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Social Networks as Learning Facilitators for Exact Sciences in Higher Education

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Author(s)
Chávez Márquez, Irma Leticia
Gutiérrez Diez, María Del Carmen
Keywords
Social networks, learning, exact sciences
TIC; educación; nivel superior
Redes sociales; ciencias exactas; educación superior; m-learning; educación a distancia;

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URI
http://hdl.handle.net/20.500.12424/53971
Online Access
http://www.udgvirtual.udg.mx/apertura/index.php/apertura/article/view/698
Abstract
The use of social networks is widespread in all areas and the education sector is no exception. This research was conducted with students of the administrative area. It was a non-experimental, descriptive, transactional and mixed-type research. The methodology was performed based on Sandoval-Almazán, Romero-Romero and Heredia-Rodríguez (2013) and team’s proposal. The objective was to determine the social networks use by students within class as facilitator of learning. The random sample was based on students enrolled in three subjects of exact sciences: Statistics, Quantitative Methods 1 and Quantitative Methods 2, considering only students enrolled in groups where they can use social media in class. Correlation and validation was performed using Cronbach's alpha coefficient. The results support the hypothesis: social networks facilitate learning because 99% of students use social networks. Most of the students often use social networks in class, to perform and share information or tasks and explain a topic. The device most used to access a social network in class is the mobile phone. The social network more used is WhatsApp, followed by Facebook. 
El uso de las redes sociales se ha generalizado en todos los ámbitos, y el sector educativo no es la excepción. El objetivo del trabajo que aquí presentamos es relacionar el uso de las redes sociales con el aprendizaje de las ciencias exactas en una institución de educación superior, en particular con alumnos del área administrativa. Se trata de una investigación no experimental, descriptiva, transaccional y de tipo mixto. La metodología se basa en la planteada por Sandoval-Almazán, Romero-Romero y Heredia-Rodríguez (2013). La muestra aleatoria se tomó de acuerdo con el número de alumnos inscritos en tres materias de ciencias exactas: Estadística, Métodos cuantitativos 1 y Métodos cuantitativos 2; consideramos únicamente a los alumnos registrados en grupos en los cuales pueden utilizar redes sociales en clase. Llevamos a cabo una correlación y validación con el coeficiente alfa de Cronbach. Los resultados apoyan la hipótesis planteada: las redes sociales facilitan el aprendizaje, ya que 99% de los alumnos hacen uso de redes sociales en clase, elaboran trabajos y tareas y comparten información relacionada, y han explicado algún tema a través de dichas redes “mucho” o “frecuentemente”. El dispositivo más común para acceder a alguna red social en clase es el teléfono móvil. La red social utilizada en mayor medida es WhatsApp, seguida por Facebook.
Date
2015-09-30
Type
info:eu-repo/semantics/article
Identifier
oai:udgvirtual.udg.mx:article/698
http://www.udgvirtual.udg.mx/apertura/index.php/apertura/article/view/698
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Apertura : Revista de Innovación Educativa

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