Las redes sociales digitalesuna valoración socioeducativa. Revisión sistemática

  1. Fuentes Cancell, Dieter Reynaldo 1
  2. Estrada Molina, Odiel 1
  3. Delgado Yanes, Nilda 1
  1. 1 Universidad de las Ciencias Informáticas
    info

    Universidad de las Ciencias Informáticas

    La Habana, Cuba

    ROR https://ror.org/022camr20

Journal:
Revista Fuentes

ISSN: 1575-7072,  2172-7775

Year of publication: 2021

Volume: 23

Volume: 1

Pages: 41-52

Type: Article

DOI: 10.12795/REVISTAFUENTES.2021.V23.I1.11947 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Revista Fuentes

Sustainable development goals

Abstract

The future and already current industrial revolution 4.0 demand the introduction of a digital transformation in the higher education contributing to the formation of competent professionals, for which, they are evidenced in the and emergent technologies, an increase of didactic experiences in the use of the digital social networks. In this research a systematic review to identify current trends in the use of online social networks for educational purposes are performed. PRISMA protocol was used and analyzed 79 studies present in the database Scopus. In the systematic review, the following questions are answered: What types of designs predominate in the scientific literature? What is the dependent- independent pairs of variables? And What are the current trends in the use of digital social networks for educational purposes? As a result of this research, Facebook is reaffirmed as the social network most used by educators and the need for the integrated and varied use of these networks. It concludes with the defense of the following trends: university institutional communication policies from the curricular levels; the development of creativity, cultural convergence and media diversification; educational innovation; media culture and academic digital identity.

