Utilización de Instagram para facilitar el desarrollo de asignaturas universitarias presenciales

Francisco Cabello Luque; Dolores María Peñalver García

doi:10.31637/epsir-2024-721

Authors

Francisco Cabello Luque University of Murcia https://orcid.org/0000-0002-5668-8882
Dolores María Peñalver García University of Murcia https://orcid.org/0000-0002-9872-1484

DOI:

https://doi.org/10.31637/epsir-2024-721

Keywords:

Instagram, Social media, Student opinion, ICT, New techonologies, Blended learning, Higher education, Teaching innovation

Abstract

Introduction: This article examines the use of Instagram as a tool to facilitate the communication of relevant information about an in-person course. Methodology: 93 students enrolled in a Bachelor’s degree course participated. Throughout the semester, 102 information posts were made, using Instagram and the Virtual Campus bulletin board simultaneously. An analysis was conducted to determine through which tool the posts were consulted, and a questionnaire was administered to gather opinions on the use of Instagram. Results: Instagram was the most commonly used tool for accessing information about the course, and the students rated its use very positively. They highlighted its ease of use for following the course, engaging in practical activities, and its contribution to increased motivation. Discussions: Although some limitations were found, and it may increase the workload for instructors, the use of Instagram produced positive effects and improved communication about the course, facilitating the teaching and learning process, as well as student motivation.

Downloads

Download data is not yet available.

Author Biographies

Francisco Cabello Luque, University of Murcia

He is a Permanent Contract Professor at the University of Murcia in the Speech and Language Therapy program since 2006. He holds a degree in Psychology from the University of Granada and a PhD in Psychology from the University of Almería. He is a member of the GIPSE research group at the University of Murcia and the “Webs didácticas” teaching innovation group. He is the Director of the Expert Group on Augmentative and Alternative Communication of AELF-IF. He has authored numerous articles and book chapters related to augmentative and alternative communication, language development, speech therapy assessment, and the application of new technologies. He has participated in projects and has experience in teaching innovation.

Dolores María Peñalver García, University of Murcia

Since 2015, she has been an Associate Professor at the University of Murcia in the Speech and Language Therapy program and the Hearing and Language specialization. She holds diplomas in Speech Therapy and Early Childhood Education, a degree in Psychopedagogy, and a Master's in Neuropsychology and Education. She earned her PhD in Education from the University of Murcia. She serves as Secretary and professional at the Applied Speech Therapy Center (CELA) at the University of Murcia. Since 2004, she has been the Director of Centro Dado, specializing in Speech Therapy, Pedagogy, and Neuropsychology. She is a member of the research group "Education, Diversity, and Quality" (University of Murcia) and the teaching innovation group "Webs Didácticas." She is also the Director of the Expert Group on Rare Diseases at AELFA-IF.

References

Alberola, P., Zaragoza, R., Gimeno, A. y Sánchez, D. (2020). Uso de Instagram y Kahoot en la docencia práctica de la anatomía humana. En D. Caldevilla (Coord.), X Congreso Universitario Internacional sobre Contenidos, Investigación, Innovación y Docencia (CUICIID 2020), Libro de Actas (p. 530). Forum XXI.

Anderson, M. y Jiang, J. (2018). Teens, social media and technology. https://n9.cl/gh3i2

Anderson, T. (2010). Theories for learning with emerging technologies. En G. Veletsianos (Ed.), Emerging technologies in distance education (pp. 23-39). AU Press. DOI: https://doi.org/10.15215/aupress/9781897425763.003

Arceneaux, P.C. y Dinu, L.F. (2018). The social mediated age of information: Twitter and Instagram as tools for information dissemination in higher education. New Media & Society, 20(11), 4155-4176. https://doi.org/10.1177/1461444818768 DOI: https://doi.org/10.1177/1461444818768259

Arnbjörnsson, E. (2014). The use of social media in medical education: a literature review. Creative Education, 5, 2057–2061. https://doi.org/10.4236/ce.2014.524229 DOI: https://doi.org/10.4236/ce.2014.524229

