Our search yielded very few studies on how informational applied sciences, similar to video lectures and podcasts, influence scholar engagement. Unlike the technologies we identified earlier, informational technologies replicate a behaviorist method to learning in which students are passive recipients of information that’s transmitted from an expert (Boghossian, 2006). Findings from our literature evaluation provide preliminary support for including expertise as a factor that influences scholar engagement in current models (Table 1).
Twitter subscribers might “observe” other customers and achieve entry to their tweets and also might “retweet” messages that have already been posted (Hennessy, Kirkpatrick, Smith, & Border, 2016; Osgerby & Rush, 2015; Prestridge, 2014; West, Moore, & Barry, 2015; Tiernan, 2014;). Instructors may use Twitter to publish updates about the course, make clear expectations, direct students to further learning supplies, and encourage college students to debate course content material (Bista, 2015; Williams & Whiting, 2016).