To tweet or not to tweet: Student perceptions of the use of Twitter on an undergraduate degree course
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....
| Autores: | , , , |
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| Tipo de documento: | artigo |
| Estado: | Versión aceptada para publicación |
| Data de publicação: | 2019 |
| País: | España |
| Recursos: | Universidad de Burgos (UBU) |
| Repositório: | Repositorio Institucional de la Universidad de Burgos (RIUBU) |
| OAI Identifier: | oai:riubu.ubu.es:10259/10008 |
| Acesso em linha: | http://hdl.handle.net/10259/10008 |
| Access Level: | Acceso aberto |
| Palavra-chave: | Perceived learning Microblogging Active learning Higher education Enseñanza superior Redes sociales en Internet Education, Higher Online social networks |
| Resumo: | 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. |
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