RT info:eu-repo/semantics/article
T1 To tweet or not to tweet: Student perceptions of the use of Twitter on an undergraduate degree course
A1 Abella García, Víctor
A1 Delgado Benito, Vanesa
A1 Ausín Villaverde, Vanesa
A1 Hortigüela Alcalá, David
K1 Perceived learning
K1 Twitter
K1 Microblogging
K1 Active learning
K1 Higher education
K1 Enseñanza superior
K1 Education, Higher
K1 Redes sociales en Internet
K1 Online social networks
AB 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.
PB Routledge
SN 1470-3297
YR 2019
FD 2019
LK http://hdl.handle.net/10259/10008
UL http://hdl.handle.net/10259/10008
LA eng
DS Repositorio Institucional de la Universidad de Burgos
RD 01-abr-2025