Por favor, use este identificador para citar o enlazar este ítem: http://hdl.handle.net/10259/10008
Título
To tweet or not to tweet: Student perceptions of the use of Twitter on an undergraduate degree course
Autor
Publicado en
Innovations in Education and Teaching International. 2019, V. 56, n. 4, p. 402-411
Editorial
Routledge
Fecha de publicación
2019
ISSN
1470-3297
DOI
10.1080/14703297.2018.1444503
Zusammenfassung
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.
Palabras clave
Perceived learning
Twitter
Microblogging
Active learning
Higher education
Materia
Enseñanza superior
Education, Higher
Redes sociales en Internet
Online social networks
Versión del editor
Aparece en las colecciones