Balakrishnan, V. (2014). Using social networks to enhance teaching and learning experiences in higher learning institutions. Innovations in Education and Teaching International, 51, 595–606. https://doi.org/10.1080/14703297.2013.863735 DOI: https://doi.org/10.1080/14703297.2013.863735

Bañuelos, J. (2015). Documentalismo conversacional en Instagram. Revista Internacional de Cultura Visual, 2(1), 65-78. https://doi.org/10.37467/gka-revvisual.v2.651 DOI: https://doi.org/10.37467/gka-revvisual.v2.651

Border, S., Hennessy, C.M. y Pickering, J.D. (2019). The rapidly changing landscape of student social media use in Anatomy education. Anatomical Sciences Education, 12(5), 577–579. https://doi.org/10.1002/ase.1875 PMID:30873739 DOI: https://doi.org/10.1002/ase.1875

Boulos, M., Giustini, D.M. y Wheeler, S. (2016). Instagram and WhatsApp in health and healthcare: An overview. Future Internet, 8(3), 1–14. https://doi.org/10.3390/fi8030037 DOI: https://doi.org/10.3390/fi8030037

Chaﬀey, D. (2018). Global social media research summary 2018. https://bit.ly/45XbJ9c

Chugh, R. y Ruhi, S. (2018). Social media in higher education: A literature review of Facebook. Education and Information Technologies, 23(2), 605–616. https://doi.org/10.1007/s10639-017-9621-2 DOI: https://doi.org/10.1007/s10639-017-9621-2

Coman, C., Mesesan-Schmitz, L., Tiru, L.G., Grosseck, G. y Bularca, M.C. (2021). Dear student, what should I write on my wall? A case study on academic uses of Facebook and Instagram during the pandemic. PloS One, 16(9), e0257729. https://doi.org/10.1371/journal.pone.0257729 DOI: https://doi.org/10.1371/journal.pone.0257729

Dada, E. M. y Jimola, F. E. (2021). ESL learners’ praxis of asynchronous and synchronous modes for spoken English: Notions and optimizations. Asian Journal of Language, Literature and Culture Studies, 4(3), 123-134.

Delgado, C., Tenorio, A., Cortés, E., Martín, M. J. y Anad, A. (2023). Instagram: Una nueva herramienta docente para grados ingenieriles. En T.J. Mateo (Coords.), Actas de las V Jornadas ScienCity 2022 Fomento de la Cultura Científica, Tecnológica y de Innovación en Ciudades Inteligentes (p. 6). Servicio de Publicaciones de la Universidad de Huelva.

Fox, A. y Bird, T. (2017). Any use? What do we know about how teachers and doctors learn through social media use. Open and Interdisciplinary Journal of Technology, Culture and Education, 12(2), 64–87

Ganjoo, R., Schwartz, L., Barzani, Y. y Firmani, M. (2021). Exploring Instagram to Promote Student Engagement in an Online Didactic Environment. Journal of microbiology & biology education, 22(1). https://doi.org/10.1128/jmbe.v22i1.2587 DOI: https://doi.org/10.1128/jmbe.v22i1.2587

Gikas, J. y Grant, M. M. (2013). Mobile computing devices in higher education: student perspectives on learning with cellphones, smartphones y social media. Internet Higher Education, 19, 18–26. https://www.doi.org/10.1016/j.iheduc.2013.06.002 DOI: https://doi.org/10.1016/j.iheduc.2013.06.002

Guardiola, F. A. (2019). Instagram de Histología vegetal y animal: educación 3.0. En Edunovatic 2019 Conference Proceedings: 4th Virtual International Conference on Education, Innovation and ICT (pp. 47-48). Red de Investigación e Innovación Educativa.

