Aprendizaje conectado en redes sociales

  1. Santoveña Casal, Sonia 1
  2. López, Susana Regina 1
  1. 1 Universidad Nacional de Educación a Distancia
    info
    Universidad Nacional de Educación a Distancia

    Madrid, España

    ROR https://ror.org/02msb5n36

    Geographic location of the organization Universidad Nacional de Educación a Distancia
Journal:
Psychology, Society & Education

ISSN: 1989-709X,  2171-2085

Year of publication: 2021

Volume: 13

Issue: 1

Pages: 1-8

Type: Article

DOI: 10.25115/PSYE.V1I1.2485 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Psychology, Society & Education

Sustainable development goals

info

SDG classification obtained using Aurora SDG artificial intelligence model.

Abstract

In the framework of the project Analysis of digital pedagogies: Communication, Social networks and new narratives (CoReN), different digital pedagogical proposals are launched. In this paper the results are presented in the development of a learning model connected in social networks. Several academic debates are carried out on Twitter in the framework of different subjects. Subsequently, the results are evaluated through the development of several discussion groups carried out with the students. The data analysis is qualitative, based on the content analysis of the discussion groups. The results indicate that students value very positively the implementation of innovative proposals in official studies. It is concluded that the academic participation on Twitter has improved the process of communication and interaction and also the learning of the students.

Bibliographic References

  • Akcaoglu, M., y Bowman, ND. (2016). Using instructor-led Facebook groups to enhance students’ perceptions of course content. Computers in Human Behavior, 65: 582-590.
  • Coffey, A. y Atkinson, P. (1996). Making sense of qualitative data analysis: Complementary Research Strategies. Londres: Sage.
  • Eid, MIM., y Al-Jabri, IM. (2016). Social networking, knowledge sharing, and student learning: The case of university students. Computers & Education, 99, 14-27.
  • Flick, U. (2012). Introducción editorial, en Graham Gibbs (2012), El análisis de datos cualitativos en investigación cualitativa. Madrid: Morata.
  • Flick, U. (2015). El diseño de investigación cualitativa. Madrid: Morata.
  • Gibbs, G. (2012). El análisis de datos cualitativos en investigación cualitativa. Madrid: Morata.
  • Lambić, D. (2016). Correlation between Facebook use for educational purposes and academic performance of students. Computers in Human Behavior, 61, 313-320.
  • Lee J., y Bonk, CJ. (2016). Social network analysis of peer relationships and online interactions in a blended class using blogs. The Internet and Higher Education, 28, 35-44.
  • Lu, J., Hao, Q, y Jing, M. (2016). Consuming, sharing, and creating content: How young students use new social media in and outside school. Computers in Human Behavior, 64, 55-64.
  • Luo, N., Zhang, M., y Qi, D. (2017). Effects of different interactions on students’ sense of community in e-learning environment, Computers & Education, 115: 153-160.
  • Mamonov, S., Koufaris, M. y Benbunan-Fich, R. (2016). The role of the sense of community in the sustainability of social network sites. International Journal of Electronic Commerce, 470-498
  • Mason, J. (2002). Qualitative Researching. Londres: Sage.
  • Mason, R. y Rennie, F. (2008). E-Learning and Social Networking Handbook. London, UK: Routledge.
  • Mercer, N., Hennessy, S. y Warwick, P. (en prensa). Dialogue, thinking together and digital technology in the classroom: Some educational implications of a continuing line of inquiry, InternationalJournal of Educational Research.
  • Milošević, I, Živković, D, Arsić, S, Manasijević, D. (2015). Facebook as virtual classroom – Social networking in learning and teaching among Serbian students. Telematics and Informatics, 32 (4), 576-585.
  • Rapley, T. (2014). Los análisis de la conversación, del discurso y de documentos en Investigación Cualitativa. Madrid: Morata.
  • Santoveña-Casal, S. (2019). The Impact of Social Media Participation on Academic Performance in Undergraduate and Postgraduate Students. International Review of Research in Open and Distributed Learning, 20 (1)
  • Santoveña, S., Navarro, C. y Bernal, C. (2018). Investigación en metodologías virtuales, redes sociales y comunicación. Barcelona: Octaedro.
  • Scott, KS., Sorokti, KH., Merrell, JD. (2016). Learning “beyond the classroom” within an enterprise social network system. The Internet and Higher Education, 29: 75-90.
  • Sobaih, AEE., Moustafa, MA., Ghandforous, P., Khan, M. (2016). To use or not to use? Social media in higher education in developing countries. Computers in Human Behavior; 2016, 58: 296-305.
  • Tuzel, S., y Hobbs, R. (2017). El uso de las redes sociales y la cultura popular para una mejor comprensión intercultural. Comunicar, 51, 63-72.
  • Weidlich, J. y Bastiaens, TJ. (2017). Explaining social presence and the quality of online learning with the SIPS model. Computers in Human Behavior, 72: 479-487.
  • Wodzicki, K., Schwämmlein, E., y Moskaliuk, J. (2012). “Actually, I Wanted to Learn”: Study-related knowledge exchange on social networking sites. The Internet and Higher Education, 15 (1), 9-14.
  • Wong, L., Sing-Chai, C., y Poh-Aw, G. (2017). Aprendizaje de idiomas “sin costuras”: Aprendizaje de segundas lenguas y redes sociales. Comunicar, 50, 9-21.
Data source: Dialnet