Titulo:
Facebook y comunicación virtual. Un estudio experimental en docentes de educación superior
.
Sumario:
El presente estudio tuvo como objetivo determinar el efecto de un programa de capacitación Facebook en la comunicación virtual de docentes universitarios. La importancia de la temática desarrollada se fundamenta ya que en los momentos actuales, para el proceso de interacción y comunicación entre las comunidades laborales, académicas, económicas o sociales, se está haciendo uso de las Tecnologías de la Información y la Comunicación (TIC), en donde fluye todo tipo de información a través de las herramientas tecnológicas disponibles y redes sociales, y que es seleccionada por los usuarios, según el grupo de interés al que pertenecen; uno de ellos es facebook. El enfoque fue cuantitativo, con diseño cuasi- experimental, para los cual se traba... Ver más
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2307-7999
2310-4635
7
2019-06-21
45
74
Propósitos y Representaciones - 2019
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Facebook y comunicación virtual. Un estudio experimental en docentes de educación superior Facebook and Virtual Communication. An Experimental Study in Higher Education Teachers El presente estudio tuvo como objetivo determinar el efecto de un programa de capacitación Facebook en la comunicación virtual de docentes universitarios. La importancia de la temática desarrollada se fundamenta ya que en los momentos actuales, para el proceso de interacción y comunicación entre las comunidades laborales, académicas, económicas o sociales, se está haciendo uso de las Tecnologías de la Información y la Comunicación (TIC), en donde fluye todo tipo de información a través de las herramientas tecnológicas disponibles y redes sociales, y que es seleccionada por los usuarios, según el grupo de interés al que pertenecen; uno de ellos es facebook. El enfoque fue cuantitativo, con diseño cuasi- experimental, para los cual se trabajó con una muestra de 140 docentes universitarios distribuida en dos grupos: control con 60 docentes y el segundo grupo experimental constituido por 80 docentes. Los resultados indican que existe influencia del programa de capacitación Facebook en la comunicación virtual de los docentes universitarios, como se demuestra con la prueba estadística (U de Mann-Whitney = 155.500; Z = -1.084; Sig. Asintótica (bilateral) .000<.05). Este hallazgo, puede ayudar a generar opiniones favorables para su posible utilización de la plataforma Facebook con fines de interacción social educativa. The objective of this study was to determine the effect of a Facebook training program in the virtual communication of university teachers. The importance of the theme developed is based on the fact that at present, for the process of interaction and communication between labor, academic, economic or social communities, Information and Communication Technologies (ICT) are being used, where all types of information flow through the available technological tools and social networks, and which is selected by the users, according to the stakeholder to which they belong; one of them is Facebook. The approach was quantitative, with quasi-experimental design, for which a sample of 140 university teachers was divided into two groups: control group with 60 teachers and the experimental group with 80 teachers. The results indicate that there is influence of the Facebook training program in the virtual communication of university teachers, as demonstrated by the statistical test (Mann-Whitney U = 155.500; Z = -1,084, Asymptotic (bilateral) significance .000<.05). This finding can help generate favorable opinions for its possible use of the Facebook platform for educational social interaction purposes. Fajardo Vizquerra, Leydi Susan Alarcón Diaz, Mitchell Alberto Alcas Zapata, Noel Alarcón Diaz, Henry Hugo Comunicación virtual Educación superior Interacción social Virtual Communication Higher Education Social Interaction 7 2 Núm. 2 , Año 2019 : Mayo - Agosto Artículo de revista Journal article 2019-06-21T00:00:00Z 2019-06-21T00:00:00Z 2019-06-21 application/pdf application/pdf text/html text/html Carrera de Psicología, Universidad San Ignacio de Loyola, Lima, Perú. Propósitos y