Abstract
This paper examines how a microblogging tool (i.e., Twitter) can be effectively used to strengthen a virtual learning community (VLC) in the two sections of a fully online graduate course. Students in this course were consisted of K-12 teachers, school technology specialists, corporate trainers, and military personnel. The microblogging activities were designed to allow quick peer interaction to build the momentum of social learning in the VLC. In this study, we collected quantitative data on sense of community through a Likert scale survey, and rich qualitative data on students’ perception about microblogging activities. It was found that students’ sense of community was generally high and students were positive about their microblogging experiences. In addition, microblogging was found to be useful and valuable in sustaining students’ learning by doing such as sharing real-world design examples, critiquing design examples with technical knowledge learned in class, and quick and short commenting with peer support in a VLC. Based on the findings, the authors aim to provide design suggestions for educators and instructional designers to incorporate this social web tool in strengthening virtual learning communities in a meaningful and engaging way.
Highlights
Virtual learning communities (VLC hereafter) are computer-mediated learning communities (Luppicini, 2003) that provide virtual space for interaction
The online course was hosted on the Moodle learning management system (LMS) packaged and customized for the program by an external company
As for the time spent on Twitter weekly, it varied from less than 10 minutes to one hour: 1) 42.9% spent less than 10 minutes; 2) 23.8% for 10 minutes; 3) 23.8% for half an hour; and 4) 9.5% for an hour
Summary
Virtual learning communities (VLC hereafter) are computer-mediated learning communities (Luppicini, 2003) that provide virtual space for interaction. A learning community refers to a context where a group of individuals with a shared will of learning participate in the learning process (Kowch & Schwier, 1997). Based on social constructivist view, learning is situated in a social and cultural context where learners interact with each other to construct their understanding of the world (Brown, Collins, & Duguid, 1989; Lave & Wenger, 1991). Learning in the community enables learners to collaboratively construct knowledge through discussion and meaning negotiation with peers and instructors. A learning community offers learners opportunities of learning by doing where learners apply their learned knowledge in the hands-on activities, share their learning processes, exchange thoughts, reflections and experiences about their learning, and grow together as a community. An important aspect of an effective learning community is the active interaction and collaboration among the members in order for mutual knowledge construction
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