Knowledge and Use of Social Networks in University Students from Mexico and Spain
Estefanía Lema-Moreira
,
Cynthia Lizeth Ramos-Monsivais
,
Susana Del Río-Urenda
It is unclear how social networks can be utilized in educational settings. An exploratory study was conducted to examine the differences between unive.
- Pub. date: October 15, 2024
- Online Pub. date: July 30, 2024
- Pages: 1805-1819
- 137 Downloads
- 624 Views
- 0 Citations
It is unclear how social networks can be utilized in educational settings. An exploratory study was conducted to examine the differences between university students in Mexico and Spain in terms of their perceptions of knowledge and utilization of networks in the university environment. An overall sample of 378 students was collected from two public universities, one in Mexico and one in Spain. This study utilized descriptive statistics as part of a contingency analysis, X2 with correction was used for the analysis of differences, Mann-Whitney U for the analysis of independence, Mantel-Haenszel test for association degree, Cramer's V for strength of association, Spearman's correlation coefficient for correlations. According to the results, the use of social networks is clearly related to country of origin, but not to gender. It seems that Instagram is a platform widely used by both Mexican and Spanish students, but it is not used in educational environments. Therefore, the use of social networks in higher education contexts differs by country, as does the knowledge of social bookmarking and the distribution of content to share information and resources.
Keywords: Comparative study, higher education, ICT, university students, social networks.
References
Abelairas-Etxebarria, P., & Mentxaka Arana, J. (2020). ¿Qué opinan los universitarios sobre el uso académico de las redes sociales? [What do university students think about the academic use of social media?] Revista Interuniversitaria de Investigación en Tecnología Educativa, (8), 1-12. https://doi.org/10.6018/riite.362121
Agreda Montoro, M., Hinojo Lucena, M. A., & Sola Reche, J. M. (2016). Diseño y validación de un instrumento para evaluar la competencia digital de los docentes en la Educación Superior española [Design and validation of an instrument to assess the digital competence of teachers in Spanish Higher Education]. Pixel-Bit. Revista De Medios Y Educación, (49), 39-56. https://bit.ly/4bXxN4U
Álvarez Álvarez, C., & Pulido-Álvarez, V. (2022). Uso de redes sociales por los centros de Educación Secundaria [Use of social networks by Secondary Education centres]. EDMETIC, Revista de Educación Mediática y TIC, 11(1), Article 2. https://doi.org/10.21071/edmetic.v11i1.13237
Arispe Alburqueque, C. M., & Yangali Vicente, J. (2022). Factores personales en la percepción hacia las tecnologías de información y comunicación que influyen en la competencia digital en docentes de posgrado [Personal factors in the perception of information and communication technologies that influence digital competence in postgraduate teachers]. Revista Electrónica Interuniversitaria de Formación del Profesorado, 25(1), 105-116. https://doi.org/10.6018/reifop.506921
Ballesta Pagán, F. J., Lozano Martínez, J., Cerezo Máiquez, M. C., & Castillo Reche, I. S. (2021). Participación en las redes sociales del alumnado de Educación Secundaria [Participation in social networks of secondary education students]. Educación XX1, 24(1), 141-162. https://bit.ly/4c1z76Y
Cabero Almenara, J., Del Prete, A., & Arancibia Muñoz, M. L. (2019). Percepciones de estudiantes universitarios chilenos sobre uso de redes sociales y trabajo colaborativo [Chilean university students' perceptions of social network use and collaborative work] RIED. Revista Iberoamericana de Educación a Distancia, 22(2), 35-55. https://doi.org/10.5944/ried.22.2.22847
Cabrera Yeto, S., Delgado Peña, J. J., Fernández Pérez, N., & Martínez García, J. (2023). Universidades y Agenda 2030: La cooperación universitaria andaluza comprometida con los ODS [Universities and Agenda 2030. Andalusian university cooperation committed to the SDGs.] Editorial Comares.
