2026-04-18T04:33:36Zhttps://riubu.ubu.es/oai/request

oai:riubu.ubu.es:10259/100082025-01-24T01:05:30Zcom_10259_4839com_10259_5086com_10259_2604col_10259_4840

Abella García, Víctor Delgado Benito, Vanesa Ausín Villaverde, Vanesa Hortigüela Alcalá, David 2025-01-23T08:58:58Z 2025-01-23T08:58:58Z 2019 1470-3297 http://hdl.handle.net/10259/10008 10.1080/14703297.2018.1444503 1470-3300 Microblogging networks can potentially increase reflection, learning, and collaboration among undergraduate students. The purpose of this study is to investigate whether the use of Twitter can enhance perceived learning and promote critical thinking, collaborative learning, and active student roles. The participants, 202 undergraduate students, enrolled on three different degree courses, were studying educational technology course modules. A quantitative, transversal, and retrospective methodology with an ex post facto design was applied. The use of Twitter led to an increase in both perceived learning and critical thinking among the majority of students, and in collaborative aspects of the teaching-learning process, as well as in active student roles. Experience of Twitter and its use in an educational context has therefore contributed to enhancing the quality of learning and the teaching-learning process itself. eng http://creativecommons.org/licenses/by-nc/4.0/ info:eu-repo/semantics/openAccess Atribución-NoComercial 4.0 Internacional Perceived learning Twitter Microblogging Active learning Higher education To tweet or not to tweet: Student perceptions of the use of Twitter on an undergraduate degree course info:eu-repo/semantics/article