Keywords

4.1 Introduction

E-learning, understood as teaching and learning that takes place in virtual scenarios, is becoming increasingly common in Spanish universities, serving students who need to combine study with work or who can’t attend courses in person due to distance. Thanks to virtual teaching, these groups can now participate in interactive classes, working groups and organize their study activities without the limits of space and time imposed by traditional classes (Thoms and Eryilmaz 2014). Since the beginning of the new century, Learning Management Systems (LMS) have allowed the administration, distribution and tracking of online teaching activities. Institutional leaders notice the significance of supporting faculty in their use of instructional technologies including the LMS, with faculty development ranked as the number one key issue in teaching and learning in 2017 (Educause Learning Initiative 2017).

Important areas of research in E-learning include the study of cybersecurity and privacy (among others, Chou et al. 2019), and the study of the ability to differentiate between verifiable information and fake news. Critical thinking is fundamental to the network society, (where fake news spread now more than ever) since it facilitates the acquisition of knowledge and the differentiation between false and true information. In order to respond to new challenges, it is essential to implement activities that facilitate the development of reflective and critical thinking through, for example, academic debates on social media (Garrison et al. 2001; Mercer et al. in press; Santoveña-Casal 2019). Many methodologies used in E-learning platforms are based on the pedagogy of the last century and the major psychological paradigms, which, when transferred to digital environments, take on new characteristics. When different media (wikis, social networks, blogs and video-conference) replace the traditional classroom, the design of teaching activities and the flexible application of technological tools become essential for the integration of information technology in education (Ming et al. 2017).

Connected learning is defined as learning which takes place in a hyper-connected context with a network structure. It takes place through the process of connection, through relationships and through the links created both within and outside the educational community. Connected learning uses the potentialities of networks but means more than online learning; it also implies connection between people, with content, with objects, and with ideas, and involves information exchange and distributed knowledge.

The chapter describes connected learning and analyses the results of its use.

The research questions of the project were: Is it possible to develop social, practical and network communication skills for future high school teachers with social participation and academic debate on Twitter? Can Twitter benefit the learning process? How do the students interact in a social network learning environment?

4.2 Theoretical Framework: Connected Learning

Studies related to the social network Twitter, within the framework of connected learning, have dealt with different aspects: the idea of Twitter as a space that strengthens the formation of a communities with shared interests and professional learning networks; its potential as a medium of social interaction; and its influence in the learning process during social participation online.

The system of connections and shared resources that constitutes an integrated system of participation facilitating learning among professionals is called the Professional Learning Network (PLN) (Trust et al. 2016). It is a broader concept than the social network. In fact, a PLN can incorporate several learning networks or communities (digital or not). The formation of a PLN through Twitter can be achieved through work groups with shared interests that follow a concrete series of hashtags (Prestridge 2019). According to Trust et al. (2016), despite the increase in teaching initiatives in the creation of professional learning networks (PLN), there is a lack of research focused on the results obtained by their application.

These authors found that professional learning networks can support the professional development of teachers. The teachers interviewed for the present study affirmed that the use of these networks offered a different perspective on teaching, facilitated the students’ learning, and influenced their own professional identity. Teachers’ academic activities using Twitter have been studied by multiple authors (among others, Carpenter and Krutka 2015; Hutchison and Colwell 2012). By studying Twitter as an exchange space between professionals, these authors have shown that the network supports a learning process by facilitating information on teaching experiences and research (Tour 2017; Visser et al. 2014). In addition, it has been observed that its use among teachers has improved teaching practice and understanding of content (Goodyear et al. 2014); the formation of a professional support network and professional participation (Forte et al. 2012); and enhanced the acquisition of technological skills by forming networks with teachers of different experiential degrees (Ertmer et al. 2012).

Twitter has been considered as a tool for the exchange of information (among others, Veletsianos and Navarrete 2012), a space that facilitates students’ engagement in the learning process (Jones and Baltzersen 2017a, b; Junco et al. 2010; Liu et al. 2017; Tur and Marin 2015), as well as a medium that facilitates formal academic communication (Dabbagh and Kitsantas 2011) and informal academic communication (Tang and Hew 2017).

With this social network, it is possible to strengthen interaction between the different members of the educational community, not only among students, but also between the students and the teachers (Preston et al. 2015).

