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Journalism & Mass Communication Educator

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Microblogging for Class

Camilla Gant and Patrick D. Hadley

Journalism & Mass Communication Educator 2013 69:1, 17-32

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Microblogging for Class

Camilla Gant and Patrick D. Hadley

Journalism & Mass Communication Educator 2013 69:1, 17-32

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Microblogging for Class: An Analysis of Affective, Cognitive, Personal Integrative, and Social Integrative Gratifications

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Camilla Gant¹

1University of West Georgia, Carrollton, GA, USA
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, Patrick D. Hadley¹

1University of West Georgia, Carrollton, GA, USA
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First Published December 11, 2013 Research Article

https://doi.org/10.1177/1077695813513768

Article Information

Volume: 69 issue: 1, page(s): 17-32

Article first published online: December 11, 2013; Issue published: March 1, 2014

Camilla Gant¹, Patrick D. Hadley¹

¹University of West Georgia, Carrollton, GA, USA

Corresponding Author: Camilla Gant, Professor and Chair, University of West Georgia, 1601 Maple St., Carrollton, GA 30118, USA. Email: cgant@westga.edu

Abstract

This study shows that undergraduate students can gratify cognitive, affective, social integrative, and personal integrative needs microblogging via a learning management system discussion tool. Moreover, the researchers find that microblogging about news regarding mass media events and issues via Blackboard heightened engagement, expanded knowledge of subject matter, encouraged transactional learning, and reinforced retention of content.

Keywords

education, blog, asynchronous discussions, computer-mediated communication

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