I Love Tweeting in Class, But -- A Qualitative Study of Student Per...

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Journal of Public Relations Education
2017, Vol. 3, No. 1, 1-13
I Love Tweeting in Class, But…. A Qualitative
Study of Stu...

Tatone, Gallicano & Tefertiller 2
distraction (e.g., Varadajan, 2011). Qualitative research can play a key role by helpi...

Vol. 3 (1), 2017 Journal of Public Relations Education 3
other questions, collaborate on a project, and offer one anothe...

Tatone, Gallicano & Tefertiller 4
community from their perspectives, we investigated the following research questions:
R...

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Vol. 3 (1), 2017 Journal of Public Relations Education 5
We wanted to group similar people together, in line with the ...

Tatone, Gallicano & Tefertiller 6
while noting the wide variety of responses we received (see Miles & Huberman, 1994).
W...

Vol. 3 (1), 2017 Journal of Public Relations Education 7
several students increased agency for expressing their views in...

Tatone, Gallicano & Tefertiller 8
When we were talking about copyright issues and stuff recently, the whole time,
when s...

Vol. 3 (1), 2017 Journal of Public Relations Education 9
qualitative saturation with regard to exploring students’storie...

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Tatone, Gallicano & Tefertiller 10
that add to the educational value of the hashtagged discussion and the types of tweet...

Vol. 3 (1), 2017 Journal of Public Relations Education 11
lack of using Twitter intervals based on the difference the in...

Tatone, Gallicano & Tefertiller 12
large classrooms. IEEE Transactions on Education, 58, 98–103. doi:10.1109/
TE.2014.23...

Vol. 3 (1), 2017 Journal of Public Relations Education 13
Appendix: Focus Group Protocol
IRB forms, name tags, demograph...

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