Ressources numériques en sciences humaines et sociales OpenEdition Nos plateformes OpenEdition Books OpenEdition Journals Hypothèses Calenda Bibliothèques OpenEdition Freemium Suivez-nous

How Twitter in the Classroom is Boosting Student Engagement

Cet article de G. Ferenstein a été publié en Mars 2010 dans Mashable ; il décrit l’expérience menée par Monica Rankin qui enseigne à l’Université du Texas (Dallas).

How Twitter in the Classroom is Boosting Student Engagement

Professors who wish to engage students during large lectures face an uphill battle. Not only is it a logistical impossibility for 200+ students to actively participate in a 90 minute lecture, but the downward sloping cone-shape of a lecture hall induces a one-to-many conversation. This problem is compounded by the recent budget cuts that have squeezed ever more students into each room.Fortunately, educators (including myself) have found that Twitter is an effective way to broaden participation in lecture. Additionally, the ubiquity of laptops and smartphones have made the integration of Twitter a virtually bureaucracy-free endeavor. This post describes the two main benefits professors find when using Twitter in lecture.

 

Increased Participation


 

During lecture, students tweet comments or questions via laptop or cell phone, while the TA and Dr. Rankin respond to a real-time feed displayed prominently in front of the room. Students who manage to live off the grid for 50 minutes can still pass in hand-written notes for the TA to tweet after class. 

 

Voir l’Article intégral in Mashable 


OpenEdition vous propose de citer ce billet de la manière suivante :
Xavier INGHILTERRA (14 février 2013). How Twitter in the Classroom is Boosting Student Engagement. Nouvelles médiations. Consulté le 13 mai 2026 à l’adresse https://doi.org/10.58079/rc15


Laisser un commentaire

Votre adresse e-mail ne sera pas publiée. Les champs obligatoires sont indiqués avec *

This site uses Akismet to reduce spam. Learn how your comment data is processed.