Bibliographic References

  • Abella, V., & Delgado, V (2015). Learning to use Twitter and use Twitter to learn. Revista de Currículum y Formación del Profesorado, 19 (1), 365 – 378. Recuperado de https://bit.ly/2Xh2VrZ
  • Alaslani, K., & Alandejani, M (2020). Identifying factors that influence student’s performance through social networking sites: An exploratory case study. Heliyon, 6 (4), e03686. https://doi.org/10.1016/j.heliyon.2020.e03686
  • Álvarez-Cruces, D., Otondo-Briceño, M., & Medina-Moreno, A. (2018). Análisis de caso clínico mediante foro virtual por Facebook para favorecer la transferencia de aprendizajes. Educación Médica Superior, 33(2). Recuperado de https://bit.ly/3bEaqOG
  • Alvídrez, S., & Franco-Rodríguez, O. (2016). Powerful communication style on Twitter: Effects on credibility and civic participation. Comunicar, 47, 89-97. https://doi.org/10.3916/C47-2016-09
  • Arrabal-Sánchez, G., & De-Aguilera, M. (2016). Communicating in 140 characters. How journalists in Spain use Twitter. Comunicar, 46, 9-17. https://doi.org/10.3916/C46-2016-01
  • Awidi, I. T., Paynter, M., & Vujosevic, T. (2019). Facebook group in the learning design of a higher education course: An analysis of factors influencing positive learning experience for students. Computers & Education, 129, 106–121. https://doi.org/10.1016/j.compedu.2018.10.018
  • Baker-Doyle, K. J., & Yoon, S. A. (2020). The social side of teacher education: Implications of social network research for the design of professional development. International Journal of Educational Research, 101, 101563. https://doi.org/10.1016/j.ijer.2020.101563
  • Bicen, H (2017). Determining the effect of using social media as a MOOC tool. Procedia Computer Science, 120, 172-176, https://doi.org/10.1016/j.procs.2017.11.225
  • Borromeo, C. (2016). Redes sociales para la enseñanza de idiomas: el caso de los profesores. Píxel-Bit. Revista de Medios y Educación, (48), 41-50. https://doi.org/10.12795/pixelbit.2016.i48.03
  • Boude, O. (2016). Estrategias de aprendizaje para formar en Educación Superior a una generación interactiva. Educación Médica Superior, 31(2), 1-14. Recuperado de https://bit.ly/3dTgDrC
  • Bunch, P. M., Wortman, J. R., & Andriole, K. P. (2016). Social Media and Scientific Meetings: Education Exhibit “Likes” at the Radiological Society of North America Annual Meeting. Academic Radiology, 23(3), 382–388. https://doi.org/10.1016/j.acra.2015.10.016
  • Cabalin, C, & Antezana, L. (2016). La educación en portada: La visualización de la política educacional en la prensa. Cuadernos.info, (39), 195-207. https://dx.doi.org/10.7764/cdi.39.914
  • Canales-García, A., & Araya-Muñoz, I. (2017). Recursos didácticos para el aprendizaje de la educación comercial: Sistematización de una experiencia en educación superior. Revista Electrónica Educare, 21(2), 1-23. https://doi.org/10.15359/ree.21-2.7
  • Cascales - Martínez, A., Gomariz - Vicente, M., & Paco - Simón, A. (2020). WhatsApp como herramienta educativa en Educación Primaria: alumnado, docentes y familias.. Píxel-Bit. Revista de Medios y Educación, (58), 71-89. http://dx.doi.org/10.12795/pixelbit.74213
  • Castaño - Garrido, C., Maiz - Olazabalaga, I., & Garay - Ruiz, U. (2015). Redes sociales y aprendizaje cooperativo en un MOOC. Revista Complutense de Educación, 26, 119-139. https://doi.org/10.5209/rev_RCED.2015.v26.46328
  • Castaño-Garrido, C., Maiz-Olazabalaga, I., & Garay-Ruiz, U. (2015a). Design, motivation and performance in a cooperative MOOC course. Comunicar, 44, 19-26. https://doi.org/10.3916/C44-2015-02
  • Castro, P. J. & González-Palta, I. N. (2016). Percepción de Estudiantes de Psicología sobre el Uso de Facebook para Desarrollar Pensamiento Crítico. Formación Universitaria, 9(1), 45-56. https://doi.org/10.4067/S0718-50062016000100006
