Three academic studies are cited in this article about Twitter, and how it can increase student engagement, enhance social presence, and help develop peer support models among students through the formation of personal learning networks.
A small but impressive study of students at Lockhaven University in Pennsylvania found that those who used Twitter to continue class discussions and complete assignments were more engaged in their classwork than students who did not.
Four sections (70 students) were given assignments and discussions that incorporated Twitter, such as tweeting about their experiences on a job shadow day or commenting on class readings. Three sections (55 students) did the same assignments and had access to the same information, but didn’t use Twitter.
In addition to showing more than twice the improvement in engagement than the control group, the students who used Twitter also achieved on average a .5 point increase in their overall GPA for the semester.
An earlier study [pdf] by Joanna C. Dunlap and Patrick R. Lowenthal from the University of Colorado at Denver found that Twitter was able to “enhance social presence” and produce other instructional benefits in an online course.
Another experiment into the use of social media at the University of Leicester found that tweeting helps to develop peer support among students and personal learning networks and can be used as a data collection tool. Read a more detailed description of the experiment here. [via Faculty Focus]
3 research studies on potential advantages of using Twitter in the classroom by Clint Lalonde is licensed under a Creative Commons Attribution 4.0 International License.