Abstract
Online social networks are part of our daily life. They are widely used among university students. These platforms have positive and negative aspects. Focusing on the positive aspects, positive reinforcement social networks (PRSNs) have been used to improve the participation of high school students in the classroom. The main objective of this study is to analyze online social interaction on PRSNs, in order to find out if they have a positive impact on classroom participation and students’ self-perceptions of their own social skills, especially in the supposedly difficult STEM (Science, Technology, Engineering and Mathematics) subjects, where engagement tends to be lower. An education-oriented PRSN platform has been developed and used by the experimental group of students to promote discussion and facilitate the sharing of different types of materials. These materials had to be related to students’ academic and professional life, but not necessarily related to Mathematics. A total of 72 Geometry students (K–12) and their teacher participated in a semester-long experimental study. Analyses of the interactions through the proposed platform combined with classroom participation revealed that students from the experimental group showed an improvement not found in the control group. Moreover, perceptions of students’ own online skills were analyzed, showing a positive impact after the experiment.
Highlights
The impact of social networks in educational environments has been the subject of extensive research in recent years
We present data related to research question 1: “What effect does the use of positive reinforcement social networks (PRSNs) have on classroom participation?”
This research study provides experimental evidence that using positive reinforcement social networks in educational environments can increase the participation of students in class; the first research question can be answered positively
Summary
The impact of social networks in educational environments has been the subject of extensive research in recent years. In [1], a theoretical framework was suggested for a better connection between students’ life inside and outside school. They proposed the use of new technologies to help teach science concepts in the classroom. We adapt this concept by incorporating online social networks, student’s communication tool of choice, into the classroom. The second cohort (6 years after the first cohort) indicated that teachers did not see ICT as threatening, but perceived it as an instrument for progressive education
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