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Twitter has become a hot topic of conversation in professional learning circles. However much of the commentary related to professional learning and Twitter is at best circumstantial rhetoric, which fails to illustrate the real experiences and complexities of professional learning in online spaces. This case study explored how eight higher education professionals engaged with Twitter for professional learning purposes. Data was collected and analysed from participant Twitter profiles and subsequent interviews explored professional learning on Twitter with participants.
Using the Visitor and Resident typology this paper highlights that participants were involved in a range of types of participation on Twitter. Participatory activities on Twitter were considered using Wenger’s (1998) concepts of participation and non-participation. Although participants of this research supported Twitter for professional learning, this study indicates that professionals were hesitant to establish presence and participate in social networking activities via Twitter. Consequently further research is needed to unpick the complexities of participation in online spaces.
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