The Power of Hashtags in Online Presentation Promotes Interactivity and Globalization in Students’ Learning

Abstract

Online presentation is emerging when classroom presentation is not possible. This study was to compare students’ interactivity between the asynchronized online presentations with hashtags and the synchronized classroom presentations. This was a secondary analysis with seven courses conducted between 2016 and 2020. Students’ interactivity in group presentations was evaluated from the videos recorded in classrooms and the posts on social media. Three and four courses in the classroom mode and online mode, respectively were included. Students’ presentations if posted in social media with hashtags, it gained higher accessibility, more attention, more views and the interactions between the presenters and the audiences generated more themes. No significant difference was found between groups in students’ self-reported learning experience on exchanging ideas, learning from various sources and engaging in their own learning. The application of hashtags allowed more time and more viewers to give feedback to the students.