@article{Luo_Shah_Cromptom_2019, place={Melbourne, Australia}, title={Using Twitter to Support Reflective Learning in an Asynchronous Online Course}, volume={35}, url={https://ajet.org.au/index.php/AJET/article/view/4124}, DOI={10.14742/ajet.4124}, abstractNote={<p>The purpose of this study was to further our understanding of the use of Twitter for promoting reflective learning. Specifically, this study investigated how students participate in Twitter-supported activities, what type of knowledge are manifested when Twitter is used to reflect on the course readings, and how students perceive the Twitter-supported activities. The data showed that Twitter was successful in keeping the learners engaged in the reflective discussion activities for a prolonged period compared to Blackboard. Students overall had a positive perception towards the integration of Twitter to support reflection and discussion along with active participation. Twitter was effective in increasing perceived learner-content and learner-learner interactivity along with engagement. We also provide recommendations for educational practitioners and direction for future research.</p><p> </p>}, number={3}, journal={Australasian Journal of Educational Technology}, author={Luo, Tian and Shah, Smruti J. and Cromptom, Helen}, year={2019}, month={Jun.} }