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

Ano de publicación: 2019

Título do exemplar: Las redes sociales en educación: desde la innovación a la investigación educativa

Volume: 22

Número: 2

Páxinas: 79-96

Tipo: Artigo

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

Outras publicacións en: RIED: revista iberoamericana de educación a distancia

Obxectivos de Desenvolvemento Sustentable

Resumo

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).

Referencias bibliográficas

  • Abella, V., y Delgado, V. (2015). Aprender a usar twitter y usar twitter para aprender. Profesorado. Revista de currículum y formación del profesorado, 19 (1), 364-378.
  • Abidin, C. (2016). Aren’t These Just Young, Rich Women Doing Vain Things Online?: Influencer Selfies as Subversive Frivolity. Social Media + Society, April-June, 1–17. doi: 10.1177/2056305116641342
  • Alhabash, S. & Ma, M. (2017). A Tale of Four Platforms: Motivations and Uses of Facebook, Twitter, Instagram, and Snapchat Among College Students? Social Media + Society, January-March, 1–13. doi: 10.1177/2056305117691544
  • Alonso-Muñoz, L. & Casero-Ripollés, A. (2018). Communication of European populist leaders on Twitter: Agenda setting and the "more is less" effect. El profesional de la información, 27(6), 1193-1202. Recuperado de http://www.elprofesionaldelainformacion.com/contenidos/2018/nov/03.pdf
  • Benito, A. y Cruz, A. (2005). Nuevas claves para la docencia universitaria. Madrid: Narcea.
  • Buxarrais, M.R. (2016). Redes sociales y educación. Education in the Knowledge Society, 17 (2), 15-20.
  • Carpenter, J.P., y Krutka, D.G. (2014). How and Why Educators Use Twitter: A Survey of the Field. Journal of Research on Technology in Education, 46 (4), 414-434. doi: https://doi.org/10.1080/15391523.2014.925701
  • Choo, E.K., Ranney, M.L., Chan, T.M., Trueger, N.S., Walsh, A.E., Tegtmeyer, K., … Carroll, C.L. (2014). Twitter as a tool form communication and knowledge exchange in academic medicine: A guide for skeptics and novices. Medical Teacher, 37 (5), 411-416. doi: https://doi.org/10.3109/0142159X.2014.993371
  • Creer, A. (2018). Introducing Everyday ‘Digital Literacy Practices’ into the Classroom: an Analysis of Multi-layered Media, Modes and their Affordances. Journal of New Approaches in Educational Research, 7(2), 131-139. doi: 10.7821/naer.2018.7.265
  • Davis, K. (2015). Teachers’ perceptions of Twitter for professional development. Disability and rehabilitation, 37 (17), 1551-1558.
  • Duart, J. (2009). Internet, redes sociales y educación. RUSC. Universities and Knowledge Society Journal, 6 (1)
  • Fernández, J. J., & Ibáñez Luque, L. (2011). Pedagogía crítica y Web 2.0: formación del profesorado para transformar el aula. Revista electrónica interuniversitaria de formación del profesorado, 37 (14-2), 81-95.
  • Fernández-Gómez, E. & Martín-Quevedo, J. (2018). La estrategia de engagement de Netflix España en Twitter. El profesional de la información, 27(6), 1292-1302. Recuperado de http://www.elprofesionaldelainformacion.com/contenidos/2018/nov/12.pdf
  • García-Umaña, A. & Tirado-Morueta, R. (2018). Digital Media Behavior of School Students: Abusive Use of the Internet. Journal of New Approaches in Educational Research, 7(2), 140-147. doi: 10.7821/naer.2018.7.284
  • Gros, B., y Noguera, I. (2013). Mirando el futuro: Evolución de las tendencias tecnopedagógicas en educación superior. Campus Virtuales, 2 (2), 130-140.
  • Grosseck, G. y Holotescu, C. (2008). Can we use Twitter for educational activities. In 4th International scientific conference, eLearnig and software for education, Bucharest, Romania.
  • Himelboim, I., Smith, M. A., Rainie, L., Shneiderman, B. & Espina, C. (2017). Classifying Twitter Topic-Networks Using Social Network Analysis. Social Media + Society, January-March, 1–13. Doi: 10.1177/2056305117691545
