Docencia universitaria 2.0: efectos de la web 2.0 en la docencia universitaria como objeto de estudio de las revistas españolas de comunicación

RLCS, Revista Latina de Comunicación Social, 72 – Pages 1.300 to 1.316 [Research] [Funded] | DOI:10.4185/RLCS-2017-1220-70en| ISSN 1138-5820 | Year 2017 http://www.revistalatinacs.org/072paper/1220/70en.html Página 1300 How to cite this article in bibliographies / References C Costa-Sánchez, AI Rodríguez-Vázquez, S Direito-Rebollal (2017): “Web 2.0 on university teaching. Web 2.0 effects as subject of study in Spanish communication journals”. Revista Latina de Comunicación Social, 72, pp. 1.300 to 1.316. http://www.revistalatinacs.org/072paper/1219/69en.html DOI: 10.4185/RLCS-2017-1219-69en Web 2.0 on university teaching. Web 2.0 effects on university teaching as subject of study in Spanish communication journals Carmen Costa-Sánchez [CV] [ ORCID] [ GS] Faculty of Communication Sciences. Universidade da Coruña, UDC, Spain [email protected] Ana Isabel Rodríguez-Vázquez [CV] [ ORCID] [ GS] Faculty of Communication Sciences. Universidade de Santiago de Compostela, USC, Spain, anaisabel.rodrig[email protected] Sabela Direito-Rebollal [CV] [ ORCID] [ GS] Faculty of Communication Sciences. Universidade de Santiago de Compostela, USC, Spain, [email protected] Abstract Introduction. The emergence of the so-called Web 2.0 has substantially modified the forms of communication and teaching in said sector must also keep the new context in mind. The present paper performs an analysis of research about university teaching and social media in the 2010- 2015 period. Methodology. We have collected all articles published in the Spanish communications journals indexed in Scopus that talked about the phenomenon. We intended to investigate the relevance of the theme in the research agenda of the last years, as well as to synthetize the areas of knowledge, the field of application, the time evolution, methodologies, tools and the main results and conclusions of said studies. At methodological level, contents analysis has been used to delve deeper into what has been theorized and analyzed empirically. A total of 2344 articles have been reviewed, whereas 103 configured as study sample. Results and conclusions. The research concludes that it is a theme of increasing interest for teachers of different fields of knowledge, that initiatives of Teaching 2.0 are being developed specially in graduate studies of Journalism and that the technological potentialities of the so-called participative Web are embraced with more optimism than critical perspective. Keywords Social media; Web 2.0; ICTs; University teaching; innovative teaching; research RLCS, Revista Latina de Comunicación Social, 72 – Pages 1.300 to 1.316 [Research] [Funded] | DOI:10.4185/RLCS-2017-1220-70en| ISSN 1138-5820 | Year 2017 http://www.revistalatinacs.org/072paper/1220/70en.html Página 1301 Contents 1. Introduction. University teaching in change. 2. Material and methods. 3. Results. 3.1. Relevance and relative importance. 3.2. Time evolution. 3.3. Area of knowledge. 3.4. Methodology. 3.5. Teaching area of studies. 3.6. Analyzed 2.0 platforms or applications. 3.7. Research techniques. 3.8. Themes. 3.9. Main conclusions of analyzed articles. 3.10. The communication classroom 2.0. 4. Discussion and conclusions. 5. List of references. Translation by Yuhanny Henares (Academic translator, Universitat de Barcelona) 1. Introduction. University teaching in change Social media and Web 2.0 have transformed our habits of communication and access to information, our way of consuming culture and the way we express ourselves and interact. The changes occurred aim to amendments needed in the university teaching context as well due to five fundamental reasons: 1) The students today are not the same as the students of 10 years ago. They have been baptized as «digital natives», «digital generation» or «generation Z», they are surrounded by screens, are multitasking, prosumers, multimedia, prefer video to text and in general, have integrated ICTs in their daily lives naturally (Prensky, 2001; Tapscott, 2008; Toffler, 1981; Piscitelli, 2006). 2) If the recipient has changed, the learning dynamics and methodologies must adapt, because it is important not to contemplate ICTs from an instrumental and technologistic perspective (Gutiérrez and Tyner, 2012), but instead as part of the teaching-learning process and from the possibilities and benefits they can contribute with for a collaborative, creative, critical and autonomous learning (Salinas and Viticcioli, 2008; García Sans, 2009; Aguaded and López, 2009; Vaquerizo, Renedo and Valero, 2009; Trujillo, Raso and Hinojo, 2009; Churchill, 2009; Area, 2010; Martínez and Hermosilla, 2011; Gikas and Grant, 2013; Buitrago, Canga and García, 2015; Martínez Clares, Pérez Cusó and Martínez Juárez, 2016). Besides, the digital alphabetization itself, which is also necessary (Area, 2010; Gutiérrez and Tymer, 2012), it is about a new means for the improvement of the teaching quality and its results (Barnes and Tynan, 2007). 