The article argues that skepticism about Twitter's contribution to learning rests on an overly narrow conception of learning focused on academic performance¶

Claim · All claims
Evidence · 1 study · qualitative r? · q1
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? Skepticism about whether platforms like Twitter can contribute to learning is based on an overly narrow conception of learning that focuses on academic performance and disregards other manifestations. → Greenhalgh 2021

Evidence¶

Greenhalgh 2021¶

Greenhalgh, S. P., Nnagboro, C., Kaufmann, R., & Gretter, S. (2021). Academic, social, and cultural learning in the French #bac2018 Twitter hashtag. Education Tech Research Dev, 69, 1835-1851. https://doi.org/10.1007/s11423-021-10015-6

q1 · i? · qualitative · r?

This is the article's central theoretical argument, supported by its observational findings from #bac2018 rather than by a test of the skepticism itself; the authors state the skepticism "is based on an overly narrow conception of learning".

"we argue that such skepticism is based on an overly narrow conception of learning that focuses on academic performance and disregards other manifestations."

Discussion¶

Related Claims¶

• Participants in the #bac2018 Twitter hashtag engaged in eight identifiable tweeting practices in the month before the 2018 baccalauréat exams — a narrower finding that bears on this claim
• Practices within the #bac2018 hashtag were associated with academic learning and also with social and cultural practices absent from any formal curriculum — a narrower finding that bears on this claim
• Learning-stories research indicates meaningful learning involves felt ownership of knowledge, emotional integration, generativity, real-life context, interaction with others' learning, and transformed self-perceptions — a broader claim this one bears on