The Teacher-Student Relationship in the Use of Social Network Sites for Educational Purposes: A Systematic Review

Garrido, Laura Camas; Moya, Aída Valero; Morancho, Mireia Vendrell

doi:10.7821/naer.2021.1.591

Cited by 21 publications

(15 citation statements)

References 104 publications

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“…Some studies have focused on social media platforms such as Facebook, Twitter, and YouTube (Everson et al, 2013) or Instagram, Pinterest, Snapchat, and WhatsApp (Manca, 2020). The benefits of using social media in higher education has been shown to promote student-centred pedagogies (Camas Garrido et al, 2021). For example, the most commonly reported positive effect of Facebook is its capacity as a learning tool for enhanced communication, collaboration, and sharing of information (Niu, 2019).…”

Section: Learning Benefits Of Social Media In Higher Educationmentioning

confidence: 99%

A systematic review of social media as a teaching and learning tool in higher education: A theoretical grounding perspective

et al. 2023

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The use of social media in higher education has been demonstrated in a number of studies to be an attractive and contemporary method of teaching and learning. However, further research and investigation are required in order to align social media's pedagogical benefits with the theoretical perspectives that inform educational practices. It is the objective of this study to provide a systematic literature review using bibliometric analysis techniques and content analysis to provide a map of research produced between 2009 and 2021. This study aims to identify theoretical frameworks, current research trends, and patterns in this field. A total of 772 publications were analysed using bibliometric methodology, while a subset of 55 publications were analysed using content analysis. As indicated by the results, there is still a growing interest in this area of research, with recent studies still focusing on attitudes towards the use of social media in teaching and learning. According to the content analysis, technology acceptance theories and learning theories are the most commonly used reference theories. This field has yet to elaborate on pedagogical theory, and there is a tendency to rely primarily on technology acceptance models rather than pedagogical models. A discussion of future practice and research implications is also provided.

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Section: Learning Benefits Of Social Media In Higher Educationmentioning

confidence: 99%

A systematic review of social media as a teaching and learning tool in higher education: A theoretical grounding perspective

et al. 2023

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“…Como limitaciones, y desde la perspectiva crítica que fundamenta este estudio, se observa cierta tendencia a la instrumentalización de las prácticas y de las plataformas. Por ejemplo, no se toman en cuenta la falta de acceso a este medio y sus consecuencias, o la brecha en la capacidad de su utilización didáctica, debido a distintas resistencias culturales, restricciones pedagógicas e institucionales (Camas et al, 2021;Tomé-Fernandez et al, 2020;Willems et al, 2018). La capacidad de evaluar de los propios sujetos de dichas prácticas, es muy importante desde la visión de su alfabetización informacional, como una garantía de minimización del sesgo.…”

Section: Discusión Y Conclusionesunclassified

YouTube como ciberaula. Revisión crítica de su uso pedagógico en la Universidad Iberoamericana

Flandoli

Pérez-Rodríguez²,

Mateus³

2022

RIED

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Las universidades han adaptado algunos de sus procedimientos de acuerdo con el abordaje del currículo, la educación y el conocimiento en la era digital. La apropiación de entornos de redes sociales con el propósito de la innovación en la práctica pedagógica es uno de estos escenarios. Este estudio tiene como objetivo determinar posturas investigativas sobre los usos de YouTube como herramienta pedagógica en la educación superior iberoamericana, a través de una revisión crítica de literatura. El análisis se ha llevado a cabo considerando la información bibliográfica de los artículos, las poblaciones consideradas en los estudios, la información teórico-metodológica y del uso educativo de la plataforma. Los resultados muestran un incremento de los trabajos a raíz de la Pandemia, siendo predominantes las experiencias en estudios de grado. Destacan como finalidades de uso, la generación de catálogos de vídeos de YouTube como parte de las prácticas de enseñanza-aprendizaje, junto a la propia producción de contenidos, el refuerzo, y la evaluación de aprendizajes, esta última, trabajada con modelos tecnológicos predictivos y softwares de seguimiento artificial. El uso de YouTube como herramienta innovadora requiere superar las autopercepciones y considerar críticamente sus potencialidades, la necesaria alfabetización, la formación del profesorado y aspectos vinculados a la brecha en la capacidad de utilización didáctica. Queda patente la validez de esta plataforma como herramienta metodológica de innovación, y el camino por recorrer de universidades y educadores para aumentar la eficacia y relevancia en el desarrollo y estímulo de prácticas innovadoras.

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“…The gap between the cultural codes of students and that of their teachers is reaffirmed. Teachers must dedicate the time necessary and the literacy in this subculture; shortcomings that even today require systematic solutions to enhance the teacher-student relationship in the case of digital social networks (Camas et al, 2021).…”

Section: Fuentes-cancell Et Al | 20mentioning

confidence: 99%

Experiences in the Training of Teaching Digital Competence for Using Digital Social Networks

Cancell¹,

Molina²,

Delgado-Yanes³

et al. 2022

EDUPIJ

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Background/purpose -The training of teachers to use digital social networks implies a change in the cultural paradigm and new alternatives for the development of their digital skills. This research analyzes the effectiveness of a workshop-structured massive online open course (MOOC) to develop the teaching of digital skills associated with using digital social networks for educational purposes. Materials/methods -A quasi-experiment with pretest and posttest and intact groups was conducted. The population of the study was the teaching staff of Cuba's University of Informatics Science, with a sample of 30 teaching professors. Results -The statistical results justify that in the two experimental groups, the implementation of the MOOC was satisfactory as significant differences were evident. The results suggest and affirm that MOOCtype online courses are an appropriate means for the continuation of teacher training as professional development. It concludes by arguing challenges in teacher training to develop their digital skills, highlighting: (1) technological, social, and educational imaginary; and (2) teaching digital culture vs. cultural codes of the student body. Conclusion -The main contribution is the effectiveness of teacher training through the interaction and interactivity between the designed MOOC and learning activities conducted using Facebook, LinkedIn, and Telegram.

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The Teacher-Student Relationship in the Use of Social Network Sites for Educational Purposes: A Systematic Review

Cited by 21 publications

References 104 publications

A systematic review of social media as a teaching and learning tool in higher education: A theoretical grounding perspective

A systematic review of social media as a teaching and learning tool in higher education: A theoretical grounding perspective

YouTube como ciberaula. Revisión crítica de su uso pedagógico en la Universidad Iberoamericana

Experiences in the Training of Teaching Digital Competence for Using Digital Social Networks

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