Chávez-Melo, G., Cano-Robles, A., & Navarro-Rangel, Y. (2022). Validación inicial de un instrumento para medir la competencia digital docente [Initial validation of an instrument to measure teachers' digital competence]. Campus Virtuales, 11(2), 97-106. https://doi.org/10.54988/cv.2022.2.1104
Cheng, L., Fang, G., Zhang, X., Lv, Y., & Liu, L. (2024). Impact of social media use on critical thinking ability of university students. Library Hi Tech, 42(2), 642-669. https://doi.org/10.1108/LHT-11-2021-0393
Chowdhury, E. K. (2024). Examining the benefits and drawbacks of social media usage on academic performance: A study among university students in Bangladesh. Journal of Research in Innovative Teaching and Learning. Advance online publication. https://doi.org/10.1108/JRIT-07-2023-0097
Chugh, R., & Ruhi, U. (2018). Social media in higher education: A literature review of Facebook. Education and Information Technologies, 23, 605-616. https://doi.org/10.1007/s10639-017-9621-2
Comesaña-Comesaña, P., Amorós-Pons, A., & Alexeeva-Alexeev, I. (2022). Technocreativity, social networks and entrepreneurship: Diagnostics of skills in university students. International Journal of Emerging Technologies in Learning, 17(05), 180-195. https://doi.org/10.3991/ijet.v17i05.28183
Çelik, B., Uzunboylu, H., & Demirbaş-Çelik, N. (2023). Preferencias de las plataformas de medios sociales de los estudiantes de educación superior con fines educativos [Higher Education Students’ Social Media Platform Preferences for Educational Purposes]. Revista de Educación a Distancia, 23(72), Article 7. https://doi.org/10.6018/red.491551
De La Hoz, L. P., Acevedo, D., & Torres, J. (2015). Uso de Redes Sociales en el Proceso de Enseñanza y Aprendizaje por los Estudiantes y Profesores de la Universidad Antonio Nariño, Sede Cartagena [Using Social Networks in the Process of Teaching and Learning by Students and Teachers of the University Antonio Nariño, Campus Cartagena]. Formación universitaria, 8(4), 77-84. https://doi.org/f3p2
Espinoza Guillén, B. L., & Chávez Vera, M. D. (2021). El uso de las redes sociales: Una perspectiva de género [The use of social networks: A gender perspective]. Maskana, 12(2), 19-24. https://doi.org/10.18537/mskn.12.02.03
European Commission. (2019). Key competences for lifelong learning. European Union. https://op.europa.eu/s/zM9Q
European Union. (2018). 2018/C 189/01 Council Recommendation of 22 May 2018 on key competences for lifelong learning. Official Journal of the European Union, 61. https://bit.ly/3Woxpqr
Fernández de la Iglesia, J. C., Casal Otero, L., Fernández Morante, M. C., & Cebreiro, B. (2020). Actitudes y uso de Internet y redes sociales en estudiantes universitarios/as de Galicia: Implicaciones personales y sociales [Attitudes and use of the Internet and social networks among university students in Galicia: Personal and social implications]. Revista Prisma Social, (28), 145–160. https://revistaprismasocial.es/article/view/3372
Fraga-Varela, F., & Rodríguez-Groba, A. (2017). Dilemas y desafíos en la tecnología educativa en el EEES: Percepciones y creencias de futuros maestros [Dilemmas and challenges of educational technology in the EEES: Perceptions and beliefs of prospective teachers]. Profesorado. Revista de currículum y formación del profesorado, 21(1), 123-142. https://doi.org/10.30827/profesorado.v21i1.10355
Fuentes Cancell, D. R., Estrada Molina, O., & Delgado Yanes, N. (2021). Las redes sociales digitales: Una valoración socioeducativa. Revisión sistemática [Digital social networks: A socio-educational assessment. Systematic review]. Revista Fuentes, 23(1), 41-52. https://doi.org/10.12795/revistafuentes.2021.v23.i1.11947
García Martínez, J. A., Santos Caamaño, F. J., Muñoz-Carril, P.-C., & González Sanmamed, M. (2021). Análisis de los recursos tecnológicos que utiliza el alumnado universitario de estudios de educación [Analysis of the technological resources used by university students in education]. American Journal of Distance Education, 35(2), 152-167, https://doi.org/10.1080/08923647.2021.1913786
Ghanem, S. (2020). E-learning in higher education to achieve SDG 4: Benefits and challenges. In 2020 Second International Sustainability and Resilience Conference: Technology and Innovation in Building Designs (51154) (pp. 1-6). IEEE. https://doi.org/m9qg
