Teacher Education, Learning and Instruction, Learning, Media and
Technology, The European Journal of Open, Distance and E-Learning, The International
Journal of Education and Development using Information and Communication
Technology, The International Review of Research in Open and Distance Learning, and
Open Learning: The Journal of Open and Distance Learning. As of August 2011, the
search of the above journals yielded approximately fifty results, among which, seven met
the selection criteria.
The second round of search was extended to three major educational databases,
Educational Research Information Center (ERIC), Education Research Complete (ERC),