  • Housley, W., Webb, H., Williams, M., Procter, R., Edwards, A., Jirotka, M. & Williams, M. (2018). Interaction and Transformation on Social Media: The Case of Twitter Campaigns. Social Media + Society, January-March, 1–12. doi: https://doi.org/10.1177/2056305117750721
  • Kirschner, P., y Kirpinski, A. (2010). Facebook and academic performance. Computer in Human Behaviors, 26, 1237-1245.
  • Konopka, C.L., Adaime, M.B., y Mosele, P.H. (2015). Active teaching and learning methodologies: some considerations. Creative Education, 6 (14), 1536-1545.
  • Krutka, D. G., y Carpenter, J. P. (2016). Participatory Learning Through Social Media: How and Why Social Studies Educators Use Twitter. Contemporary Issues in Technology and Teacher Education, 16(1), 38-59.
  • Kümpel, A. S., Karnowski, V. & Keyling, T. (2015). News Sharing in Social Media: A Review of Current Research on News Sharing Users, Content, and Networks. Social Media + Society, July-December, 1–14. doi: 10.1177/2056305115610141
  • Leonardi, V. S. & Renée Elías, S. (2018). Redes sociales en Internet en el marco del turismo cultural: los museos en Bahía Blanca (Argentina). REDES. Revista hispana para el análisis de las redes sociales, 29(1), 92-110. doi: https://doi.org/10.5565/rev/redes.732
  • Lytras, M. D., Visvizi, A., Daniela, L., Sarirete, A. & De Pablos, P. (2018). Social Networks Research for Sustainable Smart. Sustainability, 10(9), 2974. doi: 10.3390/su10092974
  • Litt, E. & Hargittai, E. (2016). The Imagined Audience on Social Network Sites. Social Media +Society, january-march, 1-12. doi: 10.1177/2056305116633482
  • Murphy, S. C. (2017). A Hands-On Guide to Conducting Psychological Research on Twitter. Social Psychological and Personality Science, 8(4), 396-412. doi: 10.1177/1948550617697178
  • Palma Luengo, M., Lagos San Martín, N. & Mora Donoso, M. (2017). Metodologías activas para la formación universitaria. Chile: Universidad del Bío-Bío. Recuperado de: http://bit.ly/2BA7uTi
  • Quan-Haasel, A, Martin, K. & McCay-Peet, L. (2015). Networks of digital humanities scholars: The informational and social uses and gratifications of Twitter. Big Data & Society, January–June, 1–12. doi: 10.1177/2053951715589417
  • Rainford, J. (2016). Becoming a doctoral researcher in a digital world: Reflections on the role of Twitter for reflexivity and the internal conversation. E-Learning and Digital Media, 13(1-2). 99-105. doi: https://doi.org/10.1177/2042753016672380
  • Romero-Frías, E. & Arroyo-Machado, W. (2018). Policy labs in Europe: Political innovation, structure and content analysis on Twitter. El profesional de la información, 27(6), 1181-1192. Recuperado de: http://www.elprofesionaldelainformacion.com/contenidos/2018/nov/02.pdf
  • Romero-Frías, E., Arroyo-Machado, W. (2018). Policy labs in Europe: political innovation, structure and content analysis on Twitter. El profesional de la información, 27(6), 1181-1192. doi: https://doi.org/10.3145/epi.2018.nov.02
  • Sosa Díaz, M. J. & Palau Martín, R. F. (2018). Flipped Classroom para adquirir la competencia digital docente: una experiencia didáctica en la Educación Superior. Píxel-Bit. Revista de Medios y Educación, 52, 37-54. doi: http://dx.doi.org/10.12795/pixelbit.2018.i52.03
  • Steel, E., Berube, Y., Boner, J., Britton, K., & Coatta, T. (2017). Hootsuite: In Pursuit of Reactive Systems. Communications of the ACM, 60(11), 36-43. Doi: 10.1145/3106627
  • Trottier, D. (2012). Social media as surveillance. Farnham, UK: Ashgate.
  • Túñez, M., y García, J. (2012). Las redes sociales como entorno docente: análisis del uso de Facebook en la docencia universitaria. Pixel Bit, Revista de Medios y Educación, 41, 77-92.
  • Visser, R.D., Calvert, L., y Barrett, D.E. (2014). #TwitterforTeachers: The Implications of Twitter as a Self-Directed Professional Development Tool for K-12 Teachers. Journal of Research on Technology in Education, 46 (4), 396-413. doi: https://doi.org/10.1080/15391523.2014.925694
Fonte de datos: Dialnet