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dc.contributor.authorPérez-López, Raúl
dc.contributor.authorGurrea-Sarasa, Raquel
dc.contributor.authorHerrando, Carolina
dc.contributor.authorMartín-De Hoyos, María José
dc.contributor.authorBordonaba-Juste, Victoria
dc.contributor.authorUtrillas-Acerete, Ana
dc.date.accessioned2020-07-16T18:43:03Z
dc.date.available2020-07-16T18:43:03Z
dc.date.created2020-07-14 23:33
dc.date.issued2020-06-29
dc.identifieroai:ojs.ascilite.org.au:article/5751
dc.identifierhttps://ajet.org.au/index.php/AJET/article/view/5751
dc.identifier10.14742/ajet.5751
dc.identifier.urihttp://hdl.handle.net/20.500.12424/3954841
dc.description.abstractTwitter is a microblog that allows users to interact about a topic in online discussion. This makes it an interesting interactive tool with possibilities to increase student engagement and learning performance through active collaboration in an informal learning environment. However, few articles take a quantitative approach to investigate the creation of student engagement using this social networking site. To address this gap, we propose a series of activities conducted through Twitter to analyse the engagement generation process in a sample of 110 students in the first year of a business and administration degree at a large Spanish university. The results show that the engagement process is created through active collaborative learning and enjoyment, and that engaged students are more satisfied with the activity and perceive greater learning performance. This leads us to recommend teachers to encourage active and collaborative activities to make students more engaged and satisfied, and improve their performance.
dc.format.mediumapplication/pdf
dc.language.isoeng
dc.publisherASCILITE
dc.relation.ispartofhttps://ajet.org.au/index.php/AJET/article/view/5751/1659
dc.rightsCopyright (c) 2020 Raquel Gurrea-Sarasa, Carolina Herrando, María José Martín-De Hoyos, Victoria Bordonaba-Juste, Ana Utrillas-Acerete
dc.sourceAustralasian Journal of Educational Technology; Vol. 36 No. 3 (2020): AJET; 132-146
dc.subjectStudent engagement
dc.subjectTwitter
dc.subjectActive Collaborative Learning
dc.subjectEnjoyment
dc.subjectSatisfaction
dc.subjectLearning Performance
dc.subjectQualitative
dc.titleThe generation of student engagement as a cognition-affect-behaviour process in a Twitter learning experience
dc.typeinfo:eu-repo/semantics/article
ge.collectioncode1449-5554
ge.dataimportlabelOAI metadata object
ge.identifier.legacyglobethics:16782247
ge.lastmodificationdate2020-07-14 23:33
ge.lastmodificationuseradmin@pointsoftware.ch (import)
ge.submissions0
ge.oai.exportid150303
ge.oai.repositoryid102036
ge.oai.setnameArticles
ge.oai.setspecAJET:ART
ge.oai.streamid2
ge.setnameGlobeEthicsLib
ge.setspecglobeethicslib
ge.linkhttps://ajet.org.au/index.php/AJET/article/view/5751


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