Social networks to promote motivation and learning in higher education from the students’ perspective

ABSTRACT

Social networks have a significant presence in universities. More and more teachers are showing an interest in taking advantage of the possibilities they offer for university learning. An empirical study was carried out. The research hypothesis was: the pedagogical use of Twitter and Instagram improves students’ motivation and learning. The sample was constituted of 197 students from two different classes, all of whom received tuition in a subject known as Physical Education and its Didactics. A quasi-experimental design was implemented, involving a pre-test and a post-test with an experimental group (n = 100) and a non-equivalent control group (n = 97). The data was collected by means of a questionnaire. A factor analysis and an ANOVA were applied. The pedagogical use of Twitter and Instagram bore a significant influence, increasing both student motivation and involvement, as well as their degree of achievement. The impact of the factors of age and use of these tools outside of the classroom on the body of knowledge acquired by students was significant. This is in line with the evidence that suggests that social networks are very useful for fostering the teaching-learning process.

KEYWORDS:

• Social networks
• motivation
• student achievement
• higher education
• learning development

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

David Hortigüela-Alcalá

David Hortigüela-Alcalá. Ph.D. in Education. Director of the Didactic of Bodily Expression area and Secretary of the Department of Specific Didactics of the University of Burgos. His field of research focuses on formative and shared assessment, pedagogical models in teaching, qualitative methodology and the implementation of key competences. He has published a diversity of scientific articles related to education. http://bit.ly/dhortigüelacv

José Sánchez-Santamaría

José Sánchez-Santamaría Ph.D. in Pedagogy. Associate Professor in Pedagogy and Coordinator of Professional Practices in Social Education of the University of Castilla-La-Mancha (Spain). Full-time researcher at the Research Group of Guidance, Quality and Equity in Education (www.grioce.es). His research interest include educational equity and guidance/career, educational evaluation, reflective practice. He is committed to working pedagogical practice evidence-informed from the perspective of equity.

Ángel Pérez-Pueyo

Ángel Pérez-Pueyo. Ph.D. in Physical Activity and Sports Sciences. Director of the University Extension Service of the University of León (Spain). Director of the inter-level and interdisciplinary group ‘Attitudes’. His field of research focuses on the implementation of active and participatory methodologies and initial teacher training.

Víctor Abella-García

Víctor Abella-García. Ph.D. in Psychology and Education Sciences at the University of León, Associate Professor in the Department of Educational Sciences of the University of Burgos. His main focus of both teaching and research are ICT for education. He has published extensively in journals related to technology enhanced learning. Since 2013 he leads the Virtual Learning Centre of the University of Burgos (UBUCEV). As UBUCEV Director, he is responsible for the implementation and development of five degrees in online modality.