000095519 001__ 95519
000095519 005__ 20210902121822.0
000095519 0247_ $$2doi$$a10.14742/ajet.5751
000095519 0248_ $$2sideral$$a119045
000095519 037__ $$aART-2020-119045
000095519 041__ $$aeng
000095519 100__ $$0(orcid)0000-0001-6441-2504$$aPerez-Lopez, R.$$uUniversidad de Zaragoza
000095519 245__ $$aThe generation of student engagement as a cognition-affect-behaviour process in a Twitter learning experience
000095519 260__ $$c2020
000095519 5060_ $$aAccess copy available to the general public$$fUnrestricted
000095519 5203_ $$aTwitter is a microblog that allows users to interact about a topic in online discussion. This makes it an interesting interactive tool with possibilities to increase student engagement and learning performance through active collaboration in an informal learning environment. However, few articles take a quantitative approach to investigate the creation of student engagement using this social networking site. To address this gap, we propose a series of activities conducted through Twitter to analyse the engagement generation process in a sample of 110 students in the first year of a business and administration degree at a large Spanish university. The results show that the engagement process is created through active collaborative learning and enjoyment, and that engaged students are more satisfied with the activity and perceive greater learning performance. This leads us to recommend teachers to encourage active and collaborative activities to make students more engaged and satisfied, and improve their performance.es consisting of applying the concepts studied in class to practical environments, and activities where students browse for online information and take part in a debate, are more enjoyable.
000095519 540__ $$9info:eu-repo/semantics/openAccess$$aby-nc-nd$$uhttp://creativecommons.org/licenses/by-nc-nd/3.0/es/
000095519 590__ $$a3.067$$b2020
000095519 591__ $$aEDUCATION & EDUCATIONAL RESEARCH$$b76 / 264 = 0.288$$c2020$$dQ2$$eT1
000095519 592__ $$a1.397$$b2020
000095519 593__ $$aEducation$$c2020$$dQ1
000095519 593__ $$aE-learning$$c2020$$dQ1
000095519 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion
000095519 700__ $$0(orcid)0000-0002-5487-5203$$aGurrea-Sarasa, R.$$uUniversidad de Zaragoza
000095519 700__ $$0(orcid)0000-0001-8900-1701$$aHerrando, C.
000095519 700__ $$0(orcid)0000-0002-8491-594X$$aMartin-De Hoyos, M.J.$$uUniversidad de Zaragoza
000095519 700__ $$0(orcid)0000-0002-1045-6242$$aBordonaba-Juste, V.$$uUniversidad de Zaragoza
000095519 700__ $$0(orcid)0000-0003-3975-6043$$aUtrillas Acerete, A.$$uUniversidad de Zaragoza
000095519 7102_ $$14011$$2095$$aUniversidad de Zaragoza$$bDpto. Direc.Mark.Inves.Mercad.$$cÁrea Comerci.Investig.Mercados
000095519 773__ $$g36, 3 (2020), 132-146$$pAustralasian Journal of Educational Technology$$tAUSTRALASIAN JOURNAL OF EDUCATIONAL TECHNOLOGY$$x1449-3098
000095519 8564_ $$s231826$$uhttps://zaguan.unizar.es/record/95519/files/texto_completo.pdf$$yVersión publicada
000095519 8564_ $$s483599$$uhttps://zaguan.unizar.es/record/95519/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada
000095519 909CO $$ooai:zaguan.unizar.es:95519$$particulos$$pdriver
000095519 951__ $$a2021-09-02-10:09:07
000095519 980__ $$aARTICLE