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Knowledge Management & E-Learning: An International Journal, Vol.3, No.4. Microblogging for Strengthening a Virtual Learning Community in an Online Course Yu-Chang Hsu* Department of Educational Technology College of Education Boise State University, USA E-mail: hsu@boisestate.edu Yu-Hui Ching Department of Educational Technology College of Education Boise State University, USA E-mail: yu-huiching@boisestate.edu *Corresponding author Abstract: This paper examines how a microblogging tool (i.e., Twitter) can be effectively used to strengthen a virtual learning community (VLC) in the two sections of a fully online graduate course. Students in this course were consisted of K-12 teachers, school technology specialists, corporate trainers, and military personnel. The microblogging activities were designed to allow quick peer interaction to build the momentum of social learning in the VLC. In this study, we collected quantitative data on sense of community through a Likert scale survey, and rich qualitative data on students’ perception about microblogging activities. It was found that students’ sense of community was generally high and students were positive about their microblogging experiences. In addition, microblogging was found to be useful and valuable in sustaining students’ learning by doing such as sharing real-world design examples, critiquing design examples with technical knowledge learned in class, and quick and short commenting with peer support in a VLC. Based on the findings, the authors aim to provide design suggestions for educators and instructional designers to incorporate this social web tool in strengthening virtual learning communities in a meaningful and engaging way. Keywords: Microblogging; Twitter; Online Graduate Course; Web 2.0; Virtual Learning Community Biographical notes: Dr. Yu-Chang Hsu is Assistant Professor of Educational Technology at Boise State University. He earned his PhD in Instructional Systems with a doctoral minor in Educational Psychology from the Pennsylvania State University. He also holds two degrees of EdM in TESOL and Education and Technology from SUNY at Buffalo. His research interests include learning and instruction innovation through emerging technologies, cognitive and metacognitive processes of integrating multiple representations in STEM fields, and collaborative learning. He has been selected as one of the mLearning Scholars of Boise State University in both 2011 and 2012 for integrating and studying mobile learning and Web 2.0 technologies in his class. He also teaches graduate courses on research method, graphic design for learning, and mobile app design. 585 586 Y.C. Hsu, Y.H. Ching (2011) Dr. Yu-Hui Ching is Visiting Assistant Professor of Educational Technology at Boise State University. She earned her PhD in Instructional Systems with a doctoral minor in Educational Psychology from the Pennsylvania State University. Her research interests include Web 2.0 technologies for teaching and learning, computer-supported collaborative learning, and ill-structured problem solving. She has taught graduate level online courses on Instructional Design, Theoretical Foundations of Educational Technology, and Internet for Educators. 1. Introduction Virtual learning communities (VLC hereafter) are computer-mediated learning communities (Luppicini, 2003) that provide virtual space for interaction. Virtual learning communities play critical roles in the success of student learning in an online environment because they have the potential to reduce learners’ feeling of isolation that may contribute to learner drop-out form the course. A learning community refers to a context where a group of individuals with a shared will of learning participate in the learning process (Kowch & Schwier, 1997). Based on social constructivist view, learning is situated in a social and cultural context where learners interact with each other to construct their understanding of the world (Brown, Collins, & Duguid, 1989; Lave & Wenger, 1991). Learning in the community enables learners to collaboratively construct knowledge through discussion and meaning negotiation with peers and instructors. As members in the community possess different experiences and skills, they could support each other to develop beyond what each individual is currently capable of doing and to help individuals move to the next level of development. A learning community also offers learners opportunities of learning by doing where learners apply their learned knowledge in the hands-on activities, share their learning processes, exchange thoughts, reflections and experiences about their learning, and grow together as a community. An important aspect of an effective learning community is the active interaction and collaboration among the members in order for mutual knowledge construction. In online learning environments, due to geographical constraints, learning communities are more likely to take the form of VLC where students and instructors interact in the virtual space. Students experience peer support and rich learning experience with the multiple perspectives contributed by its members in these learning environments. The virtual learning community serves as a context for students to engage in the conversations or dialogues that lead to meaning making and knowledge construction (Lock, 2002). Forming a VLC requires well-planned protocol and facilitation (Moller, 1998). Interaction in online environments can be challenging because, unlike in face-to-face settings, it often lacks visual and other physical cues that help convey emotional or affective information among community members (Kreijns, Kirschner, & Jochems, 2003). In addition, in the face-to-face settings, learners in the community can easily engage in quick interaction that they ask questions, share developing thoughts, get feedback, or exchange useful resources. This type of interaction helps connect learners, establish their social presence, and create a sense of community. However, this type of interaction is less likely to happen in an asynchronous learning environment. Learners are often asked to compose long and well-formulated messages to elaborate their thoughts in online discussion forums. Quick, short and spontaneous interaction seldom happens or is often not encouraged in online discussion forums. Knowledge Management & E-Learning: An International Journal, Vol.3, No.4. 