The generation of student engagement as a cognition-affect-behaviour process in a Twitter learning experience.

Raúl Pérez-López, Raquel Gurrea-Sarasa, Carolina Herrando*, María José Martín-De Hoyos, Victoria Bordonaba-Juste, Ana Utrillas-Acerete

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review

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Abstract

Twitter 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.
Original languageEnglish
Pages (from-to)132-146
Number of pages15
JournalAustralasian journal of educational technology
Volume36
Issue number3
DOIs
Publication statusPublished - 29 Jun 2020

Keywords

  • Student engagement
  • Twitter
  • Active collaborative learning
  • Enjoyment
  • Satisfaction
  • Learning performance
  • Quantitative

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