Gil-Fernández, R., & Calderón-Garrido, D. (2021). Implicaciones de la Teoría de Usos y Gratificaciones en las prácticas mediadas por redes sociales en el ámbito educativo. Una revisión sistemática de la literatura [Implications of the Theory of Uses and Gratifications for social network-mediated practices in education. A systematic review of the literature]. Aloma, 39(2), 64-74. https://bit.ly/3WAr6Bo
Girón Escudero, V., Cózar Gutiérrez, R., & González-Calero Somoza, J. A. (2019). Análisis de la autopercepción sobre el nivel de competencia digital docente en la formación inicial de maestros/as [Analysis of self-perception on the level of teachers’ digital competence in teachers training]. Revista Electrónica Interuniversitaria de Formación del Profesorado, 22(3), 193-218. https://doi.org/10.6018/reifop.373421
Guerra Santana, M., Rodríguez Pulido, J., & Artiles Rodríguez, A. (2021). University students' knowledge based on their use of the Internet and social networks. Aula Abierta, 50(1), 497-504. https://doi.org/10.17811/rifie.50.1.2021.497-504
Gursoy, B. E., & Oner Ozkan, B. (2023). Social networking sites and relationship social comparison: Effect of relational and individual factors. Online Journal of Communication and Media Technologies, 13(1), Article e202308. https://doi.org/10.30935/ojcmt/12864
Huntington, H. E. (2022). Find, pin, discuss: Incorporating pinterest to foster community and collaboration in online advertising classes. Journal of Advertising Education, 26(1), 64-73. https://doi.org/10.1177/10980482221091239
Latorre-Cosculluela, C., Sierra-Sánchez, V., Rivera-Torres, P., & Liesa-Orús, M. (2023). ICT efficacy and response to different needs in university classrooms: Effects on attitudes and active behaviour towards technology. Journal of Computing in Higher Education, 36, 350-367. https://doi.org/10.1007/s12528-023-09357-2
Lobato de Sa, R., Carvalho, F., & Colacique, R. (2021). Relatos docentes de práticas educativas para inclusão na pandemia: Experiências na rede municipal de ensino do Rio de Janeiro [Teachers' accounts of educational practices for inclusion in the pandemic: Experiences in Rio de Janeiro's municipal school system]. Olhar de professor, 24, 1-19. https://doi.org/10.5212/OlharProfr.v.24.18411.085
Loos, E., & Ivan, L. (2024). Not only people are getting old, the new media are too: Technology generations and the changes in new media use. New Media and Society, 26(6), 3588-3613. https://doi.org/10.1177/14614448221101783
Mark, J., Rice, L., Punyanunt-Carter, N. M., & Snidman, H. R. (2023). Motivations for Instagram use: Personal validation and enhancing close relationships. Online Journal of Communication and Media Technologies, 13(2), Article e202315. https://doi.org/10.30935/ojcmt/13014
Masalimova, A. R., Kosheleva, Y. P., Kosarenko, N. N., Kashina, S. G., Sokolova, E. G., & Iakovleva, E. V. (2023). Effects of social networking sites on university students’ academic performance: A systematic review. Online Journal of Communication and Media Technologies, 13(3), Article e202339. https://doi.org/10.30935/ojcmt/13365
Meza Cano, J. M., Hernández Amezcua, P. V. R., Morales Ruiz, M. E., & Rivera Baños, J. (2022). Uso de redes sociales de código abierto como redes sociales disciplinares: Experiencia en un taller en línea [Using open source social networks as disciplinary social networks: An online workshop experience]. Didáctica, Innovación y Multimedia, (40). https://raco.cat/index.php/DIM/article/view/402699
Min, T. S., & Hashim, H. (2022). Boosting students’ motivation in learning descriptive writing through Instagram. Creative Education, 13(3), 913-928. https://doi.org/10.4236/ce.2022.133060
Montero Caro, M. D. (2021). Educación, Gobierno Abierto y progreso: Los Objetivos de Desarrollo Sostenible (ODS) en el ámbito educativo. Una visión crítica de la LOMLOE [Education, Open Government and progress: The Sustainable Development Goals (SDGs) in education. A critical view of the LOMLOE]. Revista de Educación y Derecho, (23). https://doi.org/10.1344/REYD2021.23.34443
Oliva, H. A. (2017). Redes sociales como componentes educativos en los entornos digitales de aprendizaje [Social networks as educational components in digital learning environments]. Realidad Y Reflexión, 46, 34-53. https://bit.ly/3YqZGPw
Organisation for Economic Co-operation and Development. (2020). Latin American economic outlook 2020: Digital transformation for building back better. OECD Publishing. https://doi.org/10.1787/e6e864fb-en
Pérez Alcalá, M. d. S., Ortiz Ortiz, M. G., & Flores Briseño, M. M. (2015). Redes sociales en Educación y propuestas metodológicas para su estudio [Social networks in education and methodological proposals for their study]. Ciencia, Docencia y Tecnología, 26(50), 188-206. https://www.redalyc.org/pdf/145/14538571008.pdf
