Students’ perceptions on social media teaching tools in higher education settings
Article Sidebar
621)
Main Article Content
Authors
Abstract
1401
Young people use social networks extensively in their daily lives, and using social media is, without doubt, the media practice they do the most. Therefore, there are increasing efforts to include students’ use of social media outside the classroom into university learning practices. However, there is still very little innovative application of mobile technology and its social networks in Spanish universities. In this article we explore Spanish university students’ perceptions of the use of social networks for educational purposes in the classroom. We found students to have an ambivalent perception as they are both critical and approving of using mobile devices in university teaching. We present data from the research project “Media competencies of citizens in emerging digital media in university environments” funded by the Ministry of Economy and Competitiveness of Spain. The study is based on 897 questionnaires given to Spanish university students studying various degrees, as well as four focus groups held in Seville, Madrid, Huelva and Barcelona during the 2017-2018 academic year. The data show that there is little use of social networks for educational and creative purposes in Spanish universities, and formal practices (organized by the teacher) are very different from informal practices (organized spontaneously by students). The latter is the most common among university students and WhatsApp is the most used internal tool, followed far behind by Facebook and Instagram. Students appreciate the direct and immediate communication of these networks, but are concerned about their distracting influence in the classroom and the possibility that teachers could invade their privacy.
Keywords
References
Amador, P. & Amador, J. (2014). Academic advising via Facebook: Examining student help seeking. The Internet and Higher Education, 21, 9-16. https://www.doi.org/10.1016/j.iheduc.2013.10.003
Akçayır, G. (2017). Why do faculty members use or not use social networking sites for education? Computers in Human Behavior, 71, 378-385. https://www.doi.org/10.1016/j.chb.2017.02.028
Brazuelo, F. & Gallego, D. J. (2014). Estado del Mobile Learning en España. Educar Em Revista, 4, 99–128. https://www.doi.org/10.1590/0104-4060.38646
Carcelén, S., Mera, M. & Irisarri, J. (2019). Mobile phone use by university students in Madrid: a management-based typology during times of learning. Communication y Society, 32(1), 199-210. Retrieved from http://www.unav.es/fcom/communication-society/es/resumen.php?art_id=729
Cooke, S. (2017). Social teaching: Student perspectives on the inclusion of social media in higher education. Education and Information Technologies, 22(1), 255-269. https://www.doi.org/10.1007/s10639-015-9444-y
Figueras-Maz, M, Masanet, .M.-J. & Ferrés, J. (2017). Mobile devices in higher education: A pending issue in multidimensional media literacy. Catalan Journal of Communication y Cultural Studies, 9(1), 135-144. https://www.doi.org/10.1386/cjcs.9.1.135_1
Grandío-Pérez, M. M. (2016). El transmedia en la enseñanza universitaria. Análisis de las asignaturas de educación mediática en España (2012-2013). Palabra Clave, 19(1), 85-104. https://www.doi.org/10.5294/pacla.2016.19.1.4
Manca, S. & Ranieri, M. (2016). Facebook and the others. Potentials and obstacles of social media for teaching in higher education. Computers & Education, 95, 216-230. https://www.doi.org/10.1016/j.compedu.2016.01.012
Marta-Lazo, C., Marfil-Carmona, R. & Hergueta-Covacho, E. (2017). Aplicación de las redes sociales en el aprendizaje en conectividad: Uso del factor relacional en la dialéctica Twitter. Etic@ Net, 2(16), 304-319. Retrieved from https://goo.gl/4DCzwW
Martínez, J. G., Fortuño, M. L. & Vidal, C. E. (2016). Las redes sociales y la educación superior: las actitudes de los estudiantes universitarios hacia el uso educativo de las redes sociales, de nuevo a examen. Education in the Knowledge Society, 17(2), 21-38.
Mateus, J. C., Aran-Ramspott, S. & Masanet, M.-J. (2017). Revisión de la literatura sobre dispositivos móviles en la universidad española. RIED. Revista Iberoamericana De Educación A Distancia, 20(2), 49-72. https://www.doi.org/10.5944/ried.20.2.17710
Mateus, J. C., Aran-Ramspott, S., Masanet, M.-J. & Andrada, P. (2019). Dispositivos móviles en la educación superior: estado de la cuestión y percepción en las universidades españolas. In R. Suárez, M. Grané & A. Tarragó (Eds.), APPSCAV creación audiovisual con dispositivos móviles (pp. 127-156). Barcelona: LMI. (Colección Transmedia XXI).
Noguera, J. M (2018). Generación efímera. La Comunicación de las redes sociales en la era de los medios líquidos. Comunicación Social: Salamanca.
Peña Hita, M., Rueda López, E. & Pegalajar Palomino, M. (2018). Posibilidades didácticas de las redes sociales en el desarrollo de competencias de Educación Superior: percepciones del alumnado. Píxel-Bit. Revista de Medios y Educación, 0(53), 239-252. https://www.doi.org/10.12795/pixelbit.2018.i53.16
Pimmer, C., Mateescu, M. & Gröhbiel, U. (2016) Mobile and Ubiquitous Learning in Higher Education Settings. A Systematic Review of Empirical Studies. Computers in Human Behavior, 63, 490-501. https://www.doi.org/10.1016/j.chb.2016.05.057.
Pomerantz, J., Hank C., Sugimoto, C. R. (2015). The State of Social Media Policies in Higher Education. PLoS ONE, 10(5), 1-17. https://www.doi.org/10.1371/journal.pone.0127485
Rowan-Kenyon, H. & Martínez Alemán, A. (2016). Social Media in Higher Education. ASHE Higher Education Report, 42(5), 1-144.
Scolari, C. (2018). Adolescentes, medios de comunicación y culturas colaborativas. Aprovechando las competencias transmedia de los jóvenes en el aula. White Paper. Retrieved from http://transmedialiteracy.upf.edu/sites/default/files/files/TL_Teens_es.pdf
Sugimoto, C., Hank, C., Bowman, T. & Pomerantz, J. (2015). Friend or faculty: Social networking sites, dual relationships, and context collapse in higher education. First Monday, 20(3). https://www.doi.org/10.5210/fm.v20i3.5387
Sundgren, M. (2017). Blurring time and place in higher education with bring your own device applications: a literature review. Education and Information Technologies, 22(6), 3081–3119. https://www.doi.org/10.1007/s10639-017-9576-3
Tyrer, C. (2019). Beyond social chit chat? Analysing the social practice of a mobile messaging service on a higher education teacher development course. International Journal of Educational Technology in Higher Education, 16(1), 13. https://www.doi.org/10.1186/s41239-019-0143-4
Details
Article Details
RIGHTS TRANSFER
By submitting the article for evaluation and subsequent publication in Communication & Society, the AUTHOR exclusively assigns the rights of public communication, reproduction, distribution and sale for commercial exploitation to the University of Navarra through its Publications Service, for the maximum legal term in force -the entire life of the author and seventy years after his death or declaration of death-, in any country, and in any of the current and future edition modalities, both in print and electronic versions.
In the event that the article is not accepted for publication , this transfer of rights lapses with the communication of the refusal to the AUTHOR.
The AUTHOR affirms that the article is unpublished, that it has not been sent simultaneously to another publication medium and that the rights have not been transferred exclusively previously. He is responsible to the University of Navarra through its Publications Service for the authorship and originality of his work, as well as for all pecuniary charges that may arise for the University of Navarra through its Publications Service, in favor of third parties due to actions, claims or conflicts arising from the breach of obligations by the AUTHOR.