Representaciones 2307-7999 2310-4635 https://revistas.usil.edu.pe/index.php/pyr/article/view/268 10.20511/pyr2019.v7n2.268 https://doi.org/10.20511/pyr2019.v7n2.268 spa https://creativecommons.org/licenses/by-nc-sa/4.0/ Propósitos y Representaciones - 2019 45 74 Al-Rawi, A. (2018). Facebook and virtual nationhood: social media and the Arab Canadians community. AI & Society, (Preprints), 1-13. Doi: https://doi.org/10.1007/s00146-017-0742-3 Aydin, S. (2012). A review of research on facebook as an educational environment. Educational Technology, Research and Development, 60(6), 1093-1106. Doi: http://dx.doi.org/10.1007/s11423-012-9260-7 Breffni O’Rourke, & Stickler, U. (2017). Synchronous communication technologies for language learning: Promise and challenges in research and pedagogy. Language Learning in Higher Education, 7(1), 1-20. Doi: http://dx.doi.org/10.1515/cercles-2017-0009 Bowers-Campbell, J. (2008). Cyber "pokes": Motivational antidote for developmental college readers. Journal of College Reading and Learning, 39(1), 74-87. Doi: https://doi.org/10.1080/10790195.2008.10850313 Charlton, T., Devlin, M., & Drummond, S. (2009). Using ‘‘Facebook’’ to improve communication in undergraduate software development teams. Computer Science Education, 19(4), 273–292. Doi: https://doi.org/10.1080/08993400903384935 Charnigo, L., & Barnett-Ellis, P. (2007). Checking out Facebook.com: The impact of a digital trend on academic libraries. Information Technology and Libraries, 26, 23–34. Doi: https://doi.org/10.6017/ital.v26i1.3286 Couros, A. (2008). Safety and social networking: How can we maximize the learning power of participatory web sites while ensuring students are protected and behave responsibly? Technology and Learning, 28(7), 20. Recuperado de: https://eric.ed.gov/?id=EJ788845 Davidovitch, N., & Belichenko, M. (2018). Facebook Tools and Digital Learning Achievements in Higher Education. Journal of Education And E-Learning Research, 5(1), 8-14. Doi: https://doi.org/10.20448/journal.509.2018.51.8.14 DePew, K. E. (2011). Social media at academia’s periphery: Studying multilingual developmental writers’ Facebook composing strategies. Reading Matrix: An International Online Journal, 11(1), 54–75. Recuperado de: https://digitalcommons.odu.edu/english_fac_pubs/29/ Dickstein-Fischer, L. (2013). Facebook use in relation to gender, introversion- extroversion, and sense of belonging among college students (Order No. 3524489). Recuperado de: https://repository.library.northeastern.edu/files/neu:969/fulltext.pdf Espuny, C., González, J., Lleixá, M., & Gisbert, M. (2011). Actitudes y expectativas del uso educativo de las redes sociales en los alumnos universitarios. Revista de Universidad y Sociedad del Conocimiento, 8(1), 171-185. Doi: https://doi.org/10.7238/rusc.v8i1.839 Giesbers, B., Rienties, B., Tempelaar, D., & Gijselaers, W. (2013). Investigating the relations between motivation, tool use, participation, and performance in an e- learning course using web - videoconferencing. Computers in Human Behavior, 29(1), 285-292. Doi: https://doi.org/10.1016/j.chb.2012.09.005 Gutiérrez, I., Román, M., & Sánchez, M. (2018). Estrategias para la comunicación y el trabajo colaborativo en red de los estudiantes universitarios. Comunicar, 26(54), 91-100. Doi: https://doi.org/10.3916/C54-2018-09 Gutierrez, K. (2016). Designing for motivation: Three theories eLearning designers can use. Technology Enabled Learning Excellence Essentials. Recuperado de: https://www.hr.com/en/topleaders/all_articles/designing-for-motivation-three-theories- elearning-_iqbz1ikm.html Hilscher, J. (2013, January 1). A Case Study Examining How Students Make Meaning out of Using Facebook as a Virtual Learning Community at a Midwestern University. ProQuest LLC. Recuperado de: https://lib.dr.iastate.edu/cgi/viewcontent.cgi?article=4041&context=etd Huang, X. (2018). Improving Communicative Competence through Synchronous Communication in Computer-Supported Collaborative Learning Environments: A Systematic Review. Education Sciences, 8(1), 15. Doi: https://doi.org/10.3390/educsci8010015 Íñiguez, L. (2001). Identidad: De lo Personal a lo Social. Un Recorrido Conceptual. En Eduardo Crespo (Ed.), La constitución social de la subjetividad. (p. 