587 Recently, the booming Web 2.0 tools designed for communication, interaction, creation and sharing, (Hsu, Ching, & Grabowski, 2009), presented unprecedented opportunities for community building and social learning. These tools are easy to access, use, and help people connect. Considering the purpose and use of Web 2.0 tools (i.e., participation, creation, & sharing), they are ideal mediators to help achieve social presence (Dunlap & Lowenthal, 2009) and social learning (Gunawardena, Hermans, Sanchez, Richmond, Bohley, & Tuttle, 2009), increase motivation (Pauschenwein & Sfiri, 2010), and create relatedness and sense of community (Wright, 2010). The incorporation of the Web2.0 social tools coupled with a pedagogy that capitalizes the capability of the tools is believed to benefit students in fully online courses the most because they can engage students with peers, instructors and community in creating and sharing ideas (McLoughlin & Lee, 2008). Twitter, one of the most well-known Web 2.0 tools, allows microblogging activities where users post short messages and update status or useful web resources. The microblogging activities on Twitter actually have a unique term called ―Twittering‖, namely, posting on Twitter. Microblogging is limited to 140 characters per post on Twitter. The lightweight nature resulting from the posting constraint of microblogging makes it possible for people to post quickly and post often. The frequent contact and update could help increase the bonding among community members. Users also could feel less pressure having to commit to reading or posting substantial content when participating in microblogging. This makes users more likely and willing to share their thoughts or ideas, hence increasing members’ virtual presence—a critical element of successful VLC. Despite the promising technological features and pedagogical implications of microblogging, little research has examined the integration of such activities and their impact on facilitating learner interaction and community building. 2. Learning by Doing Unlike the traditional acquisition model of learning that views learning as acquisition, the participation framework views learning as the process of knowledge construction through interaction and discourse among members in the community embedded in the social and cultural contexts (Sfard, 1998). When individuals construct knowledge together, they reciprocally create learning experiences for each other, and serve as part of each other’s "learning environment." Accordingly, this situated knowledge construction emphasizes learning in context (e.g., activity, people, culture, and language) and learning is inseparable from doing (Brown, Collins, & Duguid, 1989). Through active participation, learners collectively inquire into specific topics, share and exchange thoughts and experiences, and make improvement of ideas to develop deeper understanding (Lave & Wenger, 1991). Based on this framework, a virtual learning community can serve as a meaningful context for learner interaction and knowledge construction where it encourages active participation, interaction, and collaboration among members for joint knowledge construction. 3. Virtual Learning Community and Sense of Community (SoC) Rovai (2002b) defined a classroom community as a social community of learners who share knowledge, values, and goals, while learning on various levels is the essential goal of the community. Although online courses or learning environments are virtual and do not have a brick-and-mortar classroom, members undoubtedly aggregate for the same goal—learning. Therefore, members of a Virtual Learning Community should also share 588 Y.C. Hsu, Y.H. Ching (2011) knowledge, values, and goals, despite the possible variations at individual levels. Lock (2002) identified four cornerstones in an online learning community: communication, collaboration, interaction, and participation. A VLC can be created and strengthened through learning activities designed to promote communication, collaboration, interaction and participation among learners. However, communication and interaction can be challenging in virtual space because many of the visual cues, such as facial expression and other body language (Sia, Tan, & Wei, 2002), that can help with interaction and communication are not available. The fact that VLC members do not aggregate in the same physical location for regular meetings could easily lead to disconnectedness and require significant effort and sophistication for sustaining a learning community. A good indicator of well-functioning and strong learning community is ―sense of community,‖ which consists of several essential elements: mutual interdependence among members, connectedness, trust, interactivity, and shared values and goals (Rovai, 2002b). These elements were recognized, examined carefully, and tested empirically through research of various efforts. For example, Rovai (2002a) established a measurement instrument of Sense of Community by infusing the elements above into two subscales of ―connectedness‖ (i.e., feelings of connectedness among community members) and ―learning‖ (commonality of learning expectations and goals). He then validated the scale with statistical tests, and tested the scale for reliability. Before Rovai could establish his instrument measuring sense of community, earlier researchers proposed various conceptualizations of this construct which established the foundations for the recent and widely adopted conceptualization of SoC by Rovai. For example, Sarason (1974) emphasized one’s feeling of similarity to and interdependence with other members within a community. Also, Unger and Wandesman (1985) as well as McMillan and Chavis (1986) both emphasized one’s feeling of belongingness in a community. In addition, social-emotional tie (Unger & Wandesman, 1985) and faith in committing on being together to meet community members’ needs (McMillan & Chavis, 1986) also help bond members and strengthen a community. 