About this paper

Appears in:
Pages: 7870-7874
Publication year: 2018
ISBN: 978-84-09-02709-5
ISSN: 2340-1117
doi: 10.21125/edulearn.2018.1830

Conference name: 10th International Conference on Education and New Learning Technologies
Dates: 2-4 July, 2018
Location: Palma, Spain

TWITTER FOR LEARNING IN HIGHER EDUCATION

Y. López Del Hoyo1, P. Herrera-Mercadal2, M.T. Navarro-Gil1, M. Modrego-Alarcón2, B. Olivan-Blázquez1, A. Barceló-Soler2, J. García-Campayo2

1Universidad de Zaragoza (SPAIN)
2Instituto de Investigación Sanitaria Aragón (IIS Aragón) (SPAIN)
Introduction:
Social networks have become one of the most important channels of communication and interaction in today's society. Among them, Twitter is one of the most used among our young people. This microblogging social network consists of writing and receiving messages that cannot exceed 280 characters (tweets), which are usually attached photos, videos, or links to web pages. Users can follow friends or people or institutions that can be interesting for information, entertainment, social, etc.
One of the objectives to be pursued in higher education subjects is to try to achieve a meaningful learning, relating new knowledge with already acquired knowledge and personal experiences.
Students use this social network a lot and receive a large number of tweets in which the central theme is aspects related to psychology and the fundamentals of human behavior.
The objective of this work is to analyze the use of social networks such as Twitter to increase students' meaningful learning.

Didactic methodologies used:
This methodology had three phases, at first, the students had to forward the account created by the teacher of the subject (@psicounizar), all twitter messages that had reached them that were related to questions or curiosities of psychology and human behavior. The teacher reviewed these tweets (to avoid spam) and forwarded them to the students who participated in the subject.
In a second phase, the students were divided into groups, and each of them was assigned all the messages related to each of the lessons of the subject.
The students had to try to explain the content of these messages through the theory taught in class, well, through the bibliographic search of models, concepts, authors, etc. that could explain the phenomenon.
The last step of this process was the presentation of the explanations of the tweets and their analysis, following the puzzle method to the rest of the class.

Results:
The students analyzed more than 200 messages forwarded by themselves with topics related to psychology and human behavior. These tweets made reference to subjects of the subject such as perception, attention, personality, motivation, schools of psychology, states of consciousness, intelligence, etc ... that were analyzed by groups according to the subject' subjects. From the messages, the students had to develop the description of the message, its explanation from the psychology (psychological theory, model, etc ...), assign some keywords to the message and also give it a value or reliability, depending on whether the disclosure was based on scientific knowledge, or, they were unreliable messages.
There were three "puzzle" sessions in which the groups explained to their classmates the content of the messages related to their topic.
The students presented a great motivation and participation in this work. The qualitative results of the experience showed great satisfaction and engagement with the subject and the task. In addition, a statistically significant difference was quantified in the average mark obtained by the students who participated in it compared to those who did not.

Conclusions:
The use of messages from the social network twitter is highly relevant for the meaningful learning of concepts, theories and psychological models in relation to behavior and basic psychological processes. Encourages motivation and engagement with the subject and increases the active, participatory and collaborative role of students
@InProceedings{LOPEZDELHOYO2018TWI,
author = {L{\'{o}}pez Del Hoyo, Y. and Herrera-Mercadal, P. and Navarro-Gil, M.T. and Modrego-Alarc{\'{o}}n, M. and Olivan-Bl{\'{a}}zquez, B. and Barcel{\'{o}}-Soler, A. and Garc{\'{i}}a-Campayo, J.},
title = {TWITTER FOR LEARNING IN HIGHER EDUCATION},
series = {10th International Conference on Education and New Learning Technologies},
booktitle = {EDULEARN18 Proceedings},
isbn = {978-84-09-02709-5},
issn = {2340-1117},
doi = {10.21125/edulearn.2018.1830},
url = {http://dx.doi.org/10.21125/edulearn.2018.1830},
publisher = {IATED},
location = {Palma, Spain},
month = {2-4 July, 2018},
year = {2018},
pages = {7870-7874}}
TY - CONF
AU - Y. López Del Hoyo AU - P. Herrera-Mercadal AU - M.T. Navarro-Gil AU - M. Modrego-Alarcón AU - B. Olivan-Blázquez AU - A. Barceló-Soler AU - J. García-Campayo
TI - TWITTER FOR LEARNING IN HIGHER EDUCATION
SN - 978-84-09-02709-5/2340-1117
DO - 10.21125/edulearn.2018.1830
PY - 2018
Y1 - 2-4 July, 2018
CI - Palma, Spain
JO - 10th International Conference on Education and New Learning Technologies
JA - EDULEARN18 Proceedings
SP - 7870
EP - 7874
ER -
Y. López Del Hoyo, P. Herrera-Mercadal, M.T. Navarro-Gil, M. Modrego-Alarcón, B. Olivan-Blázquez, A. Barceló-Soler, J. García-Campayo (2018) TWITTER FOR LEARNING IN HIGHER EDUCATION, EDULEARN18 Proceedings, pp. 7870-7874.
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