209-225). Madrid: Catarata. Kebble, P. G. (2017). Assessing Online Asynchronous Communication Strategies Designed to Enhance Large Student Cohort Engagement and Foster a Community of Learning. Journal of Education and Training Studies, 5(8), 92-10. Doi: https://doi.org/10.11114/jets.v5i8.2539 Ko, C. (2015). The Provision of Feedback Types to EFL Learners in Synchronous Voice Computer Mediated Communication. Research-Publishing.Net. Kolikant, D. (2010). Digital natives, better learners? Students’ beliefs about how the Internet influenced their ability to learn. Computers in Human Behavior, 26(6), 1384-1391. Doi: https://doi.org/10.1016/j.chb.2010.04.012 Kucuk, S., & Sahin, I. (2013). From the perspective of community of inquiry framework: An examination of facebook uses by pre-service teachers as a learning environment. TOJET: The Turkish Online Journal of Educational Technology, 12(2) Recuperado de: https://eric.ed.gov/?id=EJ1015425 Lai, C., Wu, W., Tsai, S., Cheng, S., Lin, K., & Liang, S. (2015). The Effectiveness of a Facebook- Assisted Teaching Method on Knowledge and Attitudes about Cervical Cancer Prevention and HPV Vaccination Intention among Female Adolescent Students in Taiwan. Health Education & Behavior, 42(3), 352-360. Doi: https://doi.org/10.1177/1090198114558591 Lau, A. R. (2013). Facebook as a facilitator of organizational identification in colleges and universities: Exploring relationships among educational institutions, student tenure, and interaction with multiple organizational targets. Recuperado de: https://dc.uwm.edu/cgi/viewcontent.cgi?referer=https://scholar.google.com.pe/&httpsre dir=1&article=1131&context=etd Martin, S., Greiling, D., & Wetzelhütter, D. (2018). Expectations of Facebook users towards a virtual dialogue with their public utility. International Journal of Energy Sector Management, 12(3), 408-425. Doi: https://doi.org/10.1108/IJESM-11-2017-0013 Maslow, A. H. (1991). Motivación y personalidad. Madrid, España: Ediciones Díaz de Santos, S. A. Maushak, N. J., & Ou, C. (2007). Using synchronous communication to facilitate graduate students' online collaboration. Quarterly Review of Distance Education, 8(2), 161-169. Mustafa, Y., & Emrah, A. (2014). An Intercultural Communication Training Test in a Special Case of Europe (An Applied Field Study Through the Instrument of Virtual Conduit). Procedia Social And Behavioral Sciences, 141(1), 1068-1073.Doi: https://doi.org/10.1016/j.sbspro.2014.05.179 Observatorio de Redes Sociales (2011). Informe de resultados del Observatorio de Redes Sociales, 3a oleada. The Cocktail Analysis. Parvez, A., & Akhtar Hussain, M. A. (2013). Use of web 2.0 in saudi arabia universities. International Journal of Information Dissemination and Technology, 3(3), 158-166. Recuperado de: http://www.indianjournals.com/ijor.aspx?target=ijor:ijidt&volume=3&issue=3&article= 003 Rochester, M. R. (2017, January 1). Synchronous Communication and Its Effects on the Collaboration of Professional Workplace Employees Engaged in a Problem Activity. ProQuest LLC, Shih, R. (2013). Effect of Using Facebook to Assist English for Business Communication Course Instruction. Turkish Online Journal of Educational Technology - TOJET, 12(1), 52-59. Recuperado de: https://www.learntechlib.org/p/132122/ Sikes, S. M. (2015). Facebook is my extracurricular life!: A phenomenological examination of undergraduate facebook usage and student involvement. Estados Unidos: ProQuest Central. Tawney, J. J. (2014, Jul). The fourfold problems of Facebook. New Oxford. Recuperado de: https://www.newoxfordreview.org/documents/the-fourfold-problems-of-facebook/ Vigil, T. R., & Wu, H. D. (2015). Facebook users' engagement and perceived life satisfaction. Media and Communication, 3(1), 05-16. Doi: http://dx.doi.org/10.17645/mac.v3i1.199 Wu, Z. (2018). Positioning (Mis) Aligned:The (Un)Making of Intercultural Asynchronous Computer-Mediated Communication. Language Learning & Technology, 22(2), 75-94. Recuperado de: https://eric.ed.gov/?id=EJ1181217 https://revistas.usil.edu.pe/index.php/pyr/article/download/268/545 https://revistas.usil.edu.pe/index.php/pyr/article/download/268/667 https://revistas.usil.edu.pe/index.php/pyr/article/download/268/815 https://revistas.usil.edu.pe/index.php/pyr/article/download/268/816 info:eu-repo/semantics/article http://purl.org/coar/resource_type/c_6501 http://purl.org/coar/resource_type/c_2df8fbb1 http://purl.org/redcol/resource_type/ART info:eu-repo/semantics/publishedVersion http://purl.org/coar/version/c_970fb48d4fbd8a85 info:eu-repo/semantics/openAccess http://purl.org/coar/access_right/c_abf2 Text Publication |
