Vol 22, No 2 (2019) EN


Vol 22, No 2 (2019)

Special Issue. Social networks in education: from innovation to educational research


DOI: https://doi.org/10.5944/ried.22.2

Coords.: V. Marín-Díaz y J. Cabero


Table of Contents



The need for digital education in a digital world

Lorenzo García Aretio


Special Issue

Social networks in education: from innovation to educational research

Verónica Marín-Díaz, Julio Cabero-Almenara


Perceptions of Chilean university students about the use of social networks and collaborative work

Julio Cabero Almenara, Annachiara Del Prete, Maria Luisa Arancibia Muñoz


Limitations of WhatsApp for the accomplishment collaborative activities at university

María Josefa Vilches Vilela, Eloísa Reche Urbano


Impact on Twitter of active methodologies PBL, flipped classroom and gamification

Rosabel Roig Vila, Juan Francisco Álvarez Herrero


Qualitative meta-synthesis of scientific collaboration and digital academic identity in social networking sites

Jesús Salinas Ibáñez, Victoria Irene Marín Juarros


The habits of use in social networks of preadolescents

Eneko Tejada Garitano, Carlos Castaño Garrido, Ainara Romero Andonegui


Determination of the problematic use of social networks by university students

Verónica Marín-Díaz, Esther Vega-Gea, Don Passey


The effect of ICT and social networks on university students

Guadalupe Aurora Maldonado Berea, Janet García González, Begoña Esther Sampedro Requena


Research and Case Studies

Cyberbullying: experiences and proposals of university students

Juan Carlos Rivadulla López, Marisol Rodríguez Correa


Students in distance education contexts. Variables linked to academic achievement

Analía Claudia Chiecher


Communication strategies and face-to-face and online L3 spoken interaction tasks

Lucrecia Keim Cubas, Gemma Delgar Farrés


A flipped classroom experience to promote prosumer students of the higher level

María Obdulia González Fernández, Pablo Huerta Gaytán


Professional development for the use of digital games in schools: changes in the pedagogical practice?

Daniela Karine Ramos, Gleice Assunção da Silva


Temporal patterns of MOOC participation. Case study of a language MOOC

Juan José del Peral Pérez


Process evaluation of a university English blended learning program

Rodolfo Martinic Lenta, Sergio Urzúa Martínez, Ricardo Úbeda Menichetti, Roxana Aranda Gengler


MOOCs and blended learning models. A practical approach

Teresa Torres-Coronas, María-Arántzazu Vidal-Blasco