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

dc.contributor.authorAndrade, António
dc.contributor.authorCastro, Cornélia
dc.contributor.authorFerreira, Sérgio André
dc.date.accessioned2014-06-06T10:24:58Z
dc.date.available2014-06-06T10:24:58Z
dc.date.issued2012
dc.description.abstractResearch 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.por
dc.description.versioninfo:eu-repo/semantics/publishedVersion
dc.identifier.citationANDRADE, 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. 264‑276por
dc.identifier.issn1479-4403
dc.identifier.urihttp://hdl.handle.net/10400.14/14515
dc.language.isoengpor
dc.peerreviewedyespor
dc.rights.urihttps://creativecommons.org/licenses/by-nd/4.0/
dc.subjectClassroompor
dc.subjectCognitive communicationpor
dc.subjectLearningpor
dc.subjectMicro bloggingpor
dc.subjectTwitterpor
dc.subjectWeb 2.0por
dc.titleCognitive communication 2.0 in higher education: to tweet or not to tweet?por
dc.typejournal article
dspace.entity.typePublication
oaire.citation.endPage276
oaire.citation.issue3
oaire.citation.startPage264
oaire.citation.titleElectronic Journal of eLearning
oaire.citation.volume10
person.familyNameAndrade
person.familyNameCastro
person.familyNameFerreira
person.givenNameAntónio Manuel Valente
person.givenNameCornélia
person.givenNameSérgio André
person.identifier.ciencia-id8816-8BEF-3C54
person.identifier.ciencia-idA01E-5021-FA2A
person.identifier.orcid0000-0001-8096-4720
person.identifier.orcid0000-0002-9622-0520
person.identifier.orcid0000-0003-0231-3484
person.identifier.ridF-4182-2011
person.identifier.ridD-7150-2011
person.identifier.scopus-author-id55940826700
person.identifier.scopus-author-id49862585300
person.identifier.scopus-author-id49863223600
rcaap.rightsopenAccesspor
rcaap.typearticlepor
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relation.isAuthorOfPublication08b54237-4940-459c-b3e5-5f9a82657588
relation.isAuthorOfPublicationbf2e28e9-faab-4f0e-9fbc-d66d572eeef5
relation.isAuthorOfPublication.latestForDiscovery05cacc09-a983-46a5-afb3-546f0bb38c3e

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