Twitter as a virtual learning environment

During a Twitter chat in the MOOC Open Networked Learning a question concerning Twitter in teaching was raised. I decided to try the social media last year in three courses for teacher students at Åbo Akademi University. My main reasons were that I wanted to interact with students during lectures, but I also wanted them to interact with each other.

Finally, I wanted my students to start building a network that wasn’t simply related to the place they were studying, which is a good place to start, but there are so many interesting discussions going on about school and I thought, why not encourage students to follow people around the world that happen to be on Twitter. Teachers, international leaders, poets and scientists.

Skärmavbild 2017-10-05 kl. 13.42.35

Following at least 50 people and retweeting interesting posts regularly were part of the course requirements, I knew this because previous research is clear about this. Simply putting students in a certain learning environment doesn’t mean they will interact there.

Twitter Neil

Twitter is easy to use with a large group. Simply find a hashtag that you ask everyone to use. I asked my students to reflect on the topic of the lecture as a way to identify possible questions among students. But this is hardly the most engaging way to use Twitter.

Twitter individuell reflektion

I asked students to work on assignments together and publish summaries on Twitter. We also took some time to read through the posts and like or retweet the ones we enjoyed reading. Sharing what we know and think is fundamental in any learning process, and what I really like abut social media is the possibility to include pictures, videos etc. That can add new dimensions to learning and discussions through different modalities.

Twitter gruppuppgift

twitter lektionsplan

We tried role-playing as a way for students to read and process the history of ideas in pedagogy. Knowing that students sometimes find reading challenging I thought that writing about what they read might support them and they could share what they read with others. Taking on the role of a pedagogue in history might even be a little bit fun.

Skärmavbild 2017-10-22 kl. 15.41.50

The anonymity of Twitter was important when polls were concerned. It turned out that 48 % of the people who took part in one poll about privilege had been bullied. When the students saw that they fell silent. Thinking about privilege through experiences of the people present, and of course others on Twitter that might have taken part in it, was a great way to address this topic in a large group. Twitter made something troubling obvious.

HUr priviligierad är du?

Not all students were thrilled at the thought of using Twitter, and I think it does take time for them to learn how to use a virtual learning environment such as this for learning purposes.  Not everyone likes the fast pace and the short posts, not to mention the distractions, but this is an important skill to master in a society where the amount of information is exploding on social media.

If you teach students for several weeks and you have several lectures and seminars with them Twitter is definitely worth considering. It is an amazing tool since it is easy to use and it doesn’t take long to join. I allowed my students to use fake names and I think this made it easier for them to join, some decided to add their real name after the course.

Above all I think it offers an insight into the learning process of the student. I asked my students to collect their tweets in a document that they shared with me, but it’s just as easy to ask them to share their user name if they only use that handle for the course. You quickly get a picture of what they have been doing during a course and you can comment different assignments. Twitter can be used for reflective purposes, group assignments and questions to and from students, but probably for many other purposes too, that I haven’t thought about yet. The key is to get students to share, retweet and like, to interact all through the course in meaningful assignments, this isn’t always easy because they are used to individual studies and social media is something used in private for a lot of them.


  1. Kay Oddone · October 22, 2017

    Hi Charlotta, I loved this post! Lots of great pedagogical strategies for embedding Twitter into learning. Thank you so much for sharing. I have one question – when your students used fake names, did you ask them to let you know who they were? I know the identity is probably not important, but I was interested to know whether or not you ‘knew’ who was sharing what.

    Liked by 1 person

    • chilli2012 · October 23, 2017

      Hi Kay, good to see you again! At the end of the course when they handed in all their assignments I found out who they were. Which of course is also an interesting aspect regarding teacher biases. Perhaps students should be allowed to be anonymous more often in written assignments. 🙂

      Liked by 1 person

  2. Kay Oddone · October 23, 2017

    Ah, cool! Thanks for that! I actually do wonder sometimes about how much teacher bias might play into assessment, and whether students might actually perform better if they feel they are anonymous; another PhD there!!! :).


  3. kiruthikaragu · October 28, 2017

    Hi Charlotta,
    Thank you for sharing this awesome post with ideas for embedding twitter in your lessons

    Liked by 1 person

    • chilli2012 · October 28, 2017

      Glad you liked it!


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