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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Dunlap & Lowenthal (2009). Horton Hears a Tweet.

“Specifically, social presence refers to the sense of another person as being ‘there’ and being ‘real.’ … sense of social presence is negatively affected by their transactional distance: the space and/or time separation between students and faculty that creates a psychological and communication space where potential misunderstanding can thrive. … Asynchronous, written communication lacks the immediacy needed to reduce personal risk and increase acceptance … ” (¶ 12)

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