To tweet or not to tweet:student perceptions of the use of Twitter on an undergraduate degree course
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Universidad de Burgos
info
ISSN: 1470-3297
Year of publication: 2019
Volume: 56
Issue: 4
Pages: 402-411
Type: Article
More publications in: Innovations in education and teaching international
Metrics
Cited by
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
CIRC
- 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
Abstract
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.