Track 15. Communication, Education and Social Media Authors: Eva Lahuerta Otero, Rebeca Cordero Gutiérrez and Vanessa Izquierdo Álvarez

1. L I K E I T O R D I E : U S I N G
S O C I A L N E T W O R K S T O
I M P R O V E C O L L A B O R A T I V E
L E A R N I N G I N H I G H E R
E D U C A T I O N
O C T O B E R 2 0 1 8
E V A L A H U E R T A - O T E R O , R E B E C A C O R D E R O -
G U T I É R R E Z A N D V A N E S S A I Z Q U I E R D O - Á L V A R E Z
Like it or die: using social networks
to improve collaborative learning in
higher education
Eva Lahuerta-Otero,
Rebeca Cordero-Gutiérrez,
Vanessa Izquierdo-Álvarez

2. social media users worldwide2.62B
Spanish internet users use social
networks
85%
of Spaniards "can't live" without
internet connection through their
smartphone
47%
I N T R O D U C T I O N

3. G E N E R A T I O N Z
N E W L E A R N I N G
C O N T E X T
- T e a c h i n g
c h a l l e n g e
- S t u d e n t s :
p r o a c t i v e
l e a r n i n g
N E W I C T s , N E W
P O S S I B I L I T I E S
- f o r m a l a n d
i n f o r m a l
l e a r n i n g
- c o l l a b o r a t i v e
a n d s e l f -
l e a r n i n g
M I L L E N N I A L S

4. L I T E R A T U R E R E V I E W
SOCIAL MEDIA CAN:
- help build significant relationships
through learning communities
- encourage the building of knowledge
- develop reciprocity in the contribution
of new ideas
- assimilate new knowledge along with
others
- improve GPA averages
- improved resoutce sharing and
collaboration
HOWEVER:
- a high number of teachers in
universities resist the normalization of
the use of these tools
- do not succeed in making use of
them as a method to evaluate students

5. P U R P O S E
Assess the effects of the use of
social networks in university
classrooms.

6. RESEARCH QUESTIONS
• RQ1: Do students have a willingness to use social media for
academic purposes?
• RQ2: Do students in higher education accept this new way of
learning through social networks?
• RQ3: Does the use of social media in the class facilitate knowledge
sharing?
• RQ4: Do students enjoy using social networks in class for learning
purposes?
• RQ5: Does the previous use of social networks in academic
contexts predispose students to use them more frequently in class?
• RQ6: Are students willing to use these type of platforms with more
intensity in the academic field?

7. M E T H O D O L O G Y
DESCRIPTION OF THE ACTIVITY: Practical activity in the three main
horizontal social networks (Facebook, Instagram and Twitter
SAMPLE: 191 participants (146 answers) - four subjects, four degres,
two universities
QUESTIONNAIRE: Data colletion - 14 to 25 May, 2018. 23 items
(social network perception, experience perception, previous use
(independent variables), repetition of experience and satisfaction
(dependent variables)

8. R E S U L T S A N D C O N C L U S I O N S
First stage: Exploratory factorial analysis
- factorial loadings > 0.5
- variance extracted > 50%
Second stage: linear regressions
RESULTS:

9. R E S U L T S A N D C O N C L U S I O N S
- Good predisposition to carrying out
activities in the teaching field through
social networks
- Higher education students accept the
use of new forms of learning through
social networks
- Previous contact with these type of
platforms facilitates the exchange of
knowledge and the active learning of the
students
- Users with previous experience with the
SNS in the academic context are
predisposed to continue using them
- Students are willing to increase the
intensity of the use of these tools

10. L I M I T A T I O N S A N D F U T U R E
R E S E A R C H L I N E S
Connecting with web
personalities
Extension of the sample
Country comparison
Questionnaire not
completely based on
previous literature
LIMITATIONS
Overcoming the
limitations
Consider other
experiences in the social
networks
FUTURE
RESEARCH LINES

11. L I K E I T O R D I E
Thanks for listening!