Abstract
Microblogs, with their interactive nature, can engage students in community building and sensemaking. Using Weick's model of organizing as a framework, we integrated the use of micromessaging to increase student engagement in the large-lecture classroom. Students asked significantly more questions and asked a greater diversity of questions when micromessaging was available to them. The microblog format facilitated student-to-student connectedness, where students could post questions to the microblog alongside questions from their peers. This communication strategy provided increased requisite variety to match the equivocal nature of the large-lecture, medical humanities classroom.
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