4. Microblogging Microblogging, best exemplified by the highly popular Twitter application, is one of the latest Web 2.0 technologies (Ebner, Lienhardt, Rohs, & Meyer, 2010). Among the Web 2.0 technologies, microblogging represents a unique style of participatory web that encourages conversation, and facilitates collective knowledge and content creation. Microblogging is in many ways similar to blogging such as personal publication, allowing conversation between writers and readers, and providing multimedia capability for users to share (the links to) web-based multimedia including images or videos. However, one unique key feature of microblogging is the short-and-sweet rule it poses (e.g., Twitter)—the 140-character limit per microblogging entry. This constraint prevents long posting and forces microbloggers to post concise messages. While this format of publication may not allow for in-depth composition in one entry, the lightweight requirement and mechanism makes it easier for users to follow up on the conversation and give immediate feedback (Ebner et al., 2010) because individuals do not need to put in too much effort and time at once like when someone is writing on a blog. The short messages are very similar to those exchanges on Instant Messenger, but it does not impose time pressure on the conversant on either end for responding or turn-taking, since it does not require synchronous presence for those who engage in such conversations. Participants of microblogging only get involved when they Knowledge Management & E-Learning: An International Journal, Vol.3, No.4. 589 feel like to do it. It is the lightweight and minimal requirement that aids the popularity of microblogging activities. In the educational context, microblogging allows interaction between students and the instructor and among students through asking questions, giving opinions, exchanging ideas, sharing resources, and reflecting on learning (Ebner & Maurer, 2008). Examining college students using microblogging for project-oriented communication, Ebner et al. (2010) found that this tool supported informal learning and social interaction during group work. They also found that microblogging enhanced process-oriented learning in which learners were able to participate and help shape each other’s developing ideas through posting thoughts and information pieces. The features of microblogging aid instructional practice in addition to its help with learning. As microblogging records the interaction in the text format, it helps instructors document the learning process where learner participation and contribution during the learning process can be monitored and consulted for the purpose of providing feedback and assessment (Ebner et al., 2010). Microblogging, as a social networking tool, promotes social interaction and community building. Wright (2010) studied how microblogging helped teacher education students develop self-reflective practices during their practicum. As participants were required to log and share the thoughts of their teaching practices using Twitter regularly in her study, all participants reported that they valued the constant contact within the community built using the microblogging (i.e., Twitter) because the contact mitigated their feelings of isolation. Kowch and Schwier (1997) stated that technology needs to aid negotiation, intimacy, commitment, and engagement in order to create a virtual learning community. Microblogging tools coupled with learning by doing activities can provide a meaningful learning environment for knowledge construction and community building. 5. Research Purpose and Questions The purpose of the study is to examine how a microblogging tool (i.e., Twitter) can be effectively used to strengthen a virtual learning community (VLC) in the two sections of a fully online graduate course. We asked the following questions to guide our study:  What are students’ perceptions toward microblogging activities for supporting their learning and social connection in a VLC? o How does microblogging support community building in a VLC? o How does microblogging facilitate learning by doing in the context of a VLC? 6. Method 6.1. Context This online course was offered in a public university in the Western United States. This course focused on how to apply learning theory, principles of visual literacy, and graphic design techniques for instructional media development. Students learned to select and combine visual and textual representations to effectively communicate instructional information. In the two sections of this fully online graduate course, students were 590 Y.C. Hsu, Y.H. Ching (2011) consisted of K-12 teachers, school technology specialists, corporate trainers, and military personnel. 6.2. LMS and Discussion Forums The online course was hosted on the Moodle learning management system (LMS) packaged and customized for the program by an external company. The LMS was maintained and administered by one of our department’s faculty members. Students in this study were mostly familiar with taking an online course in the Moodle learning management system. In Moodle, the course instructor posted course materials, and made regular announcements regarding course requirements and reminders. Students posted their weekly assignments and provided peer feedback for each other regarding their design work in the discussion forums. 