社会动态与话语行为：深入探究推特助力的专业学习空间

Social Dynamics and Discourse Moves: A Closer Look Into a Twitter-Facilitated Professional Learning Space.

作者信息

Zheng Binbin, Beck Dallaghan Gary, Wang Zilu

机构信息

Dr. Zheng: Associate Professor, Center for Health Professions Education, School of Medicine, Uniformed Services University of the Health Sciences, Bethesda, MD. Dr. Beck Dallaghan: Professor, Department of Medical Education, the University of Texas at Tyler, Tyler, TX. Ms. Wang: Research Assistant, Bau Institute of Medical and Health Science Education, Li Ka Shing Faculty of Medicine, The University of Hong Kong, Pok Fu Lam, Hong Kong.

出版信息

J Contin Educ Health Prof. 2025 Jan 1;45(1):4-10. doi: 10.1097/CEH.0000000000000567. Epub 2024 Aug 16.

DOI:10.1097/CEH.0000000000000567

PMID:39162713

Abstract

INTRODUCTION

Professionals use Twitter because of its potential to support easy and rapid communication among like-minded people. It is also used widely by educators to support the establishment of professional learning spaces. This study investigates social interactions and knowledge construction in synchronous online discussions using the Twitter hashtag #MedEdChat.

METHODS

Three synchronous Twitter discussions on #MedEdChat during the early part of the COVID-19 pandemic were analyzed. Social network analysis was conducted to capture the social interactions among their participants and network dynamics. Content analysis was used to examine the nature of tweets posted on #MedEdChat, including social-related, cognitive-related, and moderation-related tweets.

RESULTS

In all three discussions, a small number of individuals dominated the interactions, while also serving as hubs for connections with others in more peripheral positions. Very few participants were isolated nodes who never interacted with others during the online discussions. Our content analysis suggested that parties to these discussions posted social-related posts the most, followed by cognitive-related ones. Social posts focused on others' messages, continuing threads, issuing compliments and greetings, and expressing emotions. Cognitive-related posts, on the other hand, mostly focused on information exchange/sharing or asking content-related questions to promote discussion (ie, triggering event).

DISCUSSION

By examining social dynamics and discourse moves in Twitter-supported online synchronous discussions using the #MedEdChat hashtag, this study found that Twitter has the potential to facilitate professional learning spaces in which a few highly active individuals serve as portals for connections and interactions among all discussants. In addition, in such communities, social-related and cognitive-related tweets could promote social interactions and knowledge construction.

摘要

引言

专业人士使用推特是因为它有潜力支持志同道合的人之间轻松快速的交流。教育工作者也广泛使用推特来支持专业学习空间的建立。本研究调查了使用推特标签#MedEdChat进行的同步在线讨论中的社会互动和知识建构。

方法

分析了在新冠疫情初期关于#MedEdChat的三次同步推特讨论。进行了社会网络分析以捕捉参与者之间的社会互动和网络动态。内容分析用于检查在#MedEdChat上发布的推文的性质，包括与社会相关、与认知相关和与管理相关的推文。

结果

在所有三次讨论中，少数人主导了互动，同时还充当了与处于更边缘位置的其他人建立联系的枢纽。在在线讨论期间，很少有参与者是从未与他人互动的孤立节点。我们的内容分析表明，这些讨论的参与者发布与社会相关的帖子最多，其次是与认知相关的帖子。社会帖子关注他人的信息、延续话题、发出赞美和问候以及表达情感。另一方面，与认知相关的帖子大多关注信息交流/分享或提出与内容相关的问题以促进讨论（即触发事件）。