Enabling Twitter-Mediated Peer Feedback in Face-to-Face Classrooms

• In Event: Roundtable Session 27
  In Roundtable Session: Social Media and Social Spaces

Abstract

The purpose of this paper is to understand student interaction and learning in Twitter-mediated 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 and how they perceived their experience. The findings suggested that students participated actively in the Twitter-mediated peer feedback sessions. Although Twitter supported both 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 moderately positive attitude toward using Twitter for peer feedback. Problems such as distraction and information overload were also identified.

Authors

• Tian Luo, Ohio University

• Fei Gao, Bowling Green State University