Halverson, E. R. (2011). Do social networking technologies have a place in formal learning environments? On the Horizon, 19(1), 62–67. https://doi.org/10.1108/10748121111107717 DOI: https://doi.org/10.1108/10748121111107717

Hortigüela-Alcalá, D., Sánchez-Santamaría, J., Pérez-Pueyo, Á. y Abella-García, V. (2019). Social networks to promote motivation and learning in higher education from the students’ perspective. Innovations in Education and Teaching International, 56(4), 412-422. https://doi.org/10.1080/14703297.2019.1579665 DOI: https://doi.org/10.1080/14703297.2019.1579665

Jamovi Project (2024). Jamovi versión 2.5 [Software de ordenador]. https://www.jamovi.org

Jimola, F. (2023). Undergraduate students’ exploration of Instagram and TikTok in learning language skills content: A leverage to digital literacy. Interdisciplinary Journal of Education Research, 5, 84-95. https://doi.org/10.38140/ijer-2023.vol5.08 DOI: https://doi.org/10.38140/ijer-2023.vol5.08

Johnson, L., Adams, S., Estrada, V. y Freeman, A. (2015). The NMC Horizon Report: 2015 Higher Education Edition. The New Media Consortium.

Karayigit, C. y Parlade, J. (2023). Social media use among US college students attending a midwestern university. Journal of Educational Technology and Online Learning, 6(2), 329-341. http://doi.org/10.31681/jetol.1196222 DOI: https://doi.org/10.31681/jetol.1196222

Krutka, D. G. y Carpenter, J. P. (2016). Why social media must have a place in schools. Kappa Delta Pi Record, 52(1), 6–10. https://doi.org/10.1080/00228958.2016.1123048 DOI: https://doi.org/10.1080/00228958.2016.1123048

Leiva, J. J. (2016). La digiculturalidad en la Docencia Universitaria: una experiencia de innovación pedagógica. En R. I. Herrada Valverde, Mª T. Cutanda López y A. Torres Soto (Eds.), Renovación pedagógica en Educación Superior (pp. 385-390). Servicio de Publicaciones de la Universidad de Murcia.

López, D. (2020). Twitter: una herramienta auxiliar en la docencia del derecho Constitucional. Revista Docencia y Derecho, 15, 32-45.

Manca, S. (2020). Snapping, pinning, liking or texting: Investigating social media in higher education beyond Facebook. The Internet and Higher Education, 44, 100707. https://doi.org/10.1016/j.iheduc.2019.100707 DOI: https://doi.org/10.1016/j.iheduc.2019.100707

Manca, S. y Ranieri, M. (2013). Is it a tool suitable for learning? A critical review of the literature on Facebook as a technology-enhanced learning environment. Journal of Computer Assisted Learning, 29(6), 487–504. https://doi.org/10.1111/jcal.12007 DOI: https://doi.org/10.1111/jcal.12007

Manca, S. y Ranieri, M. (2016a). Facebook and the others. Potentials and obstacles of Social Media for teaching in higher education. Computers and Education, 95, 216–230. https://doi.org/10.1016/j.compedu.2016.01.012 DOI: https://doi.org/10.1016/j.compedu.2016.01.012

Manca, S. y Ranieri, M. (2016b). “Yes for sharing, no for teaching!”: Social Media in academic practices. The Internet and Higher Education, 29, 63–74. https://doi.org/10.1016/j.iheduc.2015.12.004 DOI: https://doi.org/10.1016/j.iheduc.2015.12.004

Martínez-Fresneda, H. y Zazo-Correa, L. (2019). Uso de Instagram como plataforma de información en alumnos de periodismo. En D. Caldevilla (Coord.), CUICIID 2019. Contenidos, investigación, innovación y docencia: Congreso Universitario Internacional sobre la comunicación en la profesión y en la Universidad de hoy (p. 454). Forum XII.

