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Article

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Published version

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2016

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cc-by (c) Fernández Ferrer, Maite et al., 2016
Please use this identifier to cite or link to this item: https://hdl.handle.net/2445/118833

The influence of the Internet for pedagogical innovation: Using Twitter to promote online collaborative learning

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https://doi.org/10.1186/s41239-016-0021-2

Abstract

This article analyses a practice of formative peer-assessment based on an experience in university teaching innovation. From a review of the literature on feedback for self-regulation, the traits of formative assessment practices are determined and a task and the assessment criteria are designed in a consistent way with these traits. After the application of the experience, the results are discussed in terms of students' involvement; activity performance of said experience and of the whole subject; motivation and self-perception of learning and of the competency-based development of the students. The results show positive effects on the involvement, motivation and learning perception but not on performance improvement, suggesting that future research should address the effects of self-regulating feedback on the estimated learning from objective measurements and should expand the studies of the effects of these practices on the immediate and future self-regulating capacity.

Subject

Educació superior, Aprenentatge cooperatiu, Xarxes socials, Innovacions educatives

Subject (English)

Higher education, Team learning approach in education, Social networks, Educational innovations

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Articles publicats en revistes (Didàctica i Organització Educativa)
Articles publicats en revistes (Grup de Recerca LMI)

Citation

FERNÁNDEZ FERRER, Maite and CANO GARCÍA, Elena. The influence of the Internet for pedagogical innovation: Using Twitter to promote online collaborative learning. International Journal of Educational Technology in Higher Education. 2016. Vol. 13, num. 22. ISSN 2365-9440. [consulted: 11 of August of 2026]. Available at: https://hdl.handle.net/2445/118833

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