  • Chang, L. C., Guo, J. L., & Lin, H. L. (2017). Cultural competence education for health professionals from pre-graduation to licensure delivered using facebook: Twelve-month follow-up on a randomized control trial. Nurse Education Today, 59, 94–100. https://doi.org/10.1016/j.nedt.2017.09.005
  • Chugh, R., & Ruhi, S. (2018). Social media in higher education: A literature review of Facebook. Education and Information Technologies, 23(2), 605–616. https://doi.org/10.1007/s10639-017-9621-2
  • Corona, C. (2020). Facebook y otros recursos de la web 2.0 en la enseñanza aprendizaje de la electrocardiografía. Educación Médica Superior, 34(2). Recuperado de https://bit.ly/3fXkPZ2
  • Del Moral, M. E., & Guzmán-Duque, A. P. (2015). Comunidades de aprendizaje endógenas y exógenas creadas en torno a los MOOCs universitarios. Campus Virtuales, 4 (2), 78-85. Recuperado de https://bit.ly/3g1OuAD
  • Delgado-García, M., García-Prieto, F., & Gómez Hurtado, I. (2017). Moodle y Facebook como herramientas virtuales didácticas de mediación de aprendizajes: opinión de profesores y alumnos universitarios. Revista Complutense de Educación, 29(3), 807-827. https://doi.org/10.5209/RCED.53968
  • Denker, K. J., Manning, J., Heuett, K. B., & Summers, M. E. (2018). Twitter in the classroom: Modeling online communication attitudes and student motivations to connect. Computers in Human Behavior, 79, 1–8. https://doi.org/10.1016/j.chb.2017.09.037
  • Eid, M., & Al-Jabri, I. M. (2016). Social networking, knowledge sharing, and student learning: The case of university students. Computers & Education, 99, 14–27. https://doi.org/10.1016/j.compedu.2016.04.007
  • Esparza - Puga, D. S. (2018). Uso autónomo de recursos de Internet entre estudiantes de ingeniería como fuente de ayuda matemática. Educación matemática, 30(1), 73-91. https://dx.doi.org/10.24844/em3001.03
  • Feng, S., Wong, Y. K., Wong, L. Y., & Hossain, L. (2019). The Internet and Facebook usage on academic distractibility and achievement of college students. Computers & Education, 134, 41 – 49. https://doi.org/10.1016/j.compedu.2019.02.005
  • Fernández-Díaz, E., Rodríguez-Hoyos, C., & Haya - Salmón, I (2017). Análisis de la investigación nacional e internacional sobre redes sociales en contextos educativos. Revista de Currículum y Formación del Profesorado, 21 (1), 313 – 332. Recuperado de https://bit.ly/2T9mYHd
  • Gavilan, D., Martinez-Navarro, G., & Fernández-Lores, S. (2017). University students and informational social networks: Total sceptics, dual moderates or pro-digitals. Comunicar, 53, 61-70. https://doi.org/10.3916/C53-2017-06
  • Gil - Quintana, J., & Martínez - Pérez, J. (2017). El empoderamiento del alumnado en los sMOOC. Revista Complutense de Educación, 29(1), 43-60. https://doi.org/10.5209/RCED.51932
  • González - Pérez, A. (2018). Social networks as tools to enrich learning environments in higher education. Bordón. Revista de Pedagogía, 70(4), 55-71. http://dx.doi.org/10.13042/Bordon.2018.60579
  • Grandío-Pérez, M. (2015). El transmedia en la enseñanza universitaria. Análisis de las asignaturas de educación mediática en España (2012-2013). Palabra Clave, 19(1), 85-104. Recuperado de https://bit.ly/3dSkWDm.
  • Hermann-Acosta, A., Apolo, D. E., & Molano-Camargo, M. (2019). Reflexiones y Perspectivas sobre los Usos de las Redes Sociales en Educación. Un Estudio de Caso en Quito-Ecuador. Información tecnológica, 30(1), 215-224. https://dx.doi.org/10.4067/S0718-07642019000100215
  • Hernández-Sampieri, R., & Mendoza, C. (2018). Metodología de la investigación. Las rutas cuantitativa, cualitativa y mixta. Ciudad de México, México: McGraw-Hill Interamericana de España S.L.
  • Hershkovizt, A., & Forkosh-Baruch, A. (2017). Teacher-student relationship and Facebook-mediated communication: Student perceptions. Comunicar, 53, 91-101. https://doi.org/10.3916/C53-2017-09
  • Hossain, M., Islam, S., Glinsky, J., Lowe, R., Lowe, T., Lisa., & Harvey, A (2015). A massive open online course (MOOC) can be used to teach physiotherapy students about spinal cord injuries: a randomised trial. Journal of Physiotherapy, 61 (1), 21-27. https://doi.org/10.1016/j.jphys.2014.09.008.
