"Herein, we present data from two studies of Twitter usage in different post-secondary courses with the goal of analyzing the relationships surrounding student engagement and collaboration as they intersect learning outcomes. Study 1 was conducted with 125 students taking a first-year seminar course, half of who were required to use Twitter while the other half used Ning. Study 2 was conducted with 135 students taking a large lecture general education course where Twitter participation was voluntary. Faculty in Study 1 engaged with students on Twitter in activities based on an a priori theoretical model, while faculty in Study 2 only engaged students sporadically on the platform. Qualitative analyses of tweets and quantitative outcomes show that faculty participation on the platform, integration of Twitter into the course based on a theoretically driven pedagogical model and requiring students to use Twitter are essential components of improved outcomes."Reynol Junco, C. Michael Elavsky, Greg Heiberger. (2012) Putting twitter to the test: Assessing outcomes for student collaboration, engagement and success BJET 01 March 2012 doi: 10.1111/j.1467-8535.2012.01284.x
Rey Junco's latest. Well worth a read, and encouraging that the conclusions about pedagogical integration of social tools match the model we are using for Google+ here. I've got to work on the "faculty participation" though...
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