Match!
Jane Costello
Memorial University of Newfoundland
9Publications
3H-index
14Citations
Publications 9
Newest
Published on Feb 25, 2019in Education and Information Technologies
Adrienne M. F. Peters1
Estimated H-index: 1
(MUN: Memorial University of Newfoundland),
Adrienne M. F. Peters1
Estimated H-index: 1
(MUN: Memorial University of Newfoundland)
+ 0 AuthorsJane Costello3
Estimated H-index: 3
(MUN: Memorial University of Newfoundland)
Social media’s reach has extended into our personal, professional, and educational lives. Related to the latter, research has examined how technologies, such as Twitter, can be used as communication and evaluation tools in postsecondary settings. No known studies have considered students’ experiences using Twitter in different course delivery formats (e.g., on campus compared to online courses), yet this can inform instructor decision-making on whether Twitter can be more effectively incorporate...
Published on Dec 31, 2018
Adrienne M. F. Peters1
Estimated H-index: 1
(MUN: Memorial University of Newfoundland),
Adrienne M. F. Peters1
Estimated H-index: 1
(MUN: Memorial University of Newfoundland)
+ 0 AuthorsDaph Crane2
Estimated H-index: 2
(MUN: Memorial University of Newfoundland)
As the use of social media in post-secondary education expands, so does the research literature examining its effectiveness in engaging students. Studies have examined the use of Twitter as an assessment and engagement tool, and since this is a broad and growing research area, better understanding whether Twitter can promote these outcomes in an upper-level university course is valuable. This paper explores these themes based on a student survey (N=37) conducted in a Sociology Deviance course. I...
Published on Jan 1, 2016
Jane Costello3
Estimated H-index: 3
(MUN: Memorial University of Newfoundland),
Daph Crane2
Estimated H-index: 2
(MUN: Memorial University of Newfoundland)
Linda E. Rohr9
Estimated H-index: 9
(MUN: Memorial University of Newfoundland),
Jane Costello3
Estimated H-index: 3
(MUN: Memorial University of Newfoundland),
Thomas Hawkins1
Estimated H-index: 1
(MUN: Memorial University of Newfoundland)
While the use of Twitter for communication and assessment activities in online courses is not new, it has not been without its challenges. This is increasingly true of high enrolment courses. The use of a Twitter Evaluation application which leverages a Learning Management System’s (LMS’s) application programming interface (API) provides a solution which reduces the administrative overhead associated with tracking students’ Tweets and allows the grader to focus on the assessment of the Tweets’ q...
Published on Mar 13, 2015
Linda E. Rohr9
Estimated H-index: 9
(MUN: Memorial University of Newfoundland),
Jane Costello3
Estimated H-index: 3
(MUN: Memorial University of Newfoundland)
During the Winter and Spring 2014 semesters students registered in the online offering of Human Kinetics and Recreation 1000 (N=589) were asked to participate in two Twitter events encompassing two of the course’s assessment activities. In each Twitter event, students were required to post, at minimum, one original tweet and respond to another student’s tweet. The use of a tweet feeder widget in the course’s learning management system provided a current summary of the dialogue. An aggregate tool...
Published on Jan 1, 2015
Jane Costello3
Estimated H-index: 3
(MUN: Memorial University of Newfoundland),
Michael Skipton2
Estimated H-index: 2
(MUN: Memorial University of Newfoundland)
Concerns that business school graduates, program curricula and classroom teaching are lacking in real-world relevance have been on-going for almost as long as schools have been established. Traditional, theory-based and classroom-oriented teaching has not been leading to relevant learning. Students need to develop real-world situational relevance through learning to use their knowledge as the basis for developing their critical thinking, to search for and find information in and of the situation...
Published on Sep 11, 2013in Open Praxis
Jane Costello3
Estimated H-index: 3
(MUN: Memorial University of Newfoundland),
Daph Crane2
Estimated H-index: 2
(MUN: Memorial University of Newfoundland)
As the number, type, and use of technologies to support learning increases, so do the opportunities for using these technologies for feedback. Learner-centered feedback is a core to the teaching-learning process. It is related to assessment in describing how learners perform in their learning, their gain in knowledge, skills, and attitudes. Feedback, types of feedback, guidelines for effective learner-centered feedback, and feedback’s relationship to assessment are presented. Methods of providin...
Published on Jan 1, 2010
Jane Costello3
Estimated H-index: 3
(MUN: Memorial University of Newfoundland),
Daph Crane2
Estimated H-index: 2
(MUN: Memorial University of Newfoundland)
As the number, type and use of technologies to support learning increases so do the opportunities for using these technologies for feedback in liberal arts higher education. Literature on electronic feedback (e-feedback) technologies varies depending on the type. The paper looks at feedback, technologies and their affordances which would allow instructors and designers to make informed decisions about when and how to use them for learner-centered feedback. Guidelines for feedback are also presen...
1