Micro-Blogging for Backchannel in Strengthening Asynchronous Learning

Advances in both technology and social implementation of interactivity present a promising new methodology to improve the learning and teaching process in academia. Lecturers present new information to a mass of learners, disregarding their individual learning processes thus reduce classroom-interactivity to the possibility of asking questions. Web 2.0 learners should be able to collect and share online resources during a lecture;  micro-blogging communication channel should help to achieve interactivity on traditional face-to-face teaching environment. For the purpose of this study, an e-learning portal was developed and hosted before it was used in the learning process. Four Tutors and one hundred and twenty students undertaking advanced courses in computing sciences were involved in the study and the results were collected, analyzed and the discussions, inferences and conclusions were made. This research demonstrates that backchannel communication can improve the cognitive presence of  learners through the use of micro-blogs hence improve on the quality of learning, quality of interaction and the quality of a learning environment, and the quality of teaching.



About Giorgio Bertini

Director at Learning Change Project - Research on society, culture, art, neuroscience, cognition, critical thinking, intelligence, creativity, autopoiesis, self-organization, rhizomes, complexity, systems, networks, leadership, sustainability, thinkers, futures ++
This entry was posted in Asynchronous learning, Backchannel, Collaborative learning, Micro-blogging and tagged , , , . Bookmark the permalink.

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