Repercusión en Twitter de las metodologías activas ABP, Flipped Classroom y Gamificación

  1. Rosabel Roig-Vila 1
  2. Juan Francisco Álvarez Herrero 1
  1. 1 Universidad de Alicante (España)
Revista:
RIED: revista iberoamericana de educación a distancia

ISSN: 1138-2783

Año de publicación: 2019

Título del ejemplar: Las redes sociales en educación: desde la innovación a la investigación educativa

Volumen: 22

Número: 2

Páginas: 79-96

Tipo: Artículo

DOI: 10.5944/RIED.22.2.23272 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: RIED: revista iberoamericana de educación a distancia

Objetivos de desarrollo sostenible

Resumen

Twitter is a social network where users interact in a common digital space, forming connections that, in themselves, configure, in turn, their own interaction networks based on the exchange of content. This paper has addressed this issue around the impact that active methodologies have on Twitter. For this, we carried out an investigation where the technique of social network analysis was used, both in the analysis of the type of message as well as its graphic representation. The active methodologies analyzed have been project-based learning (PBL), the Flipped Classroom and gamification through the corresponding hashtags, tweets and retweets. The results have allowed us to know the degree of repercussion and analysis of the relationships that have been established between the different Twitter users about active methodologies, as well as to check which of them has greater relevance, and who is behind this interest in the active methodologies. It is concluded that, when a user adopts a leading role by retweeting other account tweets, it favors that the tweets and retweets themselves are more visible and, in turn, more retweeted. Regarding the network structures that are configured for each active methodology, we can say that they do not follow a single model, although all of them conform to the classification proposed by Himelboim, Smith, Rainie, Shneiderman and Espina (2017).

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Fuente de los datos: Dialnet