In much of the current research Twitter is frequently considered as a communication space (De-Marcos et al. 2017; Sobaih et al. Khan 2016; Santoveña 2019). Numerous studies have analysed Twitter’s potential to generate conversations and debate (among others, Del Fresno 2014). The study of communication processes in social networks has led to the description of the different message delivery systems by authors such as Kwak et al. (2010). Other research has analysed the general style of communication – such as aggressive, positive or neutral (Veltri 2014) – found in the social network, or the linguistic potential of hashtags (Zappavigna 2011). Other studies highlight just the opposite: the limitations of Twitter as a conversational space. Some authors point out the lack of interaction among users and see Twitter as a space for disseminating information rather than conversation or interaction (Faktor 2013; Lovejoy et al. 2012). Some authors claim that on Twitter users do not argue their opinions, that they engage mainly in monologues rather than dialogues, and that true communication processes do not take place (Lovejoy et al. 2012; Santoveña-Casal 2017; Veltri 2014). The student’s role in the context of connected learning implies social participation throughout the process, because the student needs to reconstruct new meanings from the different points with which they are connected, whether they are in the form of content, people, ideas, or resources. In the learning process, many variables and elements are involved which directly or indirectly are related to the learning objective. Learning, in short, needs to be understood in a framework of active participation, connections and relationships which goes beyond an institutional design based on an E-learning platform. Connected learning has a different connotation to the notion of learning in the framework of electronic technologies.

In the experience described in this chapter, we use Wenger’s concept of social participation understood as “(…) a process consisting in actively participating in the practices of social communities and in building identities in relation to these communities” (2001: 22). The work groups, through spaces such as Twitter, where direct and immediate connections with the educational community (professional and student) are generated, create feelings of cohesion and affiliation that reinforce the constitution of a community of practices with shared interests, as well as the learning process (Santoveña 2019). In recent years, research has advanced in the study of social networks as spaces of social cohesion in the academic field. Blight et al. (2017) have found that a positive feeling of community is created among students through the use of Twitter, the process of social interaction and the exchange of information. These processes of social relation have been found to positively influence the development of a sense of community with shared objectives (Blight et al. 2017; Carpenter and Krutka 2015; Mamonov et al. 2016).

Social relations are very important in the performance of university students (Bond et al. 2017; Krasilnikov and Smirnova 2017), and the construction of their own network has a decisive influence on students’ learning (Pascarella and Terenzini 2005). It is not possible to talk about a direct relationship between social participation on Twitter and academic performance (Santoveña 2019), but there are data affirming that the participation facilitates learning (Al-Rahmi et al. 2015; Santoveña-Casal and Bernal-Bravo 2019) and provides added value to the educational environment due to its ability to enrich the student’s social capital (Jones and Baltzersen 2017a, b; Santoveña 2019).

This chapter analyses the perception and experience that students (future teachers) had while participating in an academic debate through Twitter, and how they consider the contribution of this activity to the learning, communication and interaction process. In addition, we have also studied whether this social participation facilitated a feeling of affiliation and cohesion, as well as the creation of a community with shared interests.

4.3 Description of the Connected Learning Experience

In this first part, the didactic proposal of connected learning based on social participation and academic debate on Twitter is described.

4.3.1 Subject and Student’s Profile

The subject “Design and Development of the Curriculum”, taught at the Faculty of Education at the National Distance Education University (UNED), is compulsory and common to all students of the University Master’s Degree in Teacher Training, a compulsory degree for the practice of teaching in compulsory secondary education and high school, vocational training and language teaching in Spain. This degree enables and prepares students to respond to the specific challenges and situations that will be found in the Secondary Education classroom. The subject “Design and Development of the Curriculum” is taught in the second semester and is worth three ECTS credits (this is equivalent to 75 hours of student work). “Design and Development of the Curriculum” is a compulsory subject of a module that also includes “Learning and Motivating in the Classroom” and “Learning and Teaching” of the subjects of the specialty. These three subjects make up the subject “Learning and Teaching” of the corresponding subjects with a total of 12 ECTS credits corresponding to 300 hours of academic work.

The subject belongs to the area of ​​Teaching and School Organization and provides future teachers both technical resources and theoretical support for the conceptualization of curriculum and teaching. In general, the content of the subject encompasses the variables involved in the teaching-learning process and its relationships; the design of the curriculum; forms of intervention; and evaluation processes and techniques.