  • Imlawi, J., Gregg, D., & Karimi, J. (2015). Student engagement in course-based social networks: The impact of instructor credibility and use of communication. Computers & Education, 88, 84–96. https://doi.org/10.1016/j.compedu.2015.04.015
  • Izquierdo-Iranzo, P., & Gallardo-Echenique, E. (2020). Estudigramers: Influencers del aprendizaje. Comunicar, 62, 115-125. https://doi.org/10.3916/C62-2020-10
  • Kaplan, A., & Haenlein, M (2016). Higher education and the digital revolution: About MOOCs, SPOCs, social media, and the Cookie Monster. Business Horizons, 59 (4), 441-450. https://doi.org/10.1016/j.bushor.2016.03.008
  • Lim, J., & Richardson, J (2016). Exploring the effects of students' social networking experience on social presence and perceptions of using SNSs for educational purposes. The Internet and Higher Education, 29, 31-39. https://doi.org/10.1016/j.iheduc.2015.12.001
  • Lin, G.Y. (2018). Anonymous versus identified peer assessment via a Facebook-based learning application: Effects on quality of peer feedback, perceived learning, perceived fairness, and attitude toward the system. Computers & Education, 116, 81 – 92. https://doi.org/10.1016/j.compedu.2017.08.010
  • Logghe, H. J., Selby, L. V., Boeck, M. A., Stamp, N. L., Chuen, J., & Jones, C. (2018). The academic tweet: Twitter as a tool to advance academic surgery. Journal of Surgical Research, 226, 8 - 12. https://doi.org/10.1016/j.jss.2018.03.049
  • López-Romero, L., & Aguaded-Gómez, M. (2015). Teaching media literacy in colleges of education and communication. Comunicar, 44, 187-195. https://doi.org/10.3916/C44-2015-20
  • Manca, S. (2019). Snapping, pinning, liking or texting: Investigating social media in higher education beyond Facebook. The Internet and Higher Education, 44, 100707. https://doi.org/10.1016/j.iheduc.2019.100707
  • Marta-Lazo, C., Osuna-Acedo, S., & Gil-Quintana, J (2019). sMOOC: A pedagogical model for social inclusion. Helyion, 5 (3), e01326. https://doi.org/10.1016/j.heliyon.2019.e01326
  • Mayor - Buzón, V., García - Pérez, R., & Rebollo - Catalán, Á. (2019). Explorando factores predictores de la competencia digital en las redes sociales virtuales. Píxel-Bit. Revista de Medios y Educación, (56), 51-69. http://dx.doi.org/10.12795/pixelbit.2019.i56.03
  • Menzies, R., Petrie, K., & Zarb, M. (2017). A case study of Facebook use: Outlining a multi-layer strategy for higher education. Education and Information Technologies, 22(1), 39–53. https://doi.org/10.1007/s10639-015-9436-y
  • Mnkandla, E., & Minnaar, A. (2017). The Use of Social Media in E-Learning: A Metasynthesis. The International Review of Research in Open and Distributed Learning, 18(5). https://doi.org/10.19173/irrodl.v18i5.3014
  • Moorthy, K., T’ing, L. C., Wei, K. M., Zi Mei, P. T., Yee, C. Y., Jia Wern, K. L., & Xin, Y. M. (2019). Is facebook useful for learning? A study in private universities in Malaysia. Computers & Education. https://doi.org/10.1016/j.compedu.2018.12.002
  • Morón - Marchena, J. A., López - Noguero, F., & Cobos - Sanchiz, D (2017).El Uso de las Redes Sociales en la Educación y Promoción de la Salud. Una Experiencia de Empoderamiento Social en Nicaragua. Revista de Currículum y Formación del Profesorado, 21 (4), 440 – 457. Recuerado de https://bit.ly/2T6Siqj
  • Nagle, J. (2018). Twitter, cyber-violence, and the need for a critical social media literacy in teacher education: A review of the literature. Teaching and Teacher Education, 76, 86–94. https://doi.org/10.1016/j.tate.2018.08.014
  • Narvaez, A. (2019). Comunicación educativa, educomunicación y educación mediática: una propuesta de investigación y formación desde un enfoque culturalista. Palabra Clave, 22(3). https://doi.org/10.5294/pacla.2019.22.3.11
