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ERIC Number: EJ1153597
Record Type: Journal
Publication Date: 2017-Jul
Pages: 19
Abstractor: As Provided
ISSN: ISSN-1093-023X
Twitter vs. Facebook: Using Social Media to Promote Collaborative Argumentation in an Online Classroom
Owens, Marissa; Nussbaum, E. Michael
Journal of Interactive Learning Research, v28 n3 p249-267 Jul 2017
This study aimed to: 1) evaluate Twitter as a viable tool for promoting collaborative argumentation; 2) determine if scripting through sentence openers promotes a greater number of arguments within an online discussion; and 3) compare Twitter to Facebook as viable tools for promoting collaborative argumentation. Participants were 27 undergraduate students enrolled in an online introductory Educational Psychology course. A quasi-experimental, sequential explanatory mixed methods research design was employed. Data analysis focused on the difference in the number of argument components generated by participants between the two social media platforms, Twitter and Facebook. In addition, the impact of participants' use of sentence openers on the amount of argument components was also examined. Facebook was found to be a more viable tool for promoting online collaborative argumentation, and specific affordances of Facebook were identified.
Association for the Advancement of Computing in Education. P.O. Box 1545, Chesapeake, VA 23327. Tel: 757-366-5606; Fax: 703-997-8760; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A