The voluntary practical work (Continuous Assessment Test) aims to facilitate the acquisition of knowledge and reinforce the theoretical study of the topics. One of its purposes is to help the student to manage the contents of the subject and to develop practical skills such as participation and collaboration in a network. The social participation and debate on Twitter activity presented in this chapter was designed with this aim in mind.

The work plan consists of a voluntary activity (participation and academic debate on Twitter) and a face-to-face exam. In short, to pass the subject, it is necessary to pass the face-to-face test, which will include all the topics of the programme (from topic 1 to topic 6, both inclusive).

The subject is designed to promote the autonomy of the students through:

  • Videoconferences: highlighting contents of the agenda and complementary content.

  • Didactic guide: all the general information of the subject that the student needs to know for the task.

  • Video tutorials: preparing students for the Twitter-based activity.

  • Forums: for each subject of content, mandatory activities, general questions and publication of news.

  • Social media: complementary content related to the subject and the topics of debate.

The students taking this subject are future teachers of secondary education who, before starting the programme, have at least 4 years of university education. They are professionals with bachelor degrees corresponding to the specialty they want to study in the master’s programme. The students have backgrounds in different disciplines but a common future objective: to be secondary education teachers.

4.3.2 Educational Aims

The general objective of the activity is to introduce students to the use of social networks as a didactic resource within the framework of the curriculum. The main objective is to develop students’ ability to process information critically, as well as practical skills that allow them to navigate new communication environments and their use in the classroom.

Through this activity students can experience and resolve the difficulties of an open network educational community and see the possibilities and difficulties of using specific social networks in the educational field in a context of critical thinking.

The aims of the activity are the following:

  1. 1.

    To use Twitter to create an educational community with shared interests in the subject

  2. 2.

    To exchange information and promote debates related to one of the topic of the subject, “The didactic of materials” (i.e the selection of materials and the most relevant topics)

  3. 3.

    To provide students with professional skills for working within a digital environment

4.3.3 Description of Didactical Experience

A volunteer activity, based on connected learning and social participation, was proposed to the students. The main objective was to create a debate on the importance of the analysis and selection of teaching materials for teachers. Lesson n° 5 of the subject is about this activity. To achieve this, the students had to exchange opinions, ideas, suggestions and information of interest related to the subject with their classmates.

The activity consisted of two academic debates that took place on Twitter, both related to the lesson n° 5 of the subject: “The didactic materials”. Students exchanged ideas and resources related to the following topics:

  • Debate 1: Are textbooks useful? Should textbooks be used in the classroom?

  • Debate 2: What characterizes good teaching materials? What are their most important features?

The activity was carried out for 2 weeks, with one subject of debate per week. Students could join the debate whenever they wanted to if they met the criteria established in their evaluation. Students who do not have previous experience on Twitter must go through a phase of immersion in the social network. A video tutorial adapted to the proposed activity helps them in this process. Students share their Twitter addresses to start forming their own community.

The teaching staff (instructors) send the first debate. From this first tweet, the students link their comments. The teaching staff, over the course of the debate, act as observers. They do not take part in the debate, leaving students free to debate and exchange information amongst themselves. The teaching staff monitor, review the evolution of the debate and download the messages sent by the students.

4.4 Research Methodology

This section presents the results obtained from the future teachers. The authors describe connected learning and analyse the results of its implementation.

The specific aims are:

  1. 1.

    To analyse the experience of the social participation process as perceived by the future teachers during the academic debate on Twitter.

  2. 2.

    To identify the perceived value of the experience from the point of view of the learning process.

  3. 3.

    To study the highlights in relation to the process of communication and interaction.

  4. 4.

    To analyse the generation of a feeling of affiliation and social cohesion, as well as a community of shared interests.

  5. 5.

    To study the messages sent through Twitter.

4.4.1 Research Design and Instrument

The research was based on a mixed, quantitative and qualitative design: a descriptive analysis was carried out with a content analysis of the most significant messages sent by the students throughout the academic debate on Twitter and students’ answers to the questionnaire about the activity.

The main instrument for collecting information was an “ad hoc survey”, like Likert, which aimed to collect the opinion of students on the academic experience on Twitter.

The data analysis was carried out using three main applications: Excel for data organization; SPSS Statistics version 22 for statistical analysis; and MAXQDA200 as a support tool for content analysis. To collect messages sent through Twitter, Google TAGS spreadsheet v6 (Hawksey 2013) was used.

For content analysis, we carried out:

  1. 1.