6.3. Instructional Strategies for Building VLC with Microblogging The microblogging activities on Twitter were designed to achieve two main goals: 1) to broaden graphic design perspectives by having students actively search and share the real-world design examples around them in their daily lives, which can greatly enrich sources of inspiration on their learning of graphic design; 2) to allow quick peer interaction to build the momentum of social learning in the virtual learning community by taking advantage of the 140-character-per-entry constraint, assuming a relatively light requirement could make students more willing to participate with frequent exchanges of ideas. During each of the 9 weeks of microblogging activities, students were asked to post weekly at least one design example from their daily life and comment briefly regarding the design example of their choice. Students were encouraged to apply the technical terms and knowledge they learned in this class to critique the examples shared on Twitter. Finding design examples in learners’ daily life offered the opportunities of learning by doing and situated learners’ development of graphic design skills in a meaningful context. Students had the options of using their smartphones to take photos of the examples and then upload the photos to Twitter with the mobile apps (i.e., software applications) of their choice. They could also take photos of the examples with common digital cameras, transfer the photos to their computers, and then upload the photos to Twitter. In addition to their original postings (i.e., ―tweets‖), students were required to respond weekly to at least two of their peers’ original tweets of examples. In both original tweets and responses, students included a hashtag followed by a course-specific activity keyword so their tweets can be searched and located by peers on Twitter. Figure 1. presents a snapshot of one student’s weekly microblogging activities, including a series of responses to peers’ tweets on the left column, and the highlighted original tweet of a design example found in his real-life context on the right column. Knowledge Management & E-Learning: An International Journal, Vol.3, No.4. 591 Figure 1. An example of microblogging activities in the Instruction Message Design course In the activities, the instructor was involved minimally by providing directions and technical support, hoping to foster a self-sustaining VLC that belonged to the members of the community. 6.4. Data Collection In this study, we collected multiple types and sources of data to provide a comprehensive picture of how to strengthen VLC in an online course. The following sources of data were collected: 1) quantitative survey data on student Twitter usage, class participation and sense of community (Rovai, 2002a); 2) rich qualitative data of students’ comments on microblogging activities, such as preference and possible instructional improvement regarding learning and engagement level. 6.5. Survey Responses Two surveys were administered. A pre-survey collected data on student Demographics, Twitter Usage, Class Participation, and Sense of Community. A post survey garnered data on student Twitter Usage, Class Participation, and Sense of Community. The authors of this paper created the questions on the Demographics, Twitter Usage and Class Participation using multiple-choice type questions. The questions on Sense of Community were adapted from Rovai’s (2002a) work and used Likert-scale type questions. The sense of community scale consists of 20 questions, including 10 questions for each of the two subscales on Connectedness and Learning respectively. A four-point Likert scale was used instead of the original five-point scale that includes a ―neutral‖ option. The authors decided to remove the midpoint ―neutral‖ to prevent from introducing social desirability bias to responses (i.e., participants might want to appear to be helpful) as well as the tendency toward a less meaningful interpretation this type of answer could yield (Garland, 1991). While the whole course lasted for 16 weeks, the presurvey was administered one week before the start of microblogging activities (i.e., Week 4), and the post-survey was administered one week after the end of microblogging activities (i.e., Week 15). 592 Y.C. Hsu, Y.H. Ching (2011) 6.6. Open-ended Comments In the post-survey, ―Comments about Microblogging Activities‖ is added as another section to allow students to freely comment on if they felt as part of a learning community with the help of microblogging activities, and what they liked and/or disliked about the microblogging activities. This section is included to collect data that allow for data triangulation with responses from other sections of the surveys and to help provide a rich picture of how students felt about the virtual learning community fostered by the Web 2.0 application. 7. Findings 7.1. Demographics Among the 40 students enrolled in this graduate course, a total of 22 students participated in this study. However, one of the students did not fill out the post-survey so this student’s data were excluded from our analysis. Among the remaining 21 participants, 12 were males and 9 were females. Also, the majority of participants (14 people; 67%) were 26-40 years old, and there were 6 participants who ranged between 41-50 years old and 1 student reporting being between 51-60 years old. 7.2. Twitter Usage Before the microblogging activities in this course, 47.6% of the participants had never used Twitter, 33.3% had experience with Twitter for less than one year, and 14.3% had experience with Twitter for more than 2 years. At the conclusion of microblogging activities, 14.3% reported checking Twitter messages once a day, 57.2% checked Twitter messages 3 to 5 times a week. There were also 23.8% of students reported they checked Twitter