Sustainability and education through social networks. Presence and visibility of the school garden on Twitter, Facebook and Instagram

Alvarez-Herrero, Juan-Francisco; Solano, María Encarnación Urrea; Martínez-Roig, Rosabel

doi:10.46661/ijeri.5940

Cited by 3 publications

(4 citation statements)

References 17 publications

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“…Informal OSNs promote transformative social learning and reflexivity at particular moments in the learning processes, beyond the formal mechanisms of organizational learning that foster instrumental learning (Pallett and Chilvers, 2013). Twitter, Facebook and Instagram are good tools to give prominence and spread the awareness actions that take place in educational centers such as school gardens (Alvarez-Herrero et al. , 2021) as a critical tool to involve and mobilize staff, the faculty and students toward sustainability (Chuvileva et al.…”

Section: Resultsmentioning

confidence: 99%

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Framework for using online social networks for sustainability awareness

Chalmeta,

Barbeito-Caamaño

2023

OIR

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Purpose This study aims to contribute to the field of computer systems for sustainability research. It proposes a framework for sustainability awareness using online social networks (OSNs) by analyzing major research streams of the current state of knowledge and different bibliometric variables, and identifies a future research agenda in the field.Design/methodology/approach The preferred reporting items for systematic review and meta-analysis (PRISMA) methodology, content analysis and bibliometric tools were employed to identify, select, collect, synthesize, analyze and evaluate all research published on sustainability awareness using OSNs to provide complete insight into this research area.Findings This study proposed a framework comprising four categories for sustainability awareness using OSNs. These four categories are: the key factors to success, analysis of existing tools, proposal of new methods, approaches and theoretical frameworks, and case examples. In addition, this study synthesized the future research challenges for each category of the proposed framework.Originality/valueFostering sustainability awareness and sustainable behavior using OSNs is a growing area of research that seeks cultural change in society to achieve sustainable development. Through OSNs, people can discover and become aware of the consequences of unsustainable practices and habits in society, and learn how to develop sustainable behavior.Peer reviewThe peer review history for this article is available at https://publons.com/publon/10.1108/OIR

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Section: Resultsmentioning

confidence: 99%

“…Twitter, Facebook and Instagram are good tools to give prominence and spread the awareness actions that take place in educational centers such as school gardens (Alvarez-Herrero et al. , 2021) as a critical tool to involve and mobilize staff, the faculty and students toward sustainability (Chuvileva et al.…”

Section: Resultsmentioning

confidence: 99%

Framework for using online social networks for sustainability awareness

Chalmeta,

Barbeito-Caamaño

2023

OIR

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“…Many of the technological tools that were used in this extrapolation had already been used as a complement to the face-to-face teaching process, so their use did not cause alterations among teachers, students, and universities [26][27][28]. Among these tools were digital platforms [29][30][31], MOOCs [32], tools based on word processing [33,34], multimedia tools, gamification tools [35][36][37][38], social networks [39][40][41], augmented reality [42][43][44][45][46], robotics [47][48][49], and/or virtual forums [50,51], among others.…”

Section: Literature Reviewmentioning

confidence: 99%

Key Factors in the Implementation of E-Proctoring in the Spanish University System

Moro

Gallardo-Pérez

et al. 2022

Sustainability

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Between two possible practices when supervising a remote synchronous evaluation, during the COVID-19 pandemic, the majority of Spanish universities opted for the use of videoconferences with audio and active video, instead of implementing e-proctoring. Thus, in order to analyze the reasons for this non-implementation and take measures so that its use can be extended in the Spanish university system, this study focused on identifying the critical factors in the decision of Spanish universities to accept and implement e-proctoring as a method of remote supervision. For this, a causal study was carried out using the methodology of fuzzy cognitive maps, and the data obtained were processed through the FCMappers tool. This allowed a glimpse of the key role played by students in this non-implementation (who alleged the non-possibility of having the resources necessary for the use of e-proctoring and the violation of privacy that the use of this tool entailed) and highlighted the role of the “pressure or incentives from government” factor if these allegations are to be eliminated and if e-proctoring is to be implemented in Spanish universities.

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“…Consequently, there are a wide variety of digital-technology-assisted training experiences which have already been adopted as standard practice in numerous educational settings [4]. We are referring to activities based on informative use of the Internet, multimedia resources, e-learning and b-learning, and so on [5][6][7]. In addition to being used quite often in educational centers, they have been the subject of research with regard to how they can be utilized [8].…”

Section: Introductionmentioning

confidence: 99%

The Use of Mixed, Augmented and Virtual Reality in History of Art Teaching: A Case Study

Cabero‐Almenara

Llorente-Cejudo

Martínez-Roig

2022

ASI

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The incorporation of mixed, virtual, and augmented reality into the educational context takes place in this study through the development of a 3D object shaped by the artistic expressions of the Church of the Annunciation in Seville. In a study of an experimental and exploratory nature with a single group, we worked with a total of 20 students enrolled in a Master’s degree, taught at Seville University, under the title of “Arte: idea y producción” (Art: idea and production). A questionnaire based on the “Technology Acceptance Model” (TAM) was used to ascertain the degree of acceptance that the utilized technology had created among students after their participation in the experience. Likewise, the questionnaire permitted understanding of the assessment made by students concerning the presented objects. Among the results obtained, it is noticeable that the participating students show a high level of acceptance of augmented and virtual reality technologies, alongside favorable attitudes towards their utilization and the intention to use them. It is worth highlighting as a significant conclusion that the exploratory study was performed within a real classroom situation, suggesting that both technologies can be applied in formal training environments.

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Sustainability and education through social networks. Presence and visibility of the school garden on Twitter, Facebook and Instagram

Cited by 3 publications

References 17 publications

Framework for using online social networks for sustainability awareness

Framework for using online social networks for sustainability awareness

Key Factors in the Implementation of E-Proctoring in the Spanish University System

The Use of Mixed, Augmented and Virtual Reality in History of Art Teaching: A Case Study

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