McLoughlin, C. y Lee, M. (2010). Personalised and self-regulated learning in the web 2.0 era: International exemplars of innovative pedagogy using social software. Australasian Journal of Educational Technology, 26(1), 28–43. https://doi.org/10.14742/ajet.1100 DOI: https://doi.org/10.14742/ajet.1100

Messner, M., Medina-Messner, V. y Guidry, J. (2016). Global health and social media: Using Instagram and Twitter in an open online class for global service-learning projects. Communication Teacher, 30(4), 185–189. https://doi.org/10.1080/17404622.2016.1219042 DOI: https://doi.org/10.1080/17404622.2016.1219042

Miguel, R. (2021). El ‘youtuberismo’ como respuesta docente en tiempos de confinamiento: una experiencia docente de la asignatura de Derecho Procesal Penal. Revista de Educación y Derecho, 23. https://lc.cx/EPcKv3 DOI: https://doi.org/10.1344/REYD2021.23.34477

Mirete, A. B., Cabello, F., Martínez-Segura, M.J. y García-Sánchez, F.A. (2013). CEETP. Cuestionario para la evaluación de aspectos didácticos, técnicos y pedagógicos de webs didácticas. Editum.

Mirete, A. B., García-Sánchez, F. A. y Maquilón Sánchez, J. J. (2014). Webs didácticas en educación superior: análisis de su contenido y valoración del estudiante. https://digitum.um.es/digitum/handle/10201/121396

Mora de la Torre, V. y González-Caballero, M.M. (2022). Instagram como herramienta motivacional docente: estudio de caso. Index.comunicación: Revista científica en el ámbito de la Comunicación Aplicada, 12(2), 143-170. https://doi.org/10.33732/ixc/12/02Instag DOI: https://doi.org/10.33732/ixc/12/02Instag

Moragrega, I., Ballestín, R. y Mesa, P. (2021). El uso de las redes sociales en la docencia universitaria: estudio piloto con Instagram. En R. Satorre Cuerda (Coord.), Nuevos retos educativos en la enseñanza superior frente al desafío COVID-19 (pp. 229-242). Octaedro.

Navandar, A., Frías-López, D. y Alejo, L.B. (2021). The use of Instagram in the Sports Biomechanics classroom. Frontiers in Psychology, 12, 711779. https://doi.org/10.3389/fpsyg.2021.711779 DOI: https://doi.org/10.3389/fpsyg.2021.711779

Padilla-Castillo, G. (2019). Instagram vs. Youtube. Claves del éxito de los vídeos cortos o Instagram stories. En D. Caldevilla (Coord.), CUICIID 2019. Contenidos, investigación, innovación y docencia: Congreso Universitario Internacional sobre la comunicación en la profesión y en la Universidad de hoy (p. 546). Fórum XXI.

Pascual, S., Martínez, P., López, A.B., Cobo, R. y Sempere, M. (2021). Uso y aplicación de las Stories de Instagram en el aprendizaje de la Inmunología. En R. Satorre (Coord.), Memorias del Programa de Redes-I3CE de calidad, innovación e investigación en docencia universitaria: Convocatoria 2020-21 (pp. 67-85). Instituto de Ciencias de la Educación.

Peña, K., Pérez, M. y Rondón, E. (2010). Redes sociales en Internet: reflexiones sobre sus posibilidades para el aprendizaje cooperativo y colaborativo. Revista de Teoría y Didáctica de las Ciencias Sociales, 16, 173-205.

Perrin, A. y Anderson, M. (2019). Share of U.S. adults using social media, including Facebook, is mostly unchanged since 2018. https://bit.ly/3Wa2Ndk.

Pittman, M. y Reich, B. (2016). Social media and loneliness: Why an Instagram picture may be worth more than a thousand Twitter words. Computers in Human Behavior, 62, 155e167. https://doi.org/10.1016/j.chb.2016.03.084 DOI: https://doi.org/10.1016/j.chb.2016.03.084

Prasetyawati, O. A. y Ardi, P. (2020). Integrating Instagram into EFL Writing to Foster Student Engagement. Teaching English with Technology, 20(3), 40-62.