3) The role of teachers is modified because they stop being keeper of knowledge to become not only a facilitator, mediator and guide (Salinas, 1998; Buckingham, 2005), but also a manager and coach of a virtual community, selector and prescriber of resources and information or conversationalist 2.0 (Cabero, López and Ballesteros, 2009), which entails new competences (Del Moral and Villalustre, 2012; Cabero, 2014). The professor 2.0 must perform new tasks and perform different competences to comply with the teaching needs of students in the current technological context, selecting and adapting every application and Web 2.0 tool to the students’ characteristics (Del Moral and Villalustre, 2012, p. 65). RLCS, Revista Latina de Comunicación Social, 72 – Pages 1.300 to 1.316 [Research] [Funded] | DOI:10.4185/RLCS-2017-1220-70en| ISSN 1138-5820 | Year 2017 http://www.revistalatinacs.org/072paper/1220/70en.html Página 1302 4) Contexts of access to university teaching are and must be multiple and flexible to favor teaching and education in different situations and throughout life (Darós, Darós and Liern, 2011). 5) Specially, regarding communication studies, these must adapt to the new communicative uses the society and organizations experience, in order to prepare professionals of tomorrow for the new platforms, publics and forms of interaction (Vadillo, Marta and Cabrera, 2010). Therefore, teachers around the world are thinking whether educational institutions are ready to meet the new needs of XXI century students, who bring along with them different approaches on education, leisure and life in general (Burkle, 2009). The gap existing between the potentiality of ICT incorporated in classrooms and the scarce renewal of pedagogic process is added thereto (Esteve, 2009; Duart, 2011). According to Area and Pessoa (2010), alphabetization in the Web 2.0, must represent a process of development of an identity as subject in the digital territory, which is characterized by the significative appropriation of intellectual, social and ethical competences needed to interact with information and to reproduce it in a critical and emancipating manner. Like Ferrés and Masanet (2015) synthetize, today the mediatic experience includes both mass media as well as social media, which creates a new environment leading unavoidably to the university field. Custodio (2008) indicates some of the 2.0 tools teachers should know in order to improve research processes, creation of knowledge and diffusion: blogs and wikis, social markers, aggregators and RSS, podcast and videocast or sharing multimedia services. Guerra, González and García (2010) suggest proposals of training and implementation in the use of ICT that consider allow working in a collaborative manner among the university community, at the same time as they offer opportunities to acquire digital competences, such as: wikis, on-line collaborative tools, blogs, forums, networks and social markers. More than five years ago the communication studies program in Spain formally adapted to the European Higher Education Area (EEES in Spanish - EHEA). Since then and up until now changes in the sector of communication haven’t stopped. A first balance is required about the knowledge related to the university teaching and the changes Web 2.0 entails. This research intends to know what has been investigated about it to approach, subsequently, to the new dynamics, methodologies and tools that are being used in the post-Bologna university teaching. 2. Material and methods The objective of this research is to offer a review of academic articles published in the last lustrum (2010-2015), in Spanish scientific journals of the Communication area indexed in Scopus and that talk about some of the aspects of the Web 2.0 use in university teaching. The initial hypothesis is that the academic knowledge about this theme is in a moment of analysis and reflection more theoretical than practical (h1), that it shows an increasing interest as the analysis period RLCS, Revista Latina de Comunicación Social, 72 – Pages 1.300 to 1.316 [Research] [Funded] | DOI:10.4185/RLCS-2017-1220-70en| ISSN 1138-5820 | Year 2017 http://www.revistalatinacs.org/072paper/1220/70en.html Página 1303 progresses (h2), that from education sciences more than communication is where this subject of study has been treated the most (h3) and inside the communication area is mainly the Journalism the one predominantly framing the approach towards this issue (h4). Table 1. Contents analysis tool used Blocks of analysis Coding elements Formal items Title of the article Journal Year/ Volume/ number Authors Author’s Institution of origin Contents items Area of knowledge Methodology Only theoreticalconceptual Empirical without systematic research techniques Empirical with quantitative techniques Empirical with qualitative techniques Empirical with quantitative and qualitative techniques Graduate degree Journalism Advertisement Audiovisual communication Education Other (specify) Research techniques (in case of empirical study) Quantitative technique: Contents analysis Quantitative technique: Survey Quantitative technique: Others Qualitative technique: Interview Qualitative technique: Observation Qualitative technique: Focus Group Qualitative technique: Others 2.0 Tools/ applications analyzed Blogs Social networks Audioblogs Social markers Videoblogs Podcast Forums Videocast Virtual Campus Multimedia sharing Wikis Other Main theme Conclusions Author’s own creation. RLCS, Revista Latina de Comunicación Social, 72 – Pages 1.300 to 1.316 [Research] [Funded] | DOI:10.4185/RLCS-2017-1220-70en| ISSN 1138-5820 | Year 2017 http://www.revistalatinacs.org/072paper/1220/70en.html Página 1304 Beyond that, this paper also intends to systematize in a general manner the main conclusions about university teaching 2.0 to determine which are the research lines suggested for the progress of the teaching practice and knowledge, because it is about a core and transversal theme to the different disciplines and of common interest for all teachers. We chose last five years (2010-2015) as analysis period due to several reasons. Firstly, because five years is the suitable period to perform an adequate theoretical review (De la Torre, 2010). Secondly, because the course 2009/2010 entails the practical onset of EHEA in Spain and in the different university degrees, therefore it is the date when a new phase starts in the Spanish university educative context, quite determined by a more straightforward, flexible and horizontal teaching methodology. Thirdly, because 2010 is the year the social network Instagram was launched, based on the use of image, and which can be considered as exponent of the so-called second generation of social networks (González Macías, 2014). We decided to analyze Spanish journals indexed in Scopus because, together with Web Of Knowledge, is one of the databases of international reference and the one indexing more Spanish communication journals. We have registered all articles talking directly or indirectly, about the use of social media and 2.0 applications both in face-to-face teaching as well as distance teaching, in any kind of university studies and we applied a contents analysis card that helped respond the initial hypothesis. The recording and analysis tool has been configured into two blocks: formal items and contents items (see Table 1). For the methodology and research techniques we used the study of Martínez and Saperas (2011). To elaborate the catalogue of 2.0 applications and tools we used Custodio (2008), Guerra et al. (2010) and Cacheiro (2011). The themes were coded after a previous exploratory analysis of 30% of the sample. Conclusions entail a freer field, without pre-stablished categories, qualitative and interpretative, just as it is justified in the corresponding section. The corpus of analysis consisted of a total of 103 articles published in the 2010-2015 period in the mentioned journals. 3. Results 3.1. Relevance and relative importance Out of the 2344 reviewed articles, 4.4% (103 articles) talked about some aspect related to the use of the social Web in university teaching. The journals that more articles published about this theme was Historia y Comunicación Social (Universidad Complutense de Madrid), because it published several special editions (between 2013 and 2014), noticeably increasing its number of published articles and widely diversifying themes (Table 2). The greatest relative relevance, that is, number of articles in relation to the total of published studies belongs to Comunicar (Universidad de Huelva) with a 10.7% of researches published about this issue, since communication and education fields were framed in the journal’s priority editorial policies. The journal Signa (of the Spanish Association of Semiotics) eludes this theme, therefore it was excluded from the research from that moment. Less specific journals such RLCS, Revista Latina de Comunicación Social, 72 – Pages 1.300 to 1.316 [Research] [Funded] | DOI:10.4185/RLCS-2017-1220-70en| ISSN 1138-5820 | Year 2017 http://www.revistalatinacs.org/072paper/1220/70en.html Página 1305 as Revista Latina de Comunicación Social or Comunicación y Sociedad have dedicated a more reduced space to it. Table 2. Articles about 2.0 university teaching/ journal Journals Total articles 2010-2015 (nº) Total articles Social media and university teaching (nº) Relative percentages (%) Comunicar 270 29 10.7 