To tweet or not to tweet:student perceptions of the use of Twitter on an undergraduate degree course

  1. Víctor Abella García 1
  2. Vanesa Delgado Benito 1
  3. Vanesa Ausín Villaverde 1
  4. David Hortigüela Alcalá 1
  1. 1 Universidad de Burgos

    Universidad de Burgos

    Burgos, España


Innovations in education and teaching international

ISSN: 1470-3297

Year of publication: 2019

Volume: 56

Issue: 4

Pages: 402-411

Type: Article

DOI: 10.1080/14703297.2018.1444503 DIALNET GOOGLE SCHOLAR

More publications in: Innovations in education and teaching international


Cited by

  • Scopus Cited by: 12 (02-03-2023)
  • Dialnet Metrics Cited by: 3 (25-02-2023)
  • Web of Science Cited by: 8 (14-03-2023)

JCR (Journal Impact Factor)

  • Year 2019
  • Journal Impact Factor: 0.993
  • Journal Impact Factor without self cites: 0.948
  • Article influence score: 0.288
  • Best Quartile: Q4
  • Area: EDUCATION & EDUCATIONAL RESEARCH Quartile: Q4 Rank in area: 204/263 (Ranking edition: SSCI)

SCImago Journal Rank

  • Year 2019
  • SJR Journal Impact: 0.661
  • Best Quartile: Q2
  • Area: Education Quartile: Q2 Rank in area: 345/1544


  • Social Sciences: A

Scopus CiteScore

  • Year 2019
  • CiteScore of the Journal : 2.6
  • Area: Education Percentile: 78

Journal Citation Indicator (JCI)

  • Year 2019
  • Journal Citation Indicator (JCI): 1.16
  • Best Quartile: Q2
  • Area: EDUCATION & EDUCATIONAL RESEARCH Quartile: Q2 Rank in area: 201/723


Microblogging networks can potentially increase reflection, learning, and collaboration among undergraduate students. The purpose of this study is to investigate whether the use of Twitter can enhance perceived learning and promote critical thinking, collaborative learning, and active student roles. The participants, 202 undergraduate students, enrolled on three different degree courses, were studying educational technology course modules. A quantitative, transversal, and retrospective methodology with an ex post facto design was applied. The use of Twitter led to an increase in both perceived learning and critical thinking among the majority of students, and in collaborative aspects of the teaching-learning process, as well as in active student roles. Experience of Twitter and its use in an educational context has therefore contributed to enhancing the quality of learning and the teaching-learning process itself.