NotesFAQContact Us
Search Tips
Back to results
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1202460
Record Type: Journal
Publication Date: 2018
Pages: 19
Abstractor: As Provided
ISSN: ISSN-1499-6677
Deviating from the Traditional Instructional Tools: Integrating Twitter in a Sociology of Deviance Course
Peters, Adrienne M. F.; Costello, Jane; Crane, Daph
Canadian Journal of Learning and Technology, v44 n3 Fall 2018
As the use of social media in post-secondary education expands, so does the research literature examining its effectiveness in engaging students. Studies have examined the use of Twitter as an assessment and engagement tool, and since this is a broad and growing research area, better understanding whether Twitter can promote these outcomes in an upper-level university course is valuable. This paper explores these themes based on a student survey (N=37) conducted in a Sociology Deviance course. It also reviews how students responded to the use of Twitter as a "community-classroom" engagement and assessment tool. Findings reveal that Twitter did contribute to some students' sense of community. We offer suggestions for how instructors can successfully integrate Twitter activities into their course assessment to make them more engaging and to improve connectedness.
Canadian Network for Innovation in Education. 260 Dalhousie Street Suite 204, Ottawa, ON K1N 7E4, Canada. Tel: 613-241-0018; Fax: 613-241-0019; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Postsecondary Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A