    Intensive reading of messages.

  2. 2.

    Identification of the most relevant or significant messages.

  3. 3.

    Establishment of codes and sub-codes.

  4. 4.

    Description of the debates in Twitter.

4.4.2 Research Sample

The activity was carried out by 219 students in a class taught at the Faculty of Education at the National Distance Education University (UNED) in Spain, 47 of whom responded to the evaluation questionnaire after the activity; 53.1% were men and 46.8% women, with an average age of 32.7.

4.4.3 Model of Digital Pedagogy

The connected learning experience was based on a model of student-focused digital virtual pedagogy in an academic environment. Under this model, the teacher guides the learning process and is responsible for ensuring its effectiveness, but the students themselves have the most important role (Rajadell 2001).

The objective of this activity was the development of social, practical and network communication skills for future high school teachers through the use of social participation and academic debate on Twitter. As indicated earlier, the specific objectives of development and evaluation were to create a community and develop a feeling of social belonging in the group of students, and to promote the exchange of information and debate (Fig. 4.1).

Fig. 4.1
A flow diagram illustrates the overview of the connected learning experience with strategies focused on the student and social participation that divides based on skills to create a community and a sense of social belonging, exchange of information, and discussions.

Outline of the connected learning experience

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The voluntary activity was evaluated on a scale of 1 to 10. A score of 5 or higher, which counted as 10% of the final grade, meant an increase of up to 1 point in the final grade for the class. Each topic of debate was to be treated by the student critically and thoughtfully. At the end of the week, the students described their experience related to each topic of debate, including personal data, as well as the information generated by the rest of the students.

The basic indicators of participation were as follows:

  1. (a)

    Regarding the debate, students had to provide at least 10 answers for each of the proposed discussion topics. These could include original messages and answers to the opinions of other students. In addition, they had to respond in a critical and thoughtful manner and provide evidence to support their points of view, by predetermined dates, to the messages sent by the teaching team through Twitter.

  2. (b)

    Regarding the creation of a community, students were to get at least 30 followers, be cited by other Twitter users and have their messages retweeted and marked as “favourites”.

  3. (c)

    Time-frame of participation: The Twitter activity was to be carried out for at least 2 weeks and messages were to be sent periodically (for example, every 2 days) and gradually over time (that is, not all at once).

  4. (d)

    The topics were to meet the requirements specified in the activity.

4.5 Data Analysis

To analyse the frequency of participation on Twitter, the general calculation of the tweets sent was made (Table 4.1). During the first discussion topic (# DDC19_1), 4679 tweets were sent, of which an estimated 1002 are retweets and contain 945 links. During the second debate (# DDC19_2), 4407 messages were sent, of which 872 were retweets and contain 863 links. The participation of students on Twitter was analysed with the general label of the subject (# DDC19_UNED). This participation was not subject to evaluation since it was not part of the continuous evaluation activity. A total of 1791 tweets were sent, with 423 links and 387 retweets. There is an average of 30 messages per student sent in the first debate, 28 in the second and 12 tweets with the general hashtag of the subject.

Table 4.1 Frequency of participation on Twitter
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Regarding the communication process, students reported that the class had a “high added value” (46.81%), “very high value” (12.77%) and “medium value” (34.04%). When asked about the added value of the media and resources used in the class, specifically Twitter, most students said that it was “high” or “very high” (Fig. 4.2). They said that the added value of the communication and resources used in the class related to the possibilities offered to reflect and debate in social networks was high (38.30%) or very high (31.91%), while 21.28% said that it had a medium value.

Fig. 4.2
A graph of percentages versus added value plots the high added value with the maximum percentage of 38.30 and the lowest of 2.13 for very low and none.

Added value that the media contributed to students’ learning (Twitter)

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Regarding the interaction process, it was observed that students maintain a continuous process of communication through Twitter with the rest of the students and, much less frequently, with the teaching staff. Students report that they contacted teachers only very rarely (considering the three interaction variables analysed): to request information regarding the contents, to raise general questions about the subject and to request information related to activities proposals (Fig. 4.3).

Fig. 4.3
A horizontal bar graph of responses versus percentages of student-teacher interaction. Rare interactions about the contents have the highest value of 51.1%. Regular interactions on general questions about the subject have the lowest of 4.3%.

