Abstract:

With one billion monthly active users, Instagram is one of the most popular social networks worldwide. As of April 2021, close to 33 percent of global Instagram audiences were aged between 25 and 34 years. Over two thirds of total Instagram audiences were aged 34 years and younger and this makes the platform particularly attractive for students.

If we look at scientific sources, we can find the following information what concerns to the use of Instagram in education, by using the keywords TITLE-ABS KEY (instagram AND in AND education) the following number of document results have been encountered:
(i) Scopus: 392 document results;
(ii) Science Direct: 3,841 results;
(iii) Google Schoolar: 637,000 results (0.05 sec).

A review on the role of Instagram in education has led to identify different applications on Instagram use in different knowledge areas of teaching, and in different levels of education. From medical sciences that refer to the use of social networking sites between medical students and medical educators, to economic education, radiology, engineering, business, social sciences and humanities. And from upper secondary education to post-secondary non-tertiary education, short-cycle tertiary education, bachelor's or equivalent, master's or equivalent.

This article presents the Instagram application as an educational resource in the teaching-learning process, in the university environment. The objective is to improve this process through self-learning, developing posts with content related to the business organization. This paper proposes the use of Instagram social network for its application on bachelor’s education, specifically in the research area of industrial engineering.

The purpose is threefold:
(i) theoretical learning, the student uses Instagram posts published by the teacher to learn pils of concepts;
(ii) practical learning, the student uses the teacher's posts related with industry professionals, showing the application of theoretical concepts in real life;
(iii) autonomous teaching-learning, the student develops the content and post of the Instagram account, with the supervision of the teacher.

An Instagram account (https://www.instagram.com/organizacion_de_empresas/) has been created in order to generate posts for education in the subject Business Organization, a common subject in different engineering degrees curricula.

The paper is organized as follows:
Section 1, presents the objective of the article, which is to propose a support tool for the reverse teaching methodology that improves the teaching-learning process. For this, the Instagram application use is proposed.
Section 2: Methodology: Our proposal is to use the Instagram posts as a support tool for the reverse teaching methodology. In such a way that it is not only used to consolidate concepts, but also involves the student in their participation to generate teaching material that motivates them to reach the six levels proposed by Bloom's Taxonomy, until they reach the level of creation. For the creation of Instagram posts, a set of phases are described in the document.
Section 3. Discussion of data, evidence, objects or materials. In summary we refer to the Instagram account https://www.instagram.com/organizacion_de_empresas/
Section 4. Results and / or conclusions: The evaluation of the tasks will be rewarded by the student in the final grade for the course. For this, a specific rubric is proposed in the paper.

Keywords:

Instagram, education, university, business organization, engineering, teaching-learning process, self-learning, reverse teaching methodology.