TY - JOUR
T1 - Any Questions? An Application of Weick's Model of Organizing to Increase Student Involvement in the Large-Lecture Classroom
AU - Ledford, Christy J.W.
AU - Saperstein, Adam K.
AU - Cafferty, Lauren A.
AU - McClintick, Stacey H.
AU - Bernstein, Ethan M.
N1 - Publisher Copyright:
© 2015, © 2015 National Communication Association.
PY - 2015/4/3
Y1 - 2015/4/3
N2 - Microblogs, with their interactive nature, can engage students in community building and sensemaking. Using Weick's model of organizing as a framework, we integrated the use of micromessaging to increase student engagement in the large-lecture classroom. Students asked significantly more questions and asked a greater diversity of questions when micromessaging was available to them. The microblog format facilitated student-to-student connectedness, where students could post questions to the microblog alongside questions from their peers. This communication strategy provided increased requisite variety to match the equivocal nature of the large-lecture, medical humanities classroom.
AB - Microblogs, with their interactive nature, can engage students in community building and sensemaking. Using Weick's model of organizing as a framework, we integrated the use of micromessaging to increase student engagement in the large-lecture classroom. Students asked significantly more questions and asked a greater diversity of questions when micromessaging was available to them. The microblog format facilitated student-to-student connectedness, where students could post questions to the microblog alongside questions from their peers. This communication strategy provided increased requisite variety to match the equivocal nature of the large-lecture, medical humanities classroom.
UR - http://www.scopus.com/inward/record.url?scp=84923928543&partnerID=8YFLogxK
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U2 - 10.1080/17404622.2014.1003309
DO - 10.1080/17404622.2014.1003309
M3 - Article
AN - SCOPUS:84923928543
SN - 1740-4622
VL - 29
SP - 116
EP - 128
JO - Communication Teacher
JF - Communication Teacher
IS - 2
ER -