Frequency of student–teacher interaction

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Nevertheless, students interacted very frequently with other classmates, mainly through social networks. Above all, they interacted with other students to share general information about the subject; 46.8% do “regularly” and 31.9% frequently. They only interacted to a certain frequency with other students to share knowledge, 18% and 7% to request information related to learning problems, and they did so with a certain frequency (Fig. 4.4).

Fig. 4.4
A horizontal bar graph of responses versus percentages of students-students interaction. Regular interactions about shared information on general aspects of the subject have the highest value of 46.8%.

Frequency of students–students interaction

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When asked about how communication and interaction with their peers may have improved, students had different perceptions: high and/or very high levels were obtained in the three aspects that were analysed (Fig. 4.5): the students stated that participation on Twitter and the realization of the activity allowed them to improve interpersonal relationships with their classmates (68.1%), improve interpersonal and network communication skills (70.2%) and form a community or group with interests shared (76.6%) (Fig. 4.5).

Fig. 4.5
A horizontal bar graph of responses versus percentages illustrates the high levels of 2 aspects such as allowed me to form a community or group with shared interests and improvement of interpersonal and network communication skills with 44.7%

Assessment of the process of interaction and communication in Twitter

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When asked what specific aspects of the communicational experience and interaction they found valuable, the students pointed to the opportunity to interact with peers, exchange ideas and information related to education, build a network and a community with shared career goals and to become familiar with a new tool that is useful for work in education. The communication was fast, agile and friendly, facilitating dialogue. One student pointed out “the participation and interaction that some classmates had with others, debating, while always respecting, different opinions in order to get the most benefit”. Sharing opinions and hearing other students’ points of view allowed them to “have a different view of the subject under discussion”, which enriched the experience.

In general, students reported feeling a sense of belonging with the class group, with 12.77% saying that it was “very high”, 36.17% saying it was “high,” and 31.91% “medium”. Similarly, 36.17% of students reported developing a good relationship with the members of the class at a “high level”, 31.91% at a “medium level” and 12.77 at a “very high” level (Fig. 4.3). In addition, students said that they developed a feeling of belonging with the class group and they felt that their classmates had similar needs and objectives. Of the respondents, 44.68% said that they felt this at a “high” level, 21.28% at a “medium” level and 19.15% at a “very high” level. Only 16.67% said that they had “low” feelings of belonging (Fig. 4.6).

Fig. 4.6
A bar graph of percentages versus frequency plots the high level of feeling with a maximum percentage of 34.04 and 0 for very low and none.

Degree of feeling of belonging developed with the class

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In relation to the content analysis, the analysis carried out in each of the debates is presented below:

  • Debate 1. #DDC19_1 Are textbooks useful? Should textbooks be used in the classroom?

  • Debate 2. #DDC19_2: What characterizes good teaching materials? What are their most important features?

The codes and sub-codes generated with MAXQDA200 are as follows (Fig. 4.7):

Fig. 4.7
A chart titled are textbooks useful? lists the generated codes and sub-codes.

The codes and sub-codes in Debate n°1

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The debate focused on the advantages and disadvantages of textbooks.

There seemed to be agreement on the importance of textbooks as a guide that serves to organize the classes and also provides information to teachers. The following tweets appeared in the debate:

Textbooks, the positive: prepared by experts and according to the curriculum, they are a guide and can be the basis for innovative and versatile classes just like any other material. (1/3) # DDC19_1 (1, Pos. 53)

Textbooks are useful for the teacher to reflect on its content and complement it with the activities or explanations he deems appropriate, ultimately improving the teaching-learning process. # DDC19_1 (1, Pos. 1836)

Students analysed the benefits of textbooks. Most of them were in favour of the use of textbooks, in combination with other resources, rather than as isolated resources:

There are currently books that are very interactive. In class, they are used with digital whiteboard and offer a lot of possibilities: group work, explanatory videos, activities, flipped classroom, webquests...we should be open to technology. # DDC19_1 (1, Pos. 53–54)

(...) it is very important that various tools be used, not just the textbook. A balance between innovative practices and the traditional textbook is essential to contribute to the learning-teaching process # DDC19_1 (1, Pos. 4211)

Other didactic methodologies were considered. This is an aspect of analysis in which students who accepted books and those who tended to reject them agree:

In short, project learning, combined with digital resources, will be decisive in the future. Of course, we can continue using books, but I think the trend is going to be this. # DDC19_1 (1, Pos. 1025)

