Uso y funcionalidad didáctica de Twitter desde la perspectiva del estudiante universitario. Un estudio de caso en la UNED
DOI:
https://doi.org/10.21556/edutec.2019.68.1311Keywords:
Twitter, didactic use, Distance Education, European Higher Education Area, UniversityAbstract
This article analyzes the use made of Twitter by university students and their perception as a didactic resource in Higher Education in the context of undergraduate and master studies in the Faculty of Education of the UNED. Through a mixed quantitative and qualitative methodology, students' perception of didactic functionality in Higher Education is analyzed. The results show that students perceive the educational potential of Twitter in three dimensions: 1) "Synthesis, opinion and disclosure of information". 2) "Collaborative work in the network" and 3) "Curriculum research and development". Also, especially highlight activities such as word tracking or hashtags (60%), reflections on trends in the network (63%) and the formation of communities or virtual groups to carry out collaborative projects (53%). A large majority of students consider Twitter a beneficial tool for their academic and social development.
Funding
Proyecto de Innovación Educativa de la UNED que lleva por título: "Aprendizaje ubicuo y móvil mediante microblogging para el desarrollo de competencias genéricas de los títulos de Grado y Máster del área de Educación". Proyecto competitivo financiado por la UNED correspondiente al Grupo de Innovación Docente (GID2016-24): "Modelos didácticos para el aprendizaje personalizado y escalable mediante tecnologías emergentes en contextos ubicuos y móviles".
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