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UNIVERSIDAD SAN IGNACIO DE LOYOLA |
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Propósitos y Representaciones |
| title |
Facebook y comunicación virtual. Un estudio experimental en docentes de educación superior |
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Facebook y comunicación virtual. Un estudio experimental en docentes de educación superior Fajardo Vizquerra, Leydi Susan Alarcón Diaz, Mitchell Alberto Alcas Zapata, Noel Alarcón Diaz, Henry Hugo Comunicación virtual Educación superior Interacción social Virtual Communication Higher Education Social Interaction |
| title_short |
Facebook y comunicación virtual. Un estudio experimental en docentes de educación superior |
| title_full |
Facebook y comunicación virtual. Un estudio experimental en docentes de educación superior |
| title_fullStr |
Facebook y comunicación virtual. Un estudio experimental en docentes de educación superior |
| title_full_unstemmed |
Facebook y comunicación virtual. Un estudio experimental en docentes de educación superior |
| title_sort |
facebook y comunicación virtual. un estudio experimental en docentes de educación superior |
| title_eng |
Facebook and Virtual Communication. An Experimental Study in Higher Education Teachers |
| description |
El presente estudio tuvo como objetivo determinar el efecto de un programa de capacitación Facebook en la comunicación virtual de docentes universitarios. La importancia de la temática desarrollada se fundamenta ya que en los momentos actuales, para el proceso de interacción y comunicación entre las comunidades laborales, académicas, económicas o sociales, se está haciendo uso de las Tecnologías de la Información y la Comunicación (TIC), en donde fluye todo tipo de información a través de las herramientas tecnológicas disponibles y redes sociales, y que es seleccionada por los usuarios, según el grupo de interés al que pertenecen; uno de ellos es facebook. El enfoque fue cuantitativo, con diseño cuasi- experimental, para los cual se trabajó con una muestra de 140 docentes universitarios distribuida en dos grupos: control con 60 docentes y el segundo grupo experimental constituido por 80 docentes. Los resultados indican que existe influencia del programa de capacitación Facebook en la comunicación virtual de los docentes universitarios, como se demuestra con la prueba estadística (U de Mann-Whitney = 155.500; Z = -1.084; Sig. Asintótica (bilateral) .000<.05). Este hallazgo, puede ayudar a generar opiniones favorables para su posible utilización de la plataforma Facebook con fines de interacción social educativa.
|
| description_eng |
The objective of this study was to determine the effect of a Facebook training program in the virtual communication of university teachers. The importance of the theme developed is based on the fact that at present, for the process of interaction and communication between labor, academic, economic or social communities, Information and Communication Technologies (ICT) are being used, where all types of information flow through the available technological tools and social networks, and which is selected by the users, according to the stakeholder to which they belong; one of them is Facebook. The approach was quantitative, with quasi-experimental design, for which a sample of 140 university teachers was divided into two groups: control group with 60 teachers and the experimental group with 80 teachers. The results indicate that there is influence of the Facebook training program in the virtual communication of university teachers, as demonstrated by the statistical test (Mann-Whitney U = 155.500; Z = -1,084, Asymptotic (bilateral) significance .000<.05). This finding can help generate favorable opinions for its possible use of the Facebook platform for educational social interaction purposes.