Project-based learning is a very interesting perspective. But is it necessarily at odds with the use of textbooks, even if only as bibliographic recommendations? # DDC19_1 (1, Pos. 2097)

Students tended to analyse the usefulness of the book in the framework of the learning process. The combination of resources and good teaching methods form the basis of success in learning:

And let’s complement books with various activities that contribute to learning beyond mere theory... # DDC19_1 (1, Pos. 802)

Another topic was the role of teachers as a guide to learning and the need for the book not to be an imposition on the teacher:

# DDC19_1 There are indeed teachers who just follow textbooks and that does not favour the teaching-learning process. https://t.co/jh9l5Cp0gO (1, Pos. 3058)

# DDC19_1 In the new didactic paradigm the teacher is a figure that should guide the student in the learning process and depending on the context the book will be useful or not (1, Pos. 3085)

Those students who argued for not using textbooks in the classroom stated that books cut students off from their classmates and made them take a more passive role in their learning. Some also felt that books stifled innovation in teaching.

# DDC19_1 Textbooks encourage individual versus collaborative learning based on teamwork where students coordinate to obtain relevant information from multiple sources. Do you agree? https://t.co/Cee0wNOJjr (1, Pos. 3277)

They also referred to the work carried out by the UNED in relation to the electronic book. In the students’ master’s degree, no printed material and textbooks are used; rather, articles, documents and other audio-visual resources prepared specifically for the programme are used. However, students report that even when working with digitalized teaching material, most of the students print it. They ask whether it is a contradiction or a necessity:

From our own experience as UNED students, we can see how distance education works. I always print notes and summaries to be able to study productively. I find it uncomfortable to study in front of a computer or tablet. # DDC19_1 (1, Pos. 3726)

Debate 2. #DDC19_2 What characterizes good teaching materials? What are their most important features?

The codes and sub-codes generated with MAXQDA200 are as follows (Fig. 4.8):

Fig. 4.8
A chart titled what characterizes good teaching material and what are their most important features? lists the generated codes and sub-codes.

The codes and sub-codes in Debate n°2

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In the second debate, students discussed the idea that educational resources are tools whose role is to mediate between knowledge and skills, and between the student and the educator. In the digital era, didactic materials have different characteristics, since we now have paper and digital resources that offer students a broader range of experiences. This multimedia material should, according to future teachers, have some key characteristics: versatility, adequacy and the ability to foster motivation and emotions.

Regarding the versatility among different subjects, some students argue:

I like the characteristic of versatility and I think that it is one of the most important since good teaching material should create a base and help to reach more complex concepts linked to other concepts and with the same base # DDC19_2

Versatility is something that students missed in the Spanish education system:

# DDC19_2 I think this article, rather than talking about teaching resources, speaks of a new educational system. I love the Finnish system, however, in Spain we are very far from it. It is true that the system divided into subjects limits and makes versatility difficult.

Regarding the adaptation to the context, the group agreed that good materials should consider the psycho-evolutionary characteristics of the students to whom they are addressed (cognitive development, abilities, interests, needs, etc.)

# DDC19_2. If the materials are not designed specifically for a group of students and their situation and level, they will have trouble developing the skills they seek to foster.

When the debate focused on the student–teacher relationship, motivation came up as one of the most important points. Future teachers were aware of its importance for ensuring students’ autonomy and their involvement in the learning process. The following tweets appeared in the debate:

# DDC19_2 Gamification tells us that they learn more this way. But I think the important thing is that learning is meaningful, that it motivates them, motivation is the basis of learning

# DDC19_UNED # DDC19_2. The intrinsic motivation that comes from recognizing the value and usefulness of knowledge is what drives students to work autonomously

When the debate reaches the field ofemotions, many students identified them as a “didactic resource” and reported that they influenced their importance for learning:

# DDC19_2 If the teacher is capable of provoking emotion, the battle is already half won, since this favours empathy. It is not just feeling passion for what is taught; in order for it to have the desired effect, one must know how to communicate.

The debate about emotions as a resource was enthusiastic, as shown by this comment:

# DDC19_2 What an interesting reflection! The truth is, I wasn’t raised to understand emotion as a teaching resource Thank you for sharing this news!