Rodríguez-Hoyos, C., Salmón, I. H. y Fernández-Díaz, E. (2015). Research on SNS and education: The state of the art and its challenges. Australasian Journal of Educational Technology, 31(1), 100–111. https://doi.org/10.14742/ajet.995 DOI: https://doi.org/10.14742/ajet.995

Rodríguez-Vicente, A.E., Hernández-Sánchez, M., Benito-Sánchez, R. y Hernández-Rivas, J.M. (2022). Uso de las redes sociales Twitter e Instagram como herramientas docentes para la enseñanza de la genética clínica en la Universidad de Salamanca. En J. Ramé, O. Serrano y P. Hidalgo (Coords.), La necesidad de la transformación social desde la innovación docente y educativa (pp. 261-279). Aula Magna

Rozen, C. (2018). Teachers turn lessons into Instagram-worthy photos. https://n.pr/4cRboad

Salomon, D. (2013). Moving on from Facebook: Using Instagram to connect with undergraduates and engage in teaching and learning. College y Research Libraries News, 74(8), 408–412. https://doi.org/10. 5860/crln.74.8.8991 DOI: https://doi.org/10.5860/crln.74.8.8991

Sakr, M. (2020). It just opened my eyes a bit more: student engagement with Instagram to develop understanding of complex concepts. Teaching in Higher Education, 25(7), 858-871. https://doi.org/10.1080/13562517.2019.1613356 DOI: https://doi.org/10.1080/13562517.2019.1613356

Schroeder, S., Curcio, R. y Lundgren, L. (2019). Expanding the learning network: How teachers use Pinterest. Journal of Research on Technology in Education, 51(2), 166e186. https://doi.org/10.1080/15391523.2019.1573354 DOI: https://doi.org/10.1080/15391523.2019.1573354

Selwyn, N. y Sterling, E. (2016). Social media and education: Now the dust has settled. Learning, Media and Technology, 41(1), 1–5. https://doi.org/10.1080/17439884.2015.1115769 DOI: https://doi.org/10.1080/17439884.2015.1115769

Sempere-Ferre, F. (2022). Instagram como herramienta de aprendizaje en el contexto universitario. En J. P. García-Sabater y J. C. Cano Escribá (Dirs.), In-Red 2022-VIII Congreso Nacional de Innovación Educativa y Docencia en Red (pp. 1048-1054). Editorial Universitat Politècnica de València. DOI: https://doi.org/10.4995/INRED2022.2022.15883

Serrano, G. (2021). Enseñanza-aprendizaje del derecho procesal a través de hilos de Twitter: una experiencia de innovación docente en el marco del aula invertida. En J. Conde Fuentes (Dir.), Clases invertidas: una aplicación multidisciplinar (pp. 93-109). Ratio Legis.

Simón, E. (2022). Instagram y Derecho: las TIC como herramientas de innovación docente. Innovación educativa, 32. https://doi.org/10.15304/ie.32.8489 DOI: https://doi.org/10.15304/ie.32.8489

Statista. (2024). Las redes sociales en España. https://lc.cx/juBNeT

Staudt-Willet, K. B. y Carpenter, J. P. (2020). Teachers on Reddit? Exploring contributions and interactions in four teaching-related subreddits. Journal of Research on Technology in Education, 52(2), 216e233. https://doi.org/10.1080/15391523.2020.1722978 DOI: https://doi.org/10.1080/15391523.2020.1722978

Stimolo, M. I., Salvatierra, L. M., Guardiola, M. y Nahas, E. (2020). Un abordaje estadístico sobre multiplataformas educativas: El caso de Instagram. https://lc.cx/M1Qq28

Vega de la Rosa, C. (2016). Usos docentes de la aplicación Instagram en Historia de la Fotografía. En A. Vega Navarro y D. Stendardi (Coords.). Imaginar y Comprender la Innovación en la Universidad: VII Jornadas de Innovación Educativa de la Universidad de la Laguna (289-302). Servicio de Publicaciones de la Universidad de La Laguna.