Redes sociales y Educación Superior en la era COVID-19:
una revisión sistemática
Resumen Introducción: La pandemia de COVID-19 ha supuesto un incremento considerable del uso de redes sociales como herramienta educativa en la Educación Superior. En este estudio llevamos a cabo un análisis sistemático de la literatura científica publicada sobre este tema. Metodología: La base de datos escogida fue la Core Collection de la Web of Science. Se analizó una muestra de 36 artículos tras una criba según ciertos criterios establecidos de inclusión y exclusión. En el análisis se tuvieron en consideración las principales características bibliométricas de la producción científica, así como las categorías emergentes. Resultados: La mayoría de los estudios científicos analizados tiene una naturaleza empírica y sigue uno de estos tres patrones temáticos: el estado actual de las redes sociales en la Educación Superior; las implicaciones que conlleva la adopción de las redes sociales como herramienta educativa; y sus límites y propuestas de aplicación y/o mejora. Conclusiones: Son numerosos los beneficios que aporta el uso de redes sociales como herramienta educativa en la Educación Superior, pero es necesaria la complicidad del profesorado y una amplia comprensión de su funcionamiento por parte del alumnado.
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Alturki, U., & Aldraiweesh, A. (2021). Application of learning management system (LMS) during the COVID-19 pandemic: a sustainable acceptance model of the expansion technology approach. Sustainability, 13, 10991. 10.3390/su131910991
Armstrong-Carter, E., & Telzer, E. H. (2021). Advancing measurement and research on youths’ prosocial behavior in the digital age. Child Development Perspectives, 15(1), 31–36. 10.1111/cdep.12396
Asghar, M. Z., Arif, S., Barbera, E., Seitamaa-Hakkarainen, P., & Kocayoruk, E. (2021). Support through social media and online class participation to enhance psychological resilience. International Journal of Environmental Research and Public Health, 18(22), 11962. 10.3390/ijerph182211962
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Cantillo, C. J., & Moreno, A. P. (2016). Uso y percepciones de las redes sociales en el proceso de enseñanza-aprendizaje en el programa de Comunicación Social de la Universidad de Cartagena. [Proyecto de Grado], Programa Comunicación Social, Facultad de Ciencias Sociales y Educación, Universidad de Cartagena.
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Chen, M., Wei, X., & Zhou, L. (2021). Integrated media platform-based virtual office hours implementation for online teaching in post-COVID-19 pandemic era. KSII Transactions on Internet and Information Systems (TIIS), 15(8), 2732–2748. 10.3837/tiis.2021.08.002
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Cornejo, J. F., & Parra, K. L. (2016). Impacto de las redes sociales en los procesos de enseñanza aprendizaje de la educación superior pública. Revista Boletín Redipe, 5(11), 154–175.
Cucinotta, D., & Vanelli, M. (2020). WHO Declares COVID-19 a Pandemic. Acta Biomedica Atenei Parmensis, 91(1), 157–160. 10.23750/abm.v91i1.9397
Enyama, D., Balti, E.V., Simeni Njonnou, S.R. et al. (2021). Use of whatsApp®, for distance teaching during COVID-19 pandemic: Experience and perception from a sub-Saharan African setting. BMC Medical Education 21, 517. 10.1186/s12909-021-02953-9
European Commission, Joint Research Centre, Carretero, S., Vuorikari, R., & Punie, Y. (2017). DigComp 2.1: The digital competence framework for citizens with eight proficiency levels and examples of use. Publications Office. 10.2760/38842
García, M. C., Seco, J. A., & Hoyo, M. (2013). La participación de los jóvenes en las redes sociales: finalidad, oportunidades y gratificaciones. Anàlisi Monogràfic, 48, 95–110. 10.7238/a.v0iM.1968
