Use of social networks as a strategy formative in the classroom: Analysis of university students motivation.

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Comunicación y Redes Sociales
PDF (Spanish)
Published: 01-07-2015
Accepted: 04-06-2015
DOI: https://doi.org/10.7195/ri14.v13i2.788
Keywords:
teacher perception, social network, student engagement, motivation, learning obtained, feedback
Dimensions

Main Article Content

David Hortigüela Alcalá
(ES)
University of Leon image/svg+xml , Universidad de León image/svg+xml
Ángel Pérez Pueyo
(ES)
University of Leon image/svg+xml , Universidad de León image/svg+xml

Abstract

This study analyzes the perception of university students on motivation toward learning generated by the use of social networks as a methodological strategy. 187 students in four subjects have participated. In subjects in group A social networks were used as critical to the development of student activities, whereas in group B the use of these tools has not been carried out. The research methodology has been mixed, using both a quantitative analysis (descriptive and inferential) and qualitative (interviews). A pretest-posttest is used, checking how varies the student motivation after the subjects. It shows how students who used social networks had an implication toward contents significantly higher than those who have not done. The age and the use of social networks out of classroom are the variables that differ between groups on the acquired content. Moreover, teachers show a wide disparity of views on the educational use of social networks.

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Article Details

Issue

Vol. 13 No. 2 (2015): Communication and Social Networks

Section

Monograph

Author Biographies

David Hortigüela Alcalá, University of Leon, Universidad de León

Prof. Departamento de didácticas específicas. Área de expresión corporal

Ángel Pérez Pueyo, University of Leon, Universidad de León

Prof. Área de educación física y deportiva

How to Cite

Hortigüela Alcalá D., & Pérez Pueyo, Á. (2015). Use of social networks as a strategy formative in the classroom: Analysis of university students motivation. Journal ICONO 14, 13(2), 95-115. https://doi.org/10.7195/ri14.v13i2.788

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