Junco, Heiberger, & Loken (2011). The effect of Twitter on college student engagement and grades.

“The ANOVA results showed that the experimental group had a significantly greater increase in engagement than the control group, as well as higher semester grade point averages. Analyses of Twitter communications showed that students and faculty were both highly engaged in the learning process in ways that transcended traditional classroom activities. This study provides experimental evidence that Twitter can be used as an educational tool to help engage students and to mobilize faculty into a more active and participatory role.” (p 119)

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Higdon, Reyerson, McFadden & Mummey (2011). Twitter, Wordle, and ChimeIn as Student Response Pedagogies.

“… the short-form response would encourage an economy of thought, rather than lengthy rambles. Finally, the persistence of the tweets, and the Web 2.0 capabilities of RSS, made it a great candidate for allowing us to mine the data in post-class discussion and word clouds.” (¶ 5)

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