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Hassounah, M., Raheel, H., & Alhefzi, M. (2020). Digital response during the COVID-19 pandemic in Saudi Arabia. Journal of Medical Internet Research, 22(9), e19338. 10.2196/19338
Hight, M. O., Nguyen, N. Q., & Su, T. A. (2021). Chemical anthropomorphism: acting out general chemistry concepts in social media videos facilitates student-centered learning and public engagement. Journal of Chemical Education, 98(4), 1283–1289. 10.1021/acs.jchemed.0c01139
Iqbal, J., Qureshi, N., Ashraf, M. A., Rasool, S. F., & Asghar, M. Z. (2021). The effect of emotional intelligence and academic social networking sites on academic performance during the COVID-19 pandemic. Psychology Research and Behavior Management, 14, 905. 10.2147%2FPRBM.S316664
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Limas Suárez, S. J., & Vargas Soracá, G. (2021). Redes sociales como estrategia académica en la educación superior: ventajas y desventajas. Educación y Educadores, 23(4), 559–574. 10.5294/edu.2020.23.4.1
Loh, X. K., Lee, V. H., Loh, X. M., Tan, G. W. H., Ooi, K. B., & Dwivedi, Y. K. (2021). The dark side of mobile learning via social media: how bad can it get? Information Systems Frontiers, 24, 1887–1904. 10.1007/s10796-021-10202-z
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Alturki, U., & Aldraiweesh, A. (2021). Application of learning management system (LMS) during the COVID-19 pandemic: a sustainable acceptance model of the expansion technology approach. Sustainability, 13, 10991. 10.3390/su131910991
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Asghar, M. Z., Arif, S., Barbera, E., Seitamaa-Hakkarainen, P., & Kocayoruk, E. (2021). Support through social media and online class participation to enhance psychological resilience. International Journal of Environmental Research and Public Health, 18(22), 11962. 10.3390/ijerph182211962
Asghar, M. Z., Iqbal, A., Seitamaa-Hakkarainen, P., & Barbera, E. (2021). Breaching learners’ social distancing through social media during the COVID-19 pandemic. International Journal of Environmental Research and Public Health, 18(21), 11012. 10.3390/ijerph182111012
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Byrnes, K. G., Kiely, P. A., Dunne, C. P., McDermott, K. W., & Coffey, J. C. (2020). Communication, collaboration and contagion: “Virtualisation” of anatomy during COVID-19. Clinical Anatomy, 34(1), 82–89. 10.1002/ca.23649
Cabero-Almenara, J., Barroso, J., Llorente, M. C., & Yanes, C. (2016). Redes sociales y tecnologías de la información y la comunicación en educación: aprendizaje colaborativo, diferencias de género, edad y preferencias. Revista de Educación a Distancia (RED), 51. 10.6018/red/51/1
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Chacón Días, L. F., & Limas Suárez, S. J. (2019). Los cursos virtuales orientados por competencias: una mirada hacia la pertinencia e innovación educativa y tecnológica del siglo XXI. Revista Ibérica de Sistemas e Tecnologías e Informação, E20, 113–125.
Chávez Martínez, J. de J. (2014). Las redes sociales en la educación superior. Revista Educación y Desarrollo Social, 8(1), 102–117. 10.18359/reds.586
Chen, M., Wei, X., & Zhou, L. (2021). Integrated media platform-based virtual office hours implementation for online teaching in post-COVID-19 pandemic era. KSII Transactions on Internet and Information Systems (TIIS), 15(8), 2732–2748. 10.3837/tiis.2021.08.002
Cheng, X., Chan, L. K., Pan, S. Q., Cai, H., Li, Y. Q., & Yang, X. (2021). Gross anatomy education in China during the COVID-19 pandemic: a national survey. Anatomical Sciences Education, 14(1), 8–18. 10.1002/ase.2036
Cornejo, J. F., & Parra, K. L. (2016). Impacto de las redes sociales en los procesos de enseñanza aprendizaje de la educación superior pública. Revista Boletín Redipe, 5(11), 154–175.