Pérez Escoda, A. (2018). Uso de smartphones y redes sociales en alumnos/as de Educación Primaria [Use of smartphones and social networks in primary school pupils]. Revista Prisma Social, (20), 76-91. https://revistaprismasocial.es/article/view/2310
Pozo Sánchez, S., López Belmonte, J., Fernández Cruz, M., & López Núñez, J. A. (2020). Análisis correlacional de los factores incidentes en el nivel de competencia digital del profesorado [Correlational analysis of the factors that affect teachers' level of digital competence]. Revista Electrónica Interuniversitaria de Formación del Profesorado, 23(1), 143-159. https://doi.org/10.6018/reifop.396741
Prendes-Espinosa, M.-P., García-Tudela, P.-A., & Solano-Fernández, I.-M. (2020). Igualdad de género y TIC en contextos educativos formales: Una revisión sistemática [Gender equality and ICT in formal educational contexts: A systematic review]. Comunicar, XXVIII(63), 9-20. https://doi.org/10.3916/C63-2020-01
Ramírez-Gil, E., Cuaya-Itzcoatl, I. G., Guzmán-Pimentel, M., & Rojas-Solís, J. L. (2021). Adicción a las redes sociales y procrastinación académica en universitarios durante el confinamiento por COVID-19 [Social media addiction and academic procrastination in university students during COVID-19 confinement]. Dilemas contemporáneos: educación, política y valores, 8(Special issue), Article 00020. https://doi.org/10.46377/dilemas.v8i.2771
Reddy, P., Sharma, B., & Chaudhary, K. (2022). Digital literacy: A review in the South Pacific. Journal of Computing in Higher Education, 34, 83-108. https://doi.org/10.1007/s12528-021-09280-4
Riquelme-Plaza, I., Cabero-Almenara, J., & Marín-Díaz, V. (2022). Validación del cuestionario de competencia digital docente en profesorado universitario chileno [Validation of the digital teaching competence questionnaire in Chilean university teachers]. Revista Electrónica Educare, 26(1), 1-15. https://doi.org/10.15359/ree.26-1.9
Sanz Arazuri, E., Alonso Ruiz, R. A., Sáenz de Jubera Ocón, M., Ponce, A., & Valdemoros San Emeterio, M. A. (2018). Ocio, redes sociales y estudiantes españoles [Leisure, social networks and Spanish students]. Educación XX1, 21(2), 59-78. https://doi.org/10.5944/educxx1.19538
Schindler, L. A., Burkholder, G. J., Morad, O. A., & Marsh, C. (2017). Computer-based technology and student engagement: A critical review of the literature. International Journal of Educational Technology in Higher Education, 14, Artcile 25. https://doi.org/10.1186/s41239-017-0063-0
Schoper, S. E. (2015). Pinterest as a teaching tool. Journal of teaching and learning with technology, 4(1), 69-72. https://doi.org/10.14434/jotlt.v4n1.13114
Shieh, C.-J., & Nasongkhla, J. (2024). Effects of motivation to use social networking sites on students’ media literacy and critical thinking. Online Journal of Communication and Media Technologies, 14(1), Article e202404. https://doi.org/10.30935/ojcmt/14060
Supriyadi, E., Kholis, N., Haryanto, & Hadi, S. (2024). Vocational high school students’ perception of assessments in online learning: For, as, and of learning. European Journal of Educational Research, 13(2), 445-456. https://doi.org/10.12973/eu-jer.13.2.445
Tourón, J., Martín, D., Navarro Asensio, E., Pradas, S., & Íñigo, V. (2018). Validación de constructo de un instrumento para medir la competencia digital docente de los profesores (CDD) [Construct validation of an instrument for measuring teachers' digital competence in education (TDCE)]. Revista Española de Pedagogía, 76(269), 25-54. https://doi.org/10.22550/REP76-1-2018-02
Tur, G., Marín-Juarros, V., & Carpenter, J. (2017). Uso de Twitter en educación superior en España y Estados Unidos [Using Twitter in higher education in Spain and the USA]. Comunicar, 51, 19-28. https://doi.org/10.3916/C51-2017-02
Valencia-Ortiz, R., Cabero Almenara, J., & Garay Ruiz, U. (2020). Influencia del género en el uso de redes sociales por el alumnado y profesorado. [The influence of gender in the use of social media by students and teachers]. Campus Virtuales, 9(1), 29-39. https://bit.ly/3SqllUt
Venter, A. (2019). Social media and social capital in online learning. South African Journal of Higher Education, 33(3), 241-257. https://doi.org/10.20853/33-3-3105
West, M., Rice, S., & Vella-Brodrick, D. (2024). Exploring the “social” in social media: adolescent relatedness—thwarted and supported. Journal of Adolescent Research, 39(3), 539-570. https://doi.org/10.1177/07435584211062158