To tweet or not to tweet:student perceptions of the use of Twitter on an undergraduate degree course

  1. Víctor Abella García 1
  2. Vanesa Delgado Benito 1
  3. Vanesa Ausín Villaverde 1
  4. David Hortigüela Alcalá 1
  1. 1 Universidad de Burgos
    info

    Universidad de Burgos

    Burgos, España

    ROR https://ror.org/049da5t36

Revue:
Innovations in education and teaching international

ISSN: 1470-3297

Année de publication: 2019

Volumen: 56

Número: 4

Pages: 402-411

Type: Article

DOI: 10.1080/14703297.2018.1444503 DIALNET GOOGLE SCHOLAR

D'autres publications dans: Innovations in education and teaching international

Objectifs de Développement Durable

Résumé

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.

La source de données: Dialnet