Uso de redes sociales como elemento de interacción y construcción de contenidos en el aula: cultura participativa a través de Facebook.

Abstract

ResumenDe cara al S.XXI, es necesario innovar dentro de las aulas con recursos utilizados por los nativos digitales. La innovación debe presentarse como elemento motivador, por lo que implementarla es un gran reto. Las redes sociales han permitido que estudiantes y docentes interactúen de una manera más natural al usar lenguajes que utilizan para actividades fuera del aula. En esta Investigación se pretende conocer si la estrategia de implementación de Facebook en las clases, es aceptada por los estudiantes como una herramienta más para el proceso de enseñanza-aprendizaje en el ámbito universitario.Palabras clave: Innovación educativa, tecnologías, redes sociales, Facebook.Social Networks as an element of interaction and content building in the classroom: Participatory culture through Facebook. Abstract:Today, it is necessary to innovate in the classroom with resources used by digital natives. This innovation must be present as a motivator in classrooms; therefore, to implement it is currently a challenge. The social networks have allowed to the teachers interact with students in a more natural way, using the same language that they use for their activities outside the classroom. In this research, we expect to know if students accept the strategy of Facebook implementation in the classroom, as a tool for teaching-learning process in the university.

Organic chemistry basic concepts teaching in students of large groups at Higher Education and Web 2.0 tools

“…Applications such as Facebook, Twitter and MySpace, amongst others, are specifically identified as emerging techniques applicable to teaching and learning. They can meet various needs of student diversity, flexibility, and ubiquity, and facilitate collaboration and communication between instructors and students, also causing the latter to be responsible for their learning (Alvarez-Flores and Nuñez, 2013). Web 2.0 tools are so popular in education that it is merely sufficient to inspect the list of the top 200 Tools for Learning to realize how they dominate the list (Top 200 tools for learning, 2017).…”

The Teacher-Student Relationship in the Use of Social Network Sites for Educational Purposes: A Systematic Review

“…At the same time, there are some studies that have framed the scholar interactions in terms of communication as a more complex and wider process than mere interactivity (Alvarez-Flores & Gómez, 2013;Hershkovizt & Forkosh-Baruch, 2017;Leite, Hoji, & Junior, 2018;Seifert, 2016;Túñez & Sixto, 2012). The review carried out by Froment, García, and Bohórquez (2017) on the impact of SNSs on teacher-student communication is remarkable.…”

“…This may suggest some limitationswhen leading students to develop their total activity exclusively across digital spaces. On the one hand, some limitations are related to the promotion of learners' passive attitudes towards participation, lower commitment of teachers when students use digital environments, or the lack of physical teacher-student' interaction (Alvarez-Flores & Gómez, 2013;Ling, 2014;Martínez, 2014;Norman et al, 2015;Rama & Chiecher, 2012;Túñez & Sixto, 2012). On the other hand, other studies have found a relationship between the frequency in the use of SNSs and academic achievement, so that the latter increases when the student displays a moderate use of SNSs (Abu-Shanab & Al-Tarawneh, 2015;Al-Yafi, El-Masri, & Tsai, 2018;Paul, Baker, & Cochran, 2012) and avoids passive or addictive uses (Arquero & Romero-Frías, 2013;Buck, 2012;Gafni & Deri, 2012;Huang, 2018).…”

“…Thus, people are not only allowed to have direct access to knowledge and obtain up-to-date information and news, but they also play an active role by creating and sharing content on the web (prosumers) (Jover, del Rosario González Martín, & Fuentes, 2015;Martínez, 2014;Nagel, Remillard, Aucoin, & Takenishi, 2018). Since SNSs have occupied new channels for the interaction and communication, emerging educational challenges have surfaced (Alvarez-Flores & Gómez, 2013;Kieslinger & Ehms, 2010;Molinillo, Anaya-Sánchez, Aguilar-Illescas, & Vallespín-Arán, 2018;.…”

Web 2.0 on university teaching. Web 2.0 effects as subject of study in Spanish communication journals

“…Therefore, the professor must strategically plan the objectives of this network, join them with the subjects' objectives and motivate students (Álvarez-Flores and Núñez Gómez, 2013). As critical perspective, it has been mentioned that the university is evolving in an excessively slow manner compared to the professional practice of journalism and it was specified that technological alphabetization is not condition enough for the narrative alphabetization needed in the professional practice on media.…”