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....

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Detalles Bibliográficos
Autores: Abella García, Víctor, Delgado Benito, Vanesa, Ausín Villaverde, Vanesa, Hortigüela Alcalá, David
Tipo de recurso: artículo
Estado:Versión aceptada para publicación
Fecha de publicación:2019
País:España
Institución:Universidad de Burgos (UBU)
Repositorio:Repositorio Institucional de la Universidad de Burgos (RIUBU)
OAI Identifier:oai:riubu.ubu.es:10259/10008
Acceso en línea:http://hdl.handle.net/10259/10008
Access Level:acceso abierto
Palabra clave:Perceived learning
Twitter
Microblogging
Active learning
Higher education
Enseñanza superior
Redes sociales en Internet
Education, Higher
Online social networks
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spelling To tweet or not to tweet: Student perceptions of the use of Twitter on an undergraduate degree courseAbella García, VíctorDelgado Benito, VanesaAusín Villaverde, VanesaHortigüela Alcalá, DavidPerceived learningTwitterMicrobloggingActive learningHigher educationEnseñanza superiorRedes sociales en InternetEducation, HigherOnline social networksMicroblogging 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.Routledge202520252019info:eu-repo/semantics/articleinfo:eu-repo/semantics/acceptedVersionapplication/pdfhttp://hdl.handle.net/10259/10008reponame:Repositorio Institucional de la Universidad de Burgos (RIUBU)instname:Universidad de Burgos (UBU)InglésInnovations in Education and Teaching International. 2019, V. 56, n. 4, p. 402-411https://doi.org/10.1080/14703297.2018.1444503Atribución-NoComercial 4.0 Internacionalhttp://creativecommons.org/licenses/by-nc/4.0/info:eu-repo/semantics/openAccessoai:riubu.ubu.es:10259/100082026-05-28T07:56:11Z
dc.title.none.fl_str_mv To tweet or not to tweet: Student perceptions of the use of Twitter on an undergraduate degree course
title To tweet or not to tweet: Student perceptions of the use of Twitter on an undergraduate degree course
spellingShingle To tweet or not to tweet: Student perceptions of the use of Twitter on an undergraduate degree course
Abella García, Víctor
Perceived learning
Twitter
Microblogging
Active learning
Higher education
Enseñanza superior
Redes sociales en Internet
Education, Higher
Online social networks
title_short To tweet or not to tweet: Student perceptions of the use of Twitter on an undergraduate degree course
title_full To tweet or not to tweet: Student perceptions of the use of Twitter on an undergraduate degree course
title_fullStr To tweet or not to tweet: Student perceptions of the use of Twitter on an undergraduate degree course
title_full_unstemmed To tweet or not to tweet: Student perceptions of the use of Twitter on an undergraduate degree course
title_sort To tweet or not to tweet: Student perceptions of the use of Twitter on an undergraduate degree course
dc.creator.none.fl_str_mv Abella García, Víctor
Delgado Benito, Vanesa
Ausín Villaverde, Vanesa
Hortigüela Alcalá, David
author Abella García, Víctor
author_facet Abella García, Víctor
Delgado Benito, Vanesa
Ausín Villaverde, Vanesa
Hortigüela Alcalá, David
author_role author
author2 Delgado Benito, Vanesa
Ausín Villaverde, Vanesa
Hortigüela Alcalá, David
author2_role author
author
author
dc.subject.none.fl_str_mv Perceived learning
Twitter
Microblogging
Active learning
Higher education
Enseñanza superior
Redes sociales en Internet
Education, Higher
Online social networks
topic Perceived learning
Twitter
Microblogging
Active learning
Higher education
Enseñanza superior
Redes sociales en Internet
Education, Higher
Online social networks
description 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.
publishDate 2019
dc.date.none.fl_str_mv 2019
2025
2025
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/acceptedVersion
format article
status_str acceptedVersion
dc.identifier.none.fl_str_mv http://hdl.handle.net/10259/10008
url http://hdl.handle.net/10259/10008
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv Innovations in Education and Teaching International. 2019, V. 56, n. 4, p. 402-411
https://doi.org/10.1080/14703297.2018.1444503
dc.rights.none.fl_str_mv Atribución-NoComercial 4.0 Internacional
http://creativecommons.org/licenses/by-nc/4.0/
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Atribución-NoComercial 4.0 Internacional
http://creativecommons.org/licenses/by-nc/4.0/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Routledge
publisher.none.fl_str_mv Routledge
dc.source.none.fl_str_mv reponame:Repositorio Institucional de la Universidad de Burgos (RIUBU)
instname:Universidad de Burgos (UBU)
instname_str Universidad de Burgos (UBU)
reponame_str Repositorio Institucional de la Universidad de Burgos (RIUBU)
collection Repositorio Institucional de la Universidad de Burgos (RIUBU)
repository.name.fl_str_mv
repository.mail.fl_str_mv
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