In the debate, the role of the teacher as a mediator between the material and the students emerged:

# DDC19_2 In accordance with everything and we must also consider the essential role of the teacher as an evaluator and mediator between material and students

4.6 Conclusions

The use of a model based on connected social learning allows for the creation of a network of contacts or a community with shared interests. These results are consistent with those found by authors such as Carpenter and Krutka (2015) and Mamonov et al. (2016). The students developed a strong feeling of belonging through the activity in the social network, both because they perceived themselves to be part of the class group, and also because they perceived that other members of the group had similar needs and objectives. These aspects are fundamental for the full development of a distance learning process centred on students using the principles of connected learning.

Students involved in the activity appreciated interacting and exchanging knowledge with other master’s degree students in education, and also gaining familiarity with a new work tool. Consistent with the findings of Blight et al. (2017), through Twitter, it was possible to reinforce processes of social interaction and generate patterns of information exchange that facilitated the creation of a positive feeling of community among students.

In this experience, the potential of Twitter as a PLN has been observed: future teachers have created a group with shared interests and, through a set of concrete hashtags, have exchanged resources and ideas, thus meeting Prestridge’s (2019) description of a PLN. Sharing ideas, resources and perspectives provided students an experiential learning framework among professionals, as observed in research previously analysed by Tour (2017),Visser at al. (2014).

There was an overlap between the community generated as a space for social participation and the learning community, set up by a group of professionals who develop a collective learning process, in line with Wenger (2001). Other authors, such as Santoveña (2019), highlight that facilitating social participation processes through spaces such as Twitter leads to a feeling of cohesion and affiliation that reinforces the forming of a community of practices with shared interests. Interest in the activity was very strong, as the high average participation in the debates shows: the analysis of the calculation of messages sent, as well as retweets and shared links, shows that the use of Twitter during the activity was very intense. Students sent an average of 70 messages throughout the academic year: messages sent to the mandatory debates to overcome the activity (debate 1 and debate 2) or voluntary messages to participate in the general hashtag of the subject.

Students felt that they were able to carry out real debate among their classmates on Twitter, which they valued highly as a contributor to the process of communication and reflection. These results are different from those found by authors such as and Veltri (2014), who believe that true communication processes do not take place on Twitter. It is possible that this difference is due to the intentionality of the proposed debate. In other studies, such as the one carried out by Santoveña-Casal (2017), the selection of a sample of Twitter users was based on a hashtag and not on the analysis of the results obtained based on a debate proposed in advance. Since Twitter’s automatic response processes (retweet, ‘Like’) can encourage a tendency to respond thoughtlessly, it is essential to design activities where the topics of debate (academic content), as well as the evaluation criteria, are prepared in advance. The combination of the academic and the social is essential to the success of connected learning activities.

In general, in an environment like Twitter, students prefer to interact with their classmates rather than with the teacher. The system of distance education and the design of the class does not reinforce a process of communication and interaction with students. This may be due to the inaccessibility of teachers, lack of motivation on the part of students or the fact that students find enough information through the resources offered (forums, guides, video classes, etc.). The reasons why students do not interact more with teachers would merit further research. More than 50% of the students regularly interact with other students in order to share information related to the subject. These data are consistent with the academic debate activity on Twitter which, among other objectives, sought to share information and resources of interest related to the subject.

Few students interacted with other students to share knowledge (only 18% do so frequently) or to request information related to learning problems (only 7% do so frequently). It is possible that the activity should be modified to encourage the sharing of knowledge. A possible solution would be to divide the class into subgroups, so that each subgroup has a specific research and documentation objective that they ultimately share with the rest of the students.

Students have assessed the potential of Twitter and the activity proposed as the opportunity to improve the process of communication and interaction with their peers. Twitter gave them the opportunity to improve interpersonal and network communication skills and to improve interpersonal relationships with their peers.

The analysis of the content of the tweets of both debates has shown that students analyse the proposed topics deeply and from a variety of perspectives. In the first debate, the importance of the textbook as a medium was highlighted within the context of other variables within the learning process: resources, methodologies, and the teacher’s role, among others. In the second debate, the characteristics of good teaching materials are described: applicability to different subjects, adequacy to the context and the ability to generate motivation and emotions. In short, connected learning activities based on social networks can facilitate a process of social learning if they include an academic foundation and are guided by pedagogical criteria.

The main contribution of this study to the scientific field is to share the results of the implementation of innovative digital pedagogical activities involving the development of a process of social participation based on connected learning. This type of study facilitates the implementation at the university level of pedagogical activities based on social components and network participation, which are gaining importance in an increasingly flexible, open and participatory educational system.