messages less than 3 times. As for the time spent on Twitter weekly, it varied from less than 10 minutes to one hour: 1) 42.9% spent less than 10 minutes; 2) 23.8% for 10 minutes; 3) 23.8% for half an hour; and 4) 9.5% for an hour. 7.3. General Class Participation/Activities Participants by average spent 3.7 hours weekly creating graphics for course assignments until Week 4, and 5 hours weekly creating graphics by Week 15, which showed a significant increase (t = 2.29, p < .05) in time on assignments perhaps due to requirement and increasing complexity of assignments. On the other hand, the results showed participants had significant decreases on hours per week for: 1) responding to peers’ posting (t = -2.36, p < .05), which might have to do with increasing demand from highstake final project; 2) searching for or studying tutorials about image editing software (t = -4.30, p < .001), which could result from participants’ increasing familiarity of image editing software of their choice; and 3) checking the course Moodle site (t = -3.00, p < .005), which along with 1) and 2) reflected participants’ time allocation and management—spending more time on their own design assignments. Knowledge Management & E-Learning: An International Journal, Vol.3, No.4. 593 7.4. Sense of Community 7.4.1. Scale For each item on the Sense of Community scale, the possible score ranged from 1 to 4 points1. The reliability scores (Cronbach α) based on the scores obtained from the presurvey and post-survey were .881 and .910 respectively, which indicated high reliability of the responses to the SoC scale. 7.4.2. Descriptive Analysis An examination of the item means showed that participants’ responses mostly fell into the ―agree‖ category (near or above 3), except for ―feel like a family‖ and ―feel member depending on me.‖ (See Table 1) Table 1. Survey item response mean scores Classmates care about each other* I am encouraged to ask questions Feel connected to others Feel easy to get help Feel a spirit of community Feel receiving timely feedback Feel the course being like a family Feel easy exposing gap in my own understanding Feel not isolated in this course Feel willing to speak/communicate openly Trust others in this course Feel this course resulting in more than modest learning Feel able to rely on others in this course. Feel other students helping me learn Feel members of this course depending on me Feel being given ample opportunities to learn Feel certain about others in this course Feel my educational needs being met Feel confident that others will support me Feel this course promoting a desire to learn Pre-survey Item Response Mean Score 3.00 3.10 2.57 3.14 2.81 3.24 2.10 2.67 2.95 3.10 2.90 2.95 2.67 2.95 2.14 3.25 2.71 3.19 2.80 3.30 Post-survey Item Response Mean Score 3.00 3.14 2.81 3.10 2.95 3.10 2.33 2.81 2.86 3.00 2.95 2.76 2.76 2.95 2.24 3.05 3.00 2.95 2.76 3.10 *Boldface: ―Connectedness‖ subscale; non-boldface: ―Learning‖ subscale. When looking at mean scores across items, there were no differences between pre-survey and post-survey (M = 2.88 in both surveys). When further breaking the Sense of Community down into the subscales, there was a slight increase in feelings of connectedness, and a slight decrease in sense of learning. On average, learners responded to both the ―Connectedness‖ and ―Learning‖ subscales positively as the mean score fell 1 1 = Strongly Disagree; 2 = Disagree; 3 = Agree; 4 = Strongly Agree 594 Y.C. Hsu, Y.H. Ching (2011) into the ―agree‖ category (near or equal to 3) from both pre-survey and post-survey (See Table 2). Table 2. Survey mean scores by scales Sense of Community Connectedness Learning Mean Score across Items Pre-survey Post-survey 2.88 2.88 2.67 2.77 3.09 3.00 It should be noted that other ongoing course activities were also likely to have an impact on learners’ responses to this Sense of Community measure as the microblogging activity was not the only course activities. To further understand students’ perceptions toward the microblogging activities, participants’ responses to open-ended questions were analyzed to elicit student insights about microblogging as a tool to strengthen the virtual learning community and enhance their learning in the community. 7.5. Student Perceptions Three open-ended questions were asked in the post-survey to examine student perception regarding the microblogging activity, including:  Does the microblogging (Twitter) activity help you feel more involved in class as part of a learning community? Why or why not?  What do you like most about the microblogging (Twitter) learning activity in this course?  What do you dislike most about the microblogging (Twitter) learning activity in this course? 7.5.1. Supporting Community Building in VLC Examining qualitative data from these questions, about two thirds of the students perceived the use of microblogging positively for community building. Several students commented that they felt more involved in the learning community through this Twitter activity and that this environment provided a relaxed atmosphere and an informal way to communicate with other classmates. One student commented that, I had never used Twitter before. I think that it helped unite the class because weekly we saw each other and weekly gave each other feedback. It helped to see people’s pictures on Twitter. I feel like I know people better. It is interesting while all students were required to participate in the discussion forum weekly, some of them felt they were more connected via Twitter. Comparing the two media, one student said ―it (Twitter) seemed to connect us more than the forums, as it was easier to read the tweets and easier to respond.‖ Some students altered their perception after they experienced the activity. One student said, I was at first skeptical about Twitter as a class tool to promote a learning community. I ended up enjoying posting weekly tweets and looked forward to