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Article 2: Accommodating Twitter: Communication Accommodation Theory and
Communication is a significant and important element in our life. Communication is also important in the classroom. A research study finds out that student effectiveness can be related to how student communicate and interact well each other in classroom. Sidelinger and Booth-Butterfield (2010) state, “student–student connectedness influences the academic success of students. Additionally, students who engage in interaction are also more likely to engage in course material.” Basically, active interaction and communication can lead to academic success overall. However, constructing student-student connectedness is difficult inside of class. It can be difficult for an instructor to create and/or sustain active interaction among students. Also, it’s more difficult to interact outside of class because students are more interested in social issues displayed on TV programs and social media instead of classroom content. This activity focused on Communication Accommodation Theory(CAT); specifically, it focused on convergent communication. By using a classroom hashtag (#) on Twitter, students can be engaged in convergent communication more frequently, helping to enhance student’s interaction both inside and outside of classroom. Before conducting this activity, the instructor should open a Twitter account and name the account after the specific class. After that, instructor should create a hashtag, which includes a short phrase about class. This would make it easier for the instructor and students to search for class content. Students also should open a Twitter account that is set to ‘public’, making it possible for the instructor and other students to see their posts. Students have to post 6 tweets per week on their Twitter that contains the hashtag. There are different types of Tweets: critique tweet, speech topic tweet, non-academic tweet, and reply tweet. Students can express their own thinking by writing on Twitter, while having the ability to give feedback to other people. After each student has finished their assignment, instructor has to check each student’s tweet by searching hashtag.
The results of this activity is overall positive. Students felt that they were able to interact with each other easier outside of classroom than inside of class, making the class feel more like a community than before. Students also enjoyed their assignment. Basically, it was easy and took little time. In addition, throughout ‘non-academic tweet’, students were able to learn about new things from their classmates, while being able to easily talk to each other. Finally, it was also helpful for doing their assignment. Students were able to figure out topics and gain clarification for the next class assignment by using Twitter. Overall, this assignment created convergent communication among students. Instructor didn’t require to students about convergent communication when they are doing assignment, but students did convergent communication each other outside of class through Twitter and it became a main feature of this activity. By doing convergent communication, students also converge in initial conversation before the class. students talked about their ‘non-academic tweet’. It’s a normal subject like ‘walking dead’, so they can easy to start conversation each other. It is connected to active interaction for them. Consequently, convergent communication is conducting both inside of class and outside of class. By using Twitter, students can begin convergent communication and it can lead to academic success.
However, experiment assignment performed only one class. We didn’t know about how this assignment works for other classes. It needs to perform to other classes with the same experiment assignment.
Parcha, Joshua M. (2014). Accommodating Twitter: Communication Accommodation Theory and Classroom Interactions. Communication Teacher, 28(4), 229-235. Retrieved from