The power of hashtags in online presentation promotes interactivity and globalization in students’ learning

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Abstract

Online presentation is emerging when classroom presentation is not possible. This study was to compare students’ interactivity between the asynchronized online presentations with hashtags and the synchronized classroom presentations. This was a secondary analysis with seven courses conducted between 2016 and 2020. Students’ interactivity in group presentations was evaluated from the videos recorded in classrooms and the posts on social media. Three and four courses in the classroom mode and online mode, respectively were included. Students’ presentations if posted in social media with hashtags, it gained higher accessibility, more attention, more views and the interactions between the presenters and the audiences generated more themes. No significant difference was found between groups in students’ self-reported learning experience on exchanging ideas, learning from various sources and engaging in their own learning. The application of hashtags allowed more time and more viewers to give feedback to the students. Copyright © 2022 The Author(s).
Original languageEnglish
Pages (from-to)488-502
JournalJournal of Educational Technology Systems
Volume50
Issue number4
Early online dateApr 2022
DOIs
Publication statusPublished - 01 Jun 2022

Citation

Chung, L. M. Y. (2022). The power of hashtags in online presentation promotes interactivity and globalization in students’ learning. Journal of Educational Technology Systems, 50(4), 488-502. doi: 10.1177/00472395221087613

Keywords

  • Hashtags
  • Group presentation
  • Asychronized online presentation
  • Exchanging ideas
  • Learning from various sources
  • Engaging in learning

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