Keywords

Higher Education, e-learning, teacher training, didactic innovation, educational research, teacher reflection, ICT, social media

Abstract

This article examines student and teachers’ use and perceptions of Twitter, based on a mixed-method comparative approach. Participants (N=153) were education majors who used Twitter as a part of required coursework in their programs at two universities in Spain and the United States. The theoretical background covers research on international work carried out on Twitter as well as a brief overview of the introduction of technology in two educational national systems. Quantitative data were collected via a survey, while qualitative data were obtained from students’ reflective written texts. The majority of participants from both contexts perceived educational benefits to Twitter. However, their use of Twitter, and the nature of their perceptions of its educational value, appeared to differ in important ways. The U.S. participants’ longer and more frequent use of Twitter was accompanied by more positive beliefs regarding the educational relevance of Twitter. While many Spanish participants saw value in the use of Twitter to find and share information, U.S. students highlighted interactive and collaborative uses. The study uncovers some challenges for learning related to Twitter’s short format. In the conclusion section we discuss implications for learning and teaching in an age of ubiquitous social media.

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Technical information

Received: 29-09-2016

Revised: 15-11-2016

Accepted: 05-12-2016

OnlineFirst: 15-02-2017

Publication date: 01-04-2017

Article revision time: 47 days | Average time revision issue 51: 52 days

Article acceptance time: 67 days | Average time of acceptance issue 51: 121 days

Preprint editing time: 139 days | Average editing time preprint issue 51: 193 days

Article editing time: 184 days | Average editing time issue 51: 238 days

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Tur, G., Marín-Juarros, V., & Carpenter, J. (2017). Using Twitter in Higher Education in Spain and the USA. [Uso de Twitter en educación superior en España y Estados Unidos]. Comunicar, 51, 19-28. https://doi.org/10.3916/C51-2017-02

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Oxbridge Publishing House

4 White House Way

B91 1SE Sollihul United Kingdom

Administration

Editorial office

Creative Commons

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