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Jane Costello
Memorial University of Newfoundland
Computer-mediated communicationComputer scienceSocial mediaKnowledge managementDeviance (sociology)
9Publications
3H-index
15Citations
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Publications 9
Newest
#1Adrienne M. F. Peters (MUN: Memorial University of Newfoundland)H-Index: 1
#2Daph Crane (MUN: Memorial University of Newfoundland)H-Index: 2
Last. Jane Costello (MUN: Memorial University of Newfoundland)H-Index: 3
view all 3 authors...
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...
Source
#1Adrienne M. F. Peters (MUN: Memorial University of Newfoundland)H-Index: 1
#2Jane Costello (MUN: Memorial University of Newfoundland)H-Index: 3
Last. Daph Crane (MUN: Memorial University of Newfoundland)H-Index: 2
view all 3 authors...
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...
1 CitationsSource
1 Citations
#1Jane Costello (MUN: Memorial University of Newfoundland)H-Index: 3
#2Daph Crane (MUN: Memorial University of Newfoundland)H-Index: 2
Source
#1Linda E. Rohr (MUN: Memorial University of Newfoundland)H-Index: 9
#2Jane Costello (MUN: Memorial University of Newfoundland)H-Index: 3
Last. Thomas Hawkins (MUN: Memorial University of Newfoundland)H-Index: 1
view all 3 authors...
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...
3 CitationsSource
#1Linda E. Rohr (MUN: Memorial University of Newfoundland)H-Index: 9
#2Jane Costello (MUN: Memorial University of Newfoundland)H-Index: 3
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...
4 CitationsSource
#1Jane Costello (MUN: Memorial University of Newfoundland)H-Index: 3
#2Michael Skipton (MUN: Memorial University of Newfoundland)H-Index: 2
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...
#1Jane Costello (MUN: Memorial University of Newfoundland)H-Index: 3
#2Daph Crane (MUN: Memorial University of Newfoundland)H-Index: 2
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...
3 CitationsSource
#1Jane Costello (MUN: Memorial University of Newfoundland)H-Index: 3
#2Daph Crane (MUN: Memorial University of Newfoundland)H-Index: 2
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...
3 Citations
1