Cognitive communication 2.0 in higher education: to tweet or not to tweet?

Detalhes bibliográficos
Autor(a) principal: Andrade, António
Data de Publicação: 2012
Outros Autores: Castro, Cornélia, Ferreira, Sérgio André
Tipo de documento: Artigo
Idioma: eng
Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
Texto Completo: http://hdl.handle.net/10400.14/14515
Resumo: Research has been fertile in producing studies on pedagogical change and innovation through technology in Higher Education Institutions, namely the integration of the social media in pedagogical practice. However, there is a lack of studies on the integration of the social media in the particular field of lectures. In this context, commonly practiced, the teacher faces a wide audience and feels the need to activate mechanisms of direct instruction, for reasons of economy of time and because it is the most dominant pedagogical model. As a result there is a communication paradigm 1.0 (one-way communication, one-to-many, low or non-existent interaction). In this study, exploratory and quantitative in nature, an approach to the thematic of the exploration of the social media in order to upgrade the cognitive communication from 1.0 to 2.0 (many-to-many, interaction between all the participants) in lectures was made. On the approach to the problem, we explored a PowerPoint presentation with the integration of the micro blogging tool Twitter, as a basis for addressing the characteristics of cognitive communication 2.0. For data collection a questionnaire was designed, based on literature, and intended to evaluate several dimensions of the resource used, namely: i) pedagogical issues, ii) technological aspects, iii) cognitive learning; iv) interactions in the classroom; v) positive behavior in the classroom and vi) negative behaviour in the classroom. The results indicate that students recognize the potential of this tool in the dimensions assessed. Twitter integration in PowerPoint allowed the teacher and the students to read each other’s views and each had the opportunity to contribute to the debate. It also allowed the release of multiple choice questions to the audience, with answers via Twitter and projection of results via PowerPoint. This way, a true cognitive communication 2.0 took place.
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spelling Cognitive communication 2.0 in higher education: to tweet or not to tweet?ClassroomCognitive communicationLearningMicro bloggingTwitterWeb 2.0Research has been fertile in producing studies on pedagogical change and innovation through technology in Higher Education Institutions, namely the integration of the social media in pedagogical practice. However, there is a lack of studies on the integration of the social media in the particular field of lectures. In this context, commonly practiced, the teacher faces a wide audience and feels the need to activate mechanisms of direct instruction, for reasons of economy of time and because it is the most dominant pedagogical model. As a result there is a communication paradigm 1.0 (one-way communication, one-to-many, low or non-existent interaction). In this study, exploratory and quantitative in nature, an approach to the thematic of the exploration of the social media in order to upgrade the cognitive communication from 1.0 to 2.0 (many-to-many, interaction between all the participants) in lectures was made. On the approach to the problem, we explored a PowerPoint presentation with the integration of the micro blogging tool Twitter, as a basis for addressing the characteristics of cognitive communication 2.0. For data collection a questionnaire was designed, based on literature, and intended to evaluate several dimensions of the resource used, namely: i) pedagogical issues, ii) technological aspects, iii) cognitive learning; iv) interactions in the classroom; v) positive behavior in the classroom and vi) negative behaviour in the classroom. The results indicate that students recognize the potential of this tool in the dimensions assessed. Twitter integration in PowerPoint allowed the teacher and the students to read each other’s views and each had the opportunity to contribute to the debate. It also allowed the release of multiple choice questions to the audience, with answers via Twitter and projection of results via PowerPoint. This way, a true cognitive communication 2.0 took place.Veritati - Repositório Institucional da Universidade Católica PortuguesaAndrade, AntónioCastro, CornéliaFerreira, Sérgio André2014-06-06T10:24:58Z20122012-01-01T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10400.14/14515engANDRADE, António ; CASTRO, Cornélia ; FERREIRA, Sérgio André - Cognitive communication 2.0 in Higher Education: to tweet or not to tweet?. Electronic Journal of e-Learning. ISSN 1479-4403. Vol. 10, N.º 3 (2012), p. 264‑2761479-4403info:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2023-07-12T17:18:59Zoai:repositorio.ucp.pt:10400.14/14515Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T18:11:32.948465Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse
dc.title.none.fl_str_mv Cognitive communication 2.0 in higher education: to tweet or not to tweet?
title Cognitive communication 2.0 in higher education: to tweet or not to tweet?
spellingShingle Cognitive communication 2.0 in higher education: to tweet or not to tweet?
Andrade, António
Classroom
Cognitive communication
Learning
Micro blogging
Twitter
Web 2.0
title_short Cognitive communication 2.0 in higher education: to tweet or not to tweet?
title_full Cognitive communication 2.0 in higher education: to tweet or not to tweet?
title_fullStr Cognitive communication 2.0 in higher education: to tweet or not to tweet?
title_full_unstemmed Cognitive communication 2.0 in higher education: to tweet or not to tweet?
title_sort Cognitive communication 2.0 in higher education: to tweet or not to tweet?
author Andrade, António
author_facet Andrade, António
Castro, Cornélia
Ferreira, Sérgio André
author_role author
author2 Castro, Cornélia
Ferreira, Sérgio André
author2_role author
author
dc.contributor.none.fl_str_mv Veritati - Repositório Institucional da Universidade Católica Portuguesa
dc.contributor.author.fl_str_mv Andrade, António
Castro, Cornélia
Ferreira, Sérgio André
dc.subject.por.fl_str_mv Classroom
Cognitive communication
Learning
Micro blogging
Twitter
Web 2.0
topic Classroom
Cognitive communication
Learning
Micro blogging
Twitter
Web 2.0
description Research has been fertile in producing studies on pedagogical change and innovation through technology in Higher Education Institutions, namely the integration of the social media in pedagogical practice. However, there is a lack of studies on the integration of the social media in the particular field of lectures. In this context, commonly practiced, the teacher faces a wide audience and feels the need to activate mechanisms of direct instruction, for reasons of economy of time and because it is the most dominant pedagogical model. As a result there is a communication paradigm 1.0 (one-way communication, one-to-many, low or non-existent interaction). In this study, exploratory and quantitative in nature, an approach to the thematic of the exploration of the social media in order to upgrade the cognitive communication from 1.0 to 2.0 (many-to-many, interaction between all the participants) in lectures was made. On the approach to the problem, we explored a PowerPoint presentation with the integration of the micro blogging tool Twitter, as a basis for addressing the characteristics of cognitive communication 2.0. For data collection a questionnaire was designed, based on literature, and intended to evaluate several dimensions of the resource used, namely: i) pedagogical issues, ii) technological aspects, iii) cognitive learning; iv) interactions in the classroom; v) positive behavior in the classroom and vi) negative behaviour in the classroom. The results indicate that students recognize the potential of this tool in the dimensions assessed. Twitter integration in PowerPoint allowed the teacher and the students to read each other’s views and each had the opportunity to contribute to the debate. It also allowed the release of multiple choice questions to the audience, with answers via Twitter and projection of results via PowerPoint. This way, a true cognitive communication 2.0 took place.
publishDate 2012
dc.date.none.fl_str_mv 2012
2012-01-01T00:00:00Z
2014-06-06T10:24:58Z
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
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dc.identifier.uri.fl_str_mv http://hdl.handle.net/10400.14/14515
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language eng
dc.relation.none.fl_str_mv ANDRADE, António ; CASTRO, Cornélia ; FERREIRA, Sérgio André - Cognitive communication 2.0 in Higher Education: to tweet or not to tweet?. Electronic Journal of e-Learning. ISSN 1479-4403. Vol. 10, N.º 3 (2012), p. 264‑276
1479-4403
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