Social networks to promote motivation and learning in higher education from the students’ perspective

Hortigüela-Alcalá, David; Santamaría, José Sánchez; Pueyo, Ángel Pérez; Garcí­a, Victor Abella

doi:10.1080/14703297.2019.1579665

Cited by 47 publications

(24 citation statements)

References 20 publications

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“…(3) The design and development of effective educational processes is essential for successful learning. Within this aspect, two processes are essential: The first educational process is linked to the motivation that allows the learners themselves to be guided towards well-defined learning outcomes [6]. The second educational process refers to assessment as a learning activity that enables learners to become aware of what and how they learn as acts of metacognition and self-regulation [7][8][9].…”

Section: Introductionmentioning

confidence: 99%

Motivation and Evaluation in Education from the Sustainability Perspective: A Review of the Scientific Literature

et al. 2021

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(1) Background: This paper outlines the results of a literature review of meta-analyses published on motivation and evaluation in the last five years. (2) Methods: A systematic review of three educational databases (WoS, SCOPUS and ERIC) was conducted following the PRISMA and PICO approaches. A total of 54 peer-reviewed meta-analysis papers were selected, analysed and compared. (3) Results: A significant number and variety of meta-analyses have been conducted: motivation meta-analyses focus primarily on contextual variables, self-regulation and students’ academic performance, and evaluation meta-analyses examine the effectiveness of the teaching intervention, the use of teaching methodologies and technological resources for learning. (4) Conclusions: There are two important absences: on the one hand, it is necessary to develop meta-analyses that combine motivation and evaluation, also measuring their interaction, from the perspective of sustainability, and not only of educational improvement, and on the other hand, it is necessary to perform meta-analyses on the effectiveness of the formative and shared evaluation of the sustainability of learning processes.

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Section: Introductionmentioning

confidence: 99%

Motivation and Evaluation in Education from the Sustainability Perspective: A Review of the Scientific Literature

et al. 2021

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“…On the other hand, Twitter makes it easy to share minimal size comments makes feedback instant, and therefore fits the social context of surroundings for the learning and teaching [2]. Hortigüela-Alcalá et al [29] also argue that the Instagram and Twitter both learning usage has a significant positive impact raising motivation of students and increasing engagement in the educational process, as well as their academic performance. Another research [30] has shown that the learning usage of social media promotes both non-formal learning and student engagement in their personal academic achievements, which are determining factors in promoting lifelong learning.…”

Section: Discussionmentioning

confidence: 99%

The Role of Social Networks in the Organization of the Educational Process and Learning

Shestak

Gura

Borisova

et al. 2021

Int. J. Interact. Mob. Technol.

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The objectives of the study are to conduct a survey among students and teachers of Russian universities, which will determine their general attitude to the use of social networks in education; to identify the functions of social networks from the perspective of respondents; based on the results of both stages of the study, to determine the role of social networks in the educational process. Students and teachers of four Russian universities (MGIMO University, Kuban State Technological University, North-Eastern Federal University, Russian State Social University) took part in the survey. A total of 500 students and 100 teachers were interviewed. The results of the first part of the study showed that the attitude of students and teachers towards the use of social networks in education is generally positive. Both groups of respondents noted the advantages of introducing social networks into the educational process and also stated their willingness to increase their use. When using social networks in education, students can fill in special forms to indicate social network accounts to be subsequently used. Also, the administration of group chats can be taken under the control of the university for the purpose of a more structured exchange of information/educational materials.

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“…Thenceforth the use of authentic videos in the EFL class has increased exponentially for various reasons: the spoken word is replacing the written language; the Internet allows English teachers to use audio-visual resources more easily; legal barriers are disappearing, allowing instructors to download as many videos as they wish (Kaiser, 2011); and cinema, television and technology play a crucial role in students' lives who, growing up in a highly globalized and technologically advanced world, have become digital natives and, therefore, their motivation to learn might depend, to a great extent, on the incorporation of these means into education programs (Berk, 2009;Tafani, 2009). Apart from those previously specified, one especially important reason underlying nowadays easy access to audiovisual materials, including films, has to do, no doubt, with the worldwide consolidation of the Internet (Hortigüela-Alcalá et al, 2019). On the Internet, the population in general, and EFL teachers in particular, can screen, produce and disseminate audiovisual materials from a plethora of new formats.…”

Section: Benefits Of Using Authentic Audio-visual Resources For Flmentioning

confidence: 99%

“…As digital natives, this film-based task is stimulating for students because it connects EFL lessons with their daily experiences. As a matter of fact, multiple scholars have demonstrated that using these technological and online resources does motivate students (Hortigüela-Alcalá et al, 2019;Montoneri, 2015).…”

Section: The Motivation Dimensionmentioning

confidence: 99%

Films for Efl: Exploring the Perceptions of a High School Teacher

Auñón¹,

Férez²

2021

Indonesian J. Appl. Linguist.

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Introduction: Research on teacher perceptions on the use of films in the secondary school English classroom is scarce since most studies have focused on other educational levels and on the opinions of students. Besides, most of these studies are merely of a theoretical nature. Consequently, there is a need for empirical research which sheds further light on both Compulsory Secondary Education and teacher perceptions on this matter. Objective of the paper: this study explores the perception of a secondary school teacher on the use of a film as a tool for conducting EFL classes. Method: data were obtained according to the following steps. Firstly, the English instructor was interviewed regarding her views on the use of authentic audio-visual materials in the English classroom. Then, the teacher examined a film-based lesson plan which included the advantages of authentic audio-visual resources for EFL as defined by scholars in the field. Finally, the teacher was interviewed again to trace changes in her perception. Findings: the results of the study show that, in the initial interview, the participant’s opinion was positive although her use of movies as a didactic aid was vague and minimal. However, in the final interview, she reflected a more positive view and she was willing to include films and their multiple educational benefits into her lessons, advocating, therefore, a more holistic understanding of EFL. Conclusion: the contextually situated awareness elicited through the teacher’s own experience of the lesson plan made her question her own classroom practice. This led to the amplification of the teacher’s understanding of EFL, which, at the post-intervention stage, emerged not only as a linguistic endeavour but also as a platform from where to promote critical thinking, aesthetic sensitivity or awareness towards issues of social justice.

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Social networks to promote motivation and learning in higher education from the students’ perspective

Cited by 47 publications

References 20 publications

Motivation and Evaluation in Education from the Sustainability Perspective: A Review of the Scientific Literature

Motivation and Evaluation in Education from the Sustainability Perspective: A Review of the Scientific Literature

The Role of Social Networks in the Organization of the Educational Process and Learning

Films for Efl: Exploring the Perceptions of a High School Teacher

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