Students in the Twitter-supported blended course reported positive attitudes at the technological, individual, and community levels of activity theory¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1 · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? At the technological level, experimental students found the blended process easy to use and useful in their academic life. → Amry 2018 q2 i? At the individual level, students viewed Twitter as an integrated system for sharing instructional information, and at the community level they reported high social presence and favorable social interaction. → Amry 2018 (2)

Evidence¶

Amry 2018¶

Aicha Amry. (2018). The Effect of Twitter Activities in a Blended Learning Classroom Guided by Activity Theory on Students' Achievement and Attitudes. TOJET: The Turkish Online Journal of Educational Technology, 17(2). https://eric.ed.gov/?id=EJ1176184

q2 · i? · causal · r1

Descriptive questionnaire results from the experimental group (N = 36) organized by the article's three questionnaire levels. The article reports positive attitudes at the technological level, including that Twitter gives students opportunities to communicate with the learning community.

"Based on the results of the technological level, the blended learning process (70% in person + 30% Twitter learning activities) is easy to use."

Amry 2018 (2)¶

Aicha Amry. (2018). The Effect of Twitter Activities in a Blended Learning Classroom Guided by Activity Theory on Students' Achievement and Attitudes. TOJET: The Turkish Online Journal of Educational Technology, 17(2). https://eric.ed.gov/?id=EJ1176184

q2 · i? · causal · r1

Community-level questionnaire results reported for the experimental group: students believed good social relations positively affect social network use and that they could participate without the supervisor's presence while respecting roles and rules.

"Based on students' experience in the use of Twitter in education, students believe that there is a high standard of social presence, and they believe that this application further strengthens social interaction in the educational group."

Discussion¶

Related Claims¶

• Students in the Twitter-supported blended course reported more positive attitudes toward the learning process than students in the fully in-class course — related
• Female master's students in a Twitter-supported blended course achieved higher post-test scores than students in a 100% in-class course — related
• Students in the WhatsApp blended course expressed significantly more positive attitudes toward their learning process than the fully in-class control group — related
• The multimedia tool was reported to motivate students and support positive attitudes toward the course — related