This paper presents findings from a study of student communication via the microblogging platform Twitter. Students from two undergraduate information systems cohorts, one Australian and one American, participated in synchronised learning activities related to topics common to their curricula. Both cohorts engaged in microblogging based discussion, effectively establishing a Community of Inquiry. An analysis of the “tweets” posted demonstrates certain patterns regarding microblogging activity. In particular, students who posted tweets indicating cognitive presence while involving other student tended to receive a good response. Further, students who used particular microblogging conventions also received a good response. Based on these observed patterns, we make recommendations of relevance to educators interested in using microblogging in their learning and teaching practice. The recommendations can be used in informing students on how to use Twitter such that they are likely to spark interaction.


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