Michael Buckland

I prefer blogging over tweets because with tweets, students may be inclined to "shoot from the hip" in creating responses. With blogging, the student must spend more time formulating a response which gives more time for reflection and analysis.

I can see how micro-blogging would be helpful in the classroom. Are there any tutorials that would help an instructor understand how tweets work?

Using the framework of Bloom's taxonomy, what would be a good way to begin the introduction of social networking in the classroom? I have introduced social networking in partnership with an online grade reporting tool. Students are required to communicate with the instructor and other students using this tool. I have found that this open forum of communication is helpful in reaching students beyond the physical and time constraints of the classroom.

I make it a point to tell my students at the first class (and later if needed) that "I never make a mistrake!".

Humor in the classroom can be a way of warming bonds with students which can later be used as a springboard for more serious discussions relating to issues surrounding student retention.

Sometimes it is helpful to quiet our preconceived notions notions and biases. Try not to be mentally developing a response before we have completely listened to a student's concerns. Practice active and proactive listening.

I did my dissertation on retention at a small, Appalachian college. I found the main correlated factor to retention was family influence and expectations. The most common response was "I do not want to let my family down."