Cucinotta, D., & Vanelli, M. (2020). WHO Declares COVID-19 a Pandemic. Acta Biomedica Atenei Parmensis, 91(1), 157–160. 10.23750/abm.v91i1.9397
Enyama, D., Balti, E.V., Simeni Njonnou, S.R. et al. (2021). Use of whatsApp®, for distance teaching during COVID-19 pandemic: Experience and perception from a sub-Saharan African setting. BMC Medical Education 21, 517. 10.1186/s12909-021-02953-9
European Commission, Joint Research Centre, Carretero, S., Vuorikari, R., & Punie, Y. (2017). DigComp 2.1: The digital competence framework for citizens with eight proficiency levels and examples of use. Publications Office. 10.2760/38842
García, M. C., Seco, J. A., & Hoyo, M. (2013). La participación de los jóvenes en las redes sociales: finalidad, oportunidades y gratificaciones. Anàlisi Monogràfic, 48, 95–110. 10.7238/a.v0iM.1968
García-Peñalvo, F. J. (2022). Desarrollo de estados de la cuestión robustos: Revisiones Sistemáticas de Literatura. Education in the Knowledge Society,23, e28600. 10.14201/eks.28600
Gong, W., Guo, Q., & Jiang, C. L. (2021). Conversation breeds compliance: the role of intergenerational communication in promoting preventive behaviors against COVID-19 among middle-aged parents in China. International Journal of Environmental Research and Public Health, 18(19), 10198. 10.3390/ijerph181910198
Hassounah, M., Raheel, H., & Alhefzi, M. (2020). Digital response during the COVID-19 pandemic in Saudi Arabia. Journal of Medical Internet Research, 22(9), e19338. 10.2196/19338
Hight, M. O., Nguyen, N. Q., & Su, T. A. (2021). Chemical anthropomorphism: acting out general chemistry concepts in social media videos facilitates student-centered learning and public engagement. Journal of Chemical Education, 98(4), 1283–1289. 10.1021/acs.jchemed.0c01139
Iqbal, J., Qureshi, N., Ashraf, M. A., Rasool, S. F., & Asghar, M. Z. (2021). The effect of emotional intelligence and academic social networking sites on academic performance during the COVID-19 pandemic. Psychology Research and Behavior Management, 14, 905. 10.2147%2FPRBM.S316664
Kim, K. H., & Spencer-Oatey, H. (2021). Enhancing the recruitment of postgraduate researchers from diverse countries: managing the application process. Higher Education, 82(5), 917–935. 10.1007/s10734-021-00681-z
King, W. R., & He, J. (2005). Understanding the role and methods of meta-analysis in IS research. Communications of the Association for Information Systems, 16(1), 665–686. 10.17705/1CAIS.01632
Limas Suárez, S. J., & Vargas Soracá, G. (2021). Redes sociales como estrategia académica en la educación superior: ventajas y desventajas. Educación y Educadores, 23(4), 559–574. 10.5294/edu.2020.23.4.1
Loh, X. K., Lee, V. H., Loh, X. M., Tan, G. W. H., Ooi, K. B., & Dwivedi, Y. K. (2021). The dark side of mobile learning via social media: how bad can it get? Information Systems Frontiers, 24, 1887–1904. 10.1007/s10796-021-10202-z
López-Carril, S., Añó, V., & González-Serrano, M. H. (2020). Introducing TED talks as a pedagogical resource in sport management education through YouTube and LinkedIn. Sustainability, 12(23), 10161. 10.3390/su122310161
López-Carril, S., González-Serrano, M. H., Calabuig-Moreno, F., Añó, V., & Anagnostopoulos, C. (2021). Development and preliminary validation of social media as an educational and professional tool student perceptions scale (SMEPT-SPS). Sustainability, 13, 1814. 10.3390/su13041814
Lyapichev, K. A., Loghavi, S., El Hussein, S., Al-Maghrabi, H., Xu, J., Konoplev, S., Medeiros, J., & Khoury, J. D. (2021). Future of education or present reality? MD Anderson Cancer Center hematopathology virtual educational platform during the coronavirus disease 2019 (covid-19) pandemic. Archives of Pathology & Laboratory Medicine, 145(11), 1350–1354. 10.5858/arpa.2021-0195-SA
Martínez-Cardama, S., & Pacios, A. R. (2020). Twitter communication of university libraries in the face of COVID-19. Profesional de la Información, 29(6). 10.3145/epi.2020.nov.18
Marín-Díaz, V., & Cabero-Almenara, J. (2019). Las redes sociales en educación: desde la innovación a la investigación educativa. RIED. Revista Iberoamericana de Educación a Distancia, 22(2), 25–33. 10.5944/ried.22.2.24248
Moher, D., Shamseer, L., Clarke, M., Ghersi, D., Liberati, A., Petticrew, M., Shekelle, P., Stewart, L. A., & PRISMA-P Group. (2015). Preferred reporting items for systematic review and meta-analysis protocols (PRISMA-P) 2015: elaboration and explanation. BMJ, 349(jan2015), g.7647. 10.1136/bmj.g7647
Mulyono, H., Suryoputro, G., & Jamil, S. R. (2021). The application of WhatsApp to support online learning during the COVID-19 pandemic in Indonesia. Heliyon, 7(8), e07853. 10.1016/j.heliyon.2021.e07853
Naciones Unidas. (2015). Transformar nuestro mundo: la Agenda 2030 para el Desarrollo Sostenible. https://bit.ly/46nfPX8
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