Using Twitter in Higher Education in Spain and the USA / Uso de Twitter en Educación Superior en España y Estados Unidos

Tur, Gemma and Marín-Juarros, Victoria and Carpenter, Jeffrey Using Twitter in Higher Education in Spain and the USA / Uso de Twitter en Educación Superior en España y Estados Unidos. Comunicar, 2017, vol. 25, n. 51, pp. 19-28. [Journal article (Paginated)]

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English abstract

This article examines student and teachers’ use and perceptions of Twitter, based on a mixed-method comparative approach. Participants (N=153) were education majors who used Twitter as a part of required coursework in their programs at two universities in Spain and the United States. The theoretical background covers research on international work carried out on Twitter as well as a brief overview of the introduction of technology in two educational national systems. Quantitative data were collected via a survey, while qualitative data were obtained from students’ reflective written texts. The majority of participants from both contexts perceived educational benefits to Twitter. However, their use of Twitter, and the nature of their perceptions of its educational value, appeared to differ in important ways. The U.S. participants’ longer and more frequent use of Twitter was accompanied by more positive beliefs regarding the educational relevance of Twitter. While many Spanish participants saw value in the use of Twitter to find and share information, U.S. students highlighted interactive and collaborative uses. The study uncovers some challenges for learning related to Twitter’s short format. In the conclusion section we discuss implications for learning and teaching in an age of ubiquitous social media.

Spanish abstract

El presente artículo examina los usos y las percepciones de estudiantes y profesores en relación a Twitter a partir de una investigación comparada con metodologías mixtas. Los participantes (n=153) fueron alumnos de educación de dos universidades en España y EEUU que usaron Twitter como parte de una actividad del curso. El marco teórico abarca la investigación internacional sobre Twitter así como un breve repaso a la introducción de la tecnología en los dos sistemas educativos nacionales. Los datos cuantitativos se recogieron con un cuestionario mientras que los datos cualitativos se obtuvieron a través de los textos reflexivos escritos de los estudiantes. La mayoría de los participantes de los dos contextos percibieron los beneficios educativos de Twitter. Sin embargo, su uso de Twitter y la naturaleza de sus percepciones en relación a su valor educativo, difirió de maneras importantes. Los participantes de EEUU usaron Twitter por más tiempo y de manera más frecuente a la vez que demostraron creencias más positivas en relación a la relevancia educativa de Twitter. Mientras que los participantes españoles valoraron el uso de Twitter para encontrar y compartir información, los estudiantes americanos destacaron los usos para la interacción y la colaboración. El estudio destapa algunos retos del formato breve de Twitter para el aprendizaje. En las conclusiones discutimos las implicaciones para la enseñanza aprendizaje en la era de la ubicuidad de los medios sociales.

Item type: Journal article (Paginated)
Keywords: Higher Education, e-learning, teacher training, didactic innovation, educational research, teacher reflection, ICT, social media, Educación Superior, e-learning, formación de profesorado, innovación didáctica, investigación educativa, reflexión docente, TIC, medios sociales
Subjects: B. Information use and sociology of information > BJ. Communication
G. Industry, profession and education.
G. Industry, profession and education. > GH. Education.
Depositing user: Alex Ruiz
Date deposited: 10 Apr 2017 08:40
Last modified: 10 Apr 2017 08:40
URI: http://hdl.handle.net/10760/31098

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