  • Nickerson, J. P. (2018). Social Media and Radiology Education: Are We #Ready? Academic Radiology. https://doi.org/10.1016/j.acra.2018.10.015
  • Niu, L. (2019). Using Facebook for academic purposes: Current literature and directions for future research. Journal of Educational Computing Research, 56(8) 1384–1406. https://doi.org/10.1177/0735633117745161
  • Núñez, N. (2018). Tenencia, uso y actitudes hacia las TIC: estudio a los directores de primaria y secundaria de centros educativos públicos. En Hacia la sociedad de la información y el conocimiento (pp. 215-236). San José, Costa Rica: Universidad de Costa Rica.
  • Oberst, U, Chamarro, A., & Renau, V. (2016). Gender stereotypes 2.0: Self-representations of adolescents on Facebook. Comunicar, 48, 81-90. https://doi.org/10.3916/C48-2016-08
  • Odun-Ayo, I., Goddy-Worlu, R., Yahaya, J., & Geteloma, V. (2019). A systematic mapping study of cloud policy languages and programming models. Journal of King Saud University - Computer and Information Sciences. https://dx.doi.org/10.1016/j.jksuci.2019.05.003
  • Oliveira, L., & Figueira, Á. (2015). Benchmarking Analysis of Social Media Strategies in the Higher Education Sector. Procedia Computer Science, 64, 779–786. https://doi.org/10.1016/j.procs.2015.08.628
  • Osuna-Acedo, S., Marta-Lazo, C., & Frau-Meigs, D. (2018). From sMOOC to tMOOC, learning towards professional transference. ECO European Project. Comunicar, 55, 105-114. https://doi.org/10.3916/C55-2018-10
  • Pedroza, R. (2018). La Universidad 4.0 con currículo inteligente 1.0 en la cuarta revolución industrial. RIDE Revista Iberoamericana para la Investigación y el Desarrollo Educativo, 9(17), 168-194. https://doi.org/10.23913/ride.v9i17.377
  • Peña - Hita, M., Rueda - López, E., & Pegalajar - Palomino, M. (2018). Posibilidades didácticas de las redes sociales en el desarrollo de competencias de Educación Superior: percepciones del alumnado. Píxel-Bit. Revista de Medios y Educación, (53), 239-252. http://dx.doi.org/10.12795/pixelbit.2018.i53.16
  • Picado-Alfaro, M. (2018). Sugerencias didácticas para la implementación de un curso de nivelación en matemáticas: La sistematización de una experiencia en la Universidad Nacional de Costa Rica. Revista Electrónica Educare, 22(3), 1-18. https://doi.org/10.15359/ree.22-3.15
  • Putnik, G., & Alves, C (2019). Learning material co-creation infrastructure in Social Network-based Education: An implementation model. Procedia CIRP, 84, 215-218. https://doi.org/10.1016/j.procir.2019.07.003.
  • Rodríguez-Gallego, M. R., López-Martínez, A., & Navarro-Montaño, M. (2019). Longitudinal Study on Social Networks as a Didactic Method. Magis, Revista Internacional de Investigación en educación, 12(24), 85-104. https://doi.org/10.11144/Javeriana.m12-24.lssn
  • Rodríguez-Gallego, M., López - Martínez, A., & Martín - Herrera, I. (2017). Percepciones de los estudiantes de Ciencias de la Educación sobre las redes sociales como metodología didáctica. Píxel-Bit. Revista de Medios y Educación, (50), 77-93. Recuperado de https://bit.ly/2ZbtfX2
  • Rosón - Jiménez, M., & Losada - Iglesias, D. (2020). Microblogging educativo en el aprendizaje de idiomas: una revisión sistematizada de las investigaciones publicadas entre 2010 y 2018. Píxel-Bit. Revista de Medios y Educación, (57), 231-251. http://dx.doi.org/10.12795/pixelbit.2019.i57.10
  • Said-Hung, E., Prati, R., & Cancino-Borbón, A. (2016). La orientación ideológica de los mensajes publicados en Twitter durante el 24M en España. Palabra Clave, 20(1), 213-238. Recuperado de https://bit.ly/3cE5IS9
  • Saine, C., & Abraham, J (2018). Implementing Facebook-based instructional approach in pre-service teacher education: An empirical investigation. Computers & Education, 18, 1 – 41, doi: https://doi.org/10.1016/j.compedu.2018.09.025
  • Salas - Rueda, R. (2020). Percepciones de los estudiantes sobre el uso de Facebook y Twitter en el contexto educativo por medio de la ciencia de datos y el aprendizaje automático. Píxel-Bit. Revista de Medios y Educación, (58), 91-115. http://dx.doi.org/10.12795/pixelbit.74056
