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ERIC Number: EJ1089582
Record Type: Journal
Publication Date: 2016
Pages: 11
Abstractor: As Provided
ISSN: ISSN-1470-3297
Enabling Microblogging-Based Peer Feedback in Face-to-Face Classrooms
Luo, Tian
Innovations in Education and Teaching International, v53 n2 p156-166 2016
The purpose of this paper is to understand student interaction and learning in microblogging-based peer feedback sessions. The researcher examined through a case study how students interacted and provided peer feedback for each other when Twitter was enabled as a backchannel; students were also asked to report how they perceived their experience. The findings suggested that students participated actively in the microblogging-based peer feedback sessions. Although Twitter supported cognitive and corrective feedback, affective feedback was dominant. Student interaction on Twitter tended to be brief and involve low-level cognitive thinking in unguided, naturalistic learning contexts. Overall, students had a positive attitude towards using Twitter for peer feedback. Problems such as distraction and information overload were also identified.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A