|
| author |
Fajardo Vizquerra, Leydi Susan Alarcón Diaz, Mitchell Alberto Alcas Zapata, Noel Alarcón Diaz, Henry Hugo |
| author_facet |
Fajardo Vizquerra, Leydi Susan Alarcón Diaz, Mitchell Alberto Alcas Zapata, Noel Alarcón Diaz, Henry Hugo |
| topicspa_str_mv |
Facebook Comunicación virtual Educación superior Interacción social |
| topic |
Facebook Comunicación virtual Educación superior Interacción social Virtual Communication Higher Education Social Interaction |
| topic_facet |
Facebook Comunicación virtual Educación superior Interacción social Virtual Communication Higher Education Social Interaction |
| citationvolume |
7 |
| citationissue |
2 |
| citationedition |
Núm. 2 , Año 2019 : Mayo - Agosto |
| publisher |
Carrera de Psicología, Universidad San Ignacio de Loyola, Lima, Perú. |
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Propósitos y Representaciones |
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https://revistas.usil.edu.pe/index.php/pyr/article/view/268 |
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spa |
| format |
Article |
| rights |
https://creativecommons.org/licenses/by-nc-sa/4.0/ Propósitos y Representaciones - 2019 info:eu-repo/semantics/openAccess http://purl.org/coar/access_right/c_abf2 |
| references |
Al-Rawi, A. (2018). Facebook and virtual nationhood: social media and the Arab Canadians community. AI & Society, (Preprints), 1-13. Doi: https://doi.org/10.1007/s00146-017-0742-3 Aydin, S. (2012). A review of research on facebook as an educational environment. Educational Technology, Research and Development, 60(6), 1093-1106. Doi: http://dx.doi.org/10.1007/s11423-012-9260-7 Breffni O’Rourke, & Stickler, U. (2017). Synchronous communication technologies for language learning: Promise and challenges in research and pedagogy. Language Learning in Higher Education, 7(1), 1-20. Doi: http://dx.doi.org/10.1515/cercles-2017-0009 Bowers-Campbell, J. (2008). Cyber "pokes": Motivational antidote for developmental college readers. Journal of College Reading and Learning, 39(1), 74-87. Doi: https://doi.org/10.1080/10790195.2008.10850313 Charlton, T., Devlin, M., & Drummond, S. (2009). Using ‘‘Facebook’’ to improve communication in undergraduate software development teams. Computer Science Education, 19(4), 273–292. Doi: https://doi.org/10.1080/08993400903384935 Charnigo, L., & Barnett-Ellis, P. (2007). Checking out Facebook.com: The impact of a digital trend on academic libraries. Information Technology and Libraries, 26, 23–34. Doi: https://doi.org/10.6017/ital.v26i1.3286 Couros, A. (2008). Safety and social networking: How can we maximize the learning power of participatory web sites while ensuring students are protected and behave responsibly? Technology and Learning, 28(7), 20. Recuperado de: https://eric.ed.gov/?id=EJ788845 Davidovitch, N., & Belichenko, M. (2018). Facebook Tools and Digital Learning Achievements in Higher Education. Journal of Education And E-Learning Research, 5(1), 8-14. Doi: https://doi.org/10.20448/journal.509.2018.51.8.14 DePew, K. E. (2011). Social media at academia’s periphery: Studying multilingual developmental writers’ Facebook composing strategies. Reading Matrix: An International Online Journal, 11(1), 54–75. Recuperado de: https://digitalcommons.odu.edu/english_fac_pubs/29/ Dickstein-Fischer, L. (2013). Facebook use in relation to gender, introversion- extroversion, and sense of belonging among college students (Order No. 3524489). Recuperado de: https://repository.library.northeastern.edu/files/neu:969/fulltext.pdf Espuny, C., González, J., Lleixá, M., & Gisbert, M. (2011). Actitudes y expectativas del uso educativo de las redes sociales en los alumnos universitarios. Revista de Universidad y Sociedad del Conocimiento, 8(1), 171-185. Doi: https://doi.org/10.7238/rusc.v8i1.839 Giesbers, B., Rienties, B., Tempelaar, D., & Gijselaers, W. (2013). Investigating the relations between motivation, tool use, participation, and performance in an e- learning course using web - videoconferencing. Computers in Human Behavior, 29(1), 285-292. Doi: https://doi.org/10.1016/j.chb.2012.09.005 Gutiérrez, I., Román, M., & Sánchez, M. (2018). Estrategias para la comunicación y el trabajo colaborativo en red de los estudiantes universitarios. Comunicar, 26(54), 91-100. Doi: https://doi.org/10.3916/C54-2018-09 Gutierrez, K. (2016). Designing for motivation: Three theories eLearning designers can use. Technology Enabled Learning Excellence Essentials. Recuperado de: https://www.hr.com/en/topleaders/all_articles/designing-for-motivation-three-theories- elearning-_iqbz1ikm.html Hilscher, J. (2013, January 1). A Case Study Examining How Students