  • Salinas, J., & Marín, V. (2019). Metasíntesis cualitativa sobre colaboración científica e identidad digital académica en redes sociales. RIED. Revista Iberoamericana de Educación a Distancia, 22(2), 97-117. doi:https://doi.org/10.5944/ried.22.2.23238
  • Santaolalla, P. (2019). Lograr la equidad en Educación a través de competencias interculturales e intersociales. Revista Fuentes, 21(2), 229-238. https://doi.org/10.12795/revistafuentes.2019.v21.i1.07
  • Santoveña-Casal, S., & Bernal-Bravo, C. (2019). Exploring the influence of the teacher: Social participation on Twitter and academic perception. Comunicar, 58, 75-84. https://doi.org/10.3916/C58-2019-07
  • Scott, N., & Goode, D. (2020). The use of social media (some) as a learning tool in healthcare education: An integrative review of the literature. Nurse Education Today, 104357. https://doi.org/10.1016/j.nedt.2020.104357
  • Sharma, S. K., Joshi, A., & Sharma, H. (2016). A multi-analytical approach to predict the Facebook usage in higher education. Computers in Human Behavior, 55, 340–353. https://doi.org/10.1016/j.chb.2015.09.020
  • Sinnema, C., Daly, A. J., Liou, Y. H., & Rodway, J. (2020). Exploring the communities of learning policy in New Zealand using social network analysis: A case study of leadership, expertise, and networks. International Journal of Educational Research, 99, 101492. https://doi.org/10.1016/j.ijer.2019.10.002
  • Sobaih, A. E., Moustafa, M. A., Ghandforoush, P., & Khan, M. (2016). To use or not to use? Social media in higher education in developing countries. Computers in Human Behavior, 58, 296–305. https://doi.org/10.1016/j.chb.2016.01.002
  • Spanou, K., Bekiari, A., & Theocharis, D. (2020). Bullying y maquiavelismo en la universidad a través del análisis de redes sociales. Revista Internacional de Sociología, 78(1), e151. http://dx.doi.org/10.3989/ris.2020.78.1.18.096
  • Tang, Y., & Hew, K. F. (2017). Using Twitter for education: Beneficial or simply a waste of time? Computers & Education, 106, 97–118. https://doi.org/10.1016/j.compedu.2016.12.004
  • Thai, M., Sheeran, N., & Cummings, D. J. (2019). We’re all in this together: The impact of Facebook groups on social connectedness and other outcomes in higher education. The Internet and Higher Education, 40, 44 – 49. https://doi.org/10.1016/j.iheduc.2018.10.001
  • Tubaishat, A. (2018) Student nurses’ perceptions of Facebook as an interactive learning platform in nursing education. Contemporary Nurse, 54(4-5), 456-471. https://doi.org/10.1080/10376178.2018.1530944
  • Urrútia, G & Bonfill, X (2010). PRISMA declaration: A proposal to improve the publication of systematic reviews and meta-analyses. Med. Clín, 135, 507–511. https://dx.doi.org/10.1016/j.medcli.2010.01.015
  • Valerio, A. & Serna, R (2018). Redes sociales y bienestar psicológico del estudiante universitario. Revista electrónica de investigación educativa, 20(3),19-28. https://doi.org/10.24320/redie.2018.20.3.1796
  • Van Rooyen, A. (2015). Distance Education Accounting Students’ Perceptions of Social Media Integration. Procedia - Social and Behavioral Sciences, 176, 444–450. https://doi.org/10.1016/j.sbspro.2015.01.495
  • Vizcaíno-Verdú, A., Contreras-Pulido, P., & Guzmán-Franco, M. (2019). Reading and informal learning trends on YouTube: The booktuber. Comunicar, 59, 95-104. https://doi.org/10.3916/C59-2019-09
  • Willems, J., Adachi, C., Bussey, F., Doherty, I., & Huijser, H. (2018). Debating the use of social media in higher education in Australasia: Where are we now? Australasian Journal of Educational Technology, 34(5), 135-149. https://doi.org/10.14742/ajet.3843
  • Zachos, G., Paraskevopoulou-Kollia, E. A., & Anagnostopoulos, I (2018). Social Media Use in Higher Education: A Review. Education Sciences, 8(4), 194 - 105, https://doi.org/10.3390/educsci8040194
Data source: Dialnet