Make Meaning out of Using Facebook as a Virtual Learning Community at a Midwestern University. ProQuest LLC. Recuperado de: https://lib.dr.iastate.edu/cgi/viewcontent.cgi?article=4041&context=etd Huang, X. (2018). Improving Communicative Competence through Synchronous Communication in Computer-Supported Collaborative Learning Environments: A Systematic Review. Education Sciences, 8(1), 15. Doi: https://doi.org/10.3390/educsci8010015 Íñiguez, L. (2001). Identidad: De lo Personal a lo Social. Un Recorrido Conceptual. En Eduardo Crespo (Ed.), La constitución social de la subjetividad. (p. 209-225). Madrid: Catarata. Kebble, P. G. (2017). Assessing Online Asynchronous Communication Strategies Designed to Enhance Large Student Cohort Engagement and Foster a Community of Learning. Journal of Education and Training Studies, 5(8), 92-10. Doi: https://doi.org/10.11114/jets.v5i8.2539 Ko, C. (2015). The Provision of Feedback Types to EFL Learners in Synchronous Voice Computer Mediated Communication. Research-Publishing.Net. Kolikant, D. (2010). Digital natives, better learners? Students’ beliefs about how the Internet influenced their ability to learn. Computers in Human Behavior, 26(6), 1384-1391. Doi: https://doi.org/10.1016/j.chb.2010.04.012 Kucuk, S., & Sahin, I. (2013). From the perspective of community of inquiry framework: An examination of facebook uses by pre-service teachers as a learning environment. TOJET: The Turkish Online Journal of Educational Technology, 12(2) Recuperado de: https://eric.ed.gov/?id=EJ1015425 Lai, C., Wu, W., Tsai, S., Cheng, S., Lin, K., & Liang, S. (2015). The Effectiveness of a Facebook- Assisted Teaching Method on Knowledge and Attitudes about Cervical Cancer Prevention and HPV Vaccination Intention among Female Adolescent Students in Taiwan. Health Education & Behavior, 42(3), 352-360. Doi: https://doi.org/10.1177/1090198114558591 Lau, A. R. (2013). Facebook as a facilitator of organizational identification in colleges and universities: Exploring relationships among educational institutions, student tenure, and interaction with multiple organizational targets. Recuperado de: https://dc.uwm.edu/cgi/viewcontent.cgi?referer=https://scholar.google.com.pe/&httpsre dir=1&article=1131&context=etd Martin, S., Greiling, D., & Wetzelhütter, D. (2018). Expectations of Facebook users towards a virtual dialogue with their public utility. International Journal of Energy Sector Management, 12(3), 408-425. Doi: https://doi.org/10.1108/IJESM-11-2017-0013 Maslow, A. H. (1991). Motivación y personalidad. Madrid, España: Ediciones Díaz de Santos, S. A. Maushak, N. J., & Ou, C. (2007). Using synchronous communication to facilitate graduate students' online collaboration. Quarterly Review of Distance Education, 8(2), 161-169. Mustafa, Y., & Emrah, A. (2014). An Intercultural Communication Training Test in a Special Case of Europe (An Applied Field Study Through the Instrument of Virtual Conduit). Procedia Social And Behavioral Sciences, 141(1), 1068-1073.Doi: https://doi.org/10.1016/j.sbspro.2014.05.179 Observatorio de Redes Sociales (2011). Informe de resultados del Observatorio de Redes Sociales, 3a oleada. The Cocktail Analysis. Parvez, A., & Akhtar Hussain, M. A. (2013). Use of web 2.0 in saudi arabia universities. International Journal of Information Dissemination and Technology, 3(3), 158-166. Recuperado de: http://www.indianjournals.com/ijor.aspx?target=ijor:ijidt&volume=3&issue=3&article= 003 Rochester, M. R. (2017, January 1). Synchronous Communication and Its Effects on the Collaboration of Professional Workplace Employees Engaged in a Problem Activity. ProQuest LLC, Shih, R. (2013). Effect of Using Facebook to Assist English for Business Communication Course Instruction. Turkish Online Journal of Educational Technology - TOJET, 12(1), 52-59. Recuperado de: https://www.learntechlib.org/p/132122/ Sikes, S. M. (2015). Facebook is my extracurricular life!: A phenomenological examination of undergraduate facebook usage and student involvement. Estados Unidos: ProQuest Central. Tawney, J. J. (2014, Jul). The fourfold problems of Facebook. New Oxford. Recuperado de: https://www.newoxfordreview.org/documents/the-fourfold-problems-of-facebook/ Vigil, T. R., & Wu, H. D. (2015). Facebook users' engagement and perceived life satisfaction. Media and Communication, 3(1), 05-16. Doi: http://dx.doi.org/10.17645/mac.v3i1.199 Wu, Z. (2018). Positioning (Mis) Aligned:The (Un)Making of Intercultural Asynchronous Computer-Mediated Communication. Language Learning & Technology, 22(2), 75-94. Recuperado de: https://eric.ed.gov/?id=EJ1181217 |
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