EPI 474 2 0.4 Comunicación y Sociedad 194 2 1 Estudios sobre el Mensaje periodístico 569 27 4.7 Historia y Comunicación Social 495 42 8.5 Signa 162 0 0 Revista Latina de Comunicación Social 202 1 0.5 Total 2344 103 4.4 Author’s own creation 3.2. Time evolution We located the peak of greater scientific production about the subject of study in 2013 (38 studies published), specially due to the relevance the theme reaches in the journal Historia y Comunicación Social which publishes three specials editions under the slogan ‘communication in the profession and university of today’, which seems to have encouraged the publication of these kind of papers. In the case of Estudios sobre el Mensaje periodístico its production in 2012 is outstanding, because in that year it also publishes several special editions about the theme we are managing, under the copy ‘Communication teaching in the EHEA’. In general, in the biennial (2012-2014) is when the highest attention is given to the new dynamics and its teaching application on communication journals. Previously, in 2010 and in 2011, the interest is incipient, while in 2015 it reduces up to the previous levels, which points to the need of monitoring this issue (Table 3), under the following question: Has it been a fashion coinciding with the implantation of the new graduate studies or will it continue over time and with the new changes faced by the Spanish university system? Table 3. Time evolution of articles published/ journal Year Comunicación y Sociedad Comunic ar El Profesional de la Información Estudios sobre el Mensaje periodístico Historia y Comunicac ión Social Revista Latina de Comunicación Social Total 2010 0 4 0 0 0 0 4 2011 0 5 0 1 0 1 7 2012 0 6 0 15 0 0 21 2013 1 1 1 11 24 0 38 2014 1 7 0 0 17 0 25 RLCS, Revista Latina de Comunicación Social, 72 – Pages 1.300 to 1.316 [Research] [Funded] | DOI:10.4185/RLCS-2017-1220-70en| ISSN 1138-5820 | Year 2017 http://www.revistalatinacs.org/072paper/1220/70en.html Página 1306 2015 0 6 1 0 1 0 8 Author’s own creation. 3.3. Area of knowledge The subject of study has raised interest from multiple areas of knowledge, including from Architecture to Health, Law or Fine Arts (in Figure 1). However, quantitatively there outstand two areas of knowledge from which the theme has been approached and which are fundamentally Communication (specially Journalism) and Education. 54.4% of studies come from researches of the areas of Communication, Audiovisual Communication and Journalism, at the same time 26.2% come from teaching researches of the Education area. Figure 1. Areas of knowledge of analyzed articles Author’s own creation 3.4. Methodology Most of texts observed are, either exclusively theoretical (25), or combine the use of quantitative and qualitative research techniques (27). Therefore, there is a polarization between articles of theoretical reflection and articles with fieldworks looking for methodological combination (table 4). In any case, the presence of studies of empirical profile outstand (75.6% of researches of the sample). Delving a little bit more, it is detected that articles with combined empirical methodologies (quantitative and qualitative), are mainly studies developed by researchers of the following areas of knowledge: Education (10), Communication (14), including Journalism (7), Sociology (1), Fine Arts (1) and Computing (1). 0 5 10 15 20 25 30 Archeology Fine Arts Communication Law Financial economy and… English philology Philosophy/ Art History Computing Health Translation and interpretation 1 12 117 18 1 1 127 12 1 1221 12 2 RLCS, Revista Latina de Comunicación Social, 72 – Pages 1.300 to 1.316 [Research] [Funded] | DOI:10.4185/RLCS-2017-1220-70en| ISSN 1138-5820 | Year 2017 http://www.revistalatinacs.org/072paper/1220/70en.html Página 1307 Regarding the exclusively theoretical studies, there is a balance between both areas (9 articles of authors from Education Sciences and 10 of researchers in the Communication field). The rest comes from diverse areas: Philosophy (2), Architecture (1), Translation and interpretation (1), Law (1) and English philology (1). Table 4. Methodologies used Type of article based on methodology Nº texts % texts Only theoretical 25 24.2 Empirical without research techniques 15 14.5 Empirical with quantitative techniques 24 23.3 Empirical with qualitative techniques 12 11.6 Empirical with quantitative and qualitative techniques 27 26.2 Total 103 100 Author’s own creation 3.5. Teaching area of studies Studies carried out have been applied to the following areas of university teaching: Graduate studies of Journalism (12), Audiovisual Communication (11), Advertisement and Public Relations (8), Education (15), without specifying (35), Master’s degree, Doctorate or Post-graduate studies (6) and Others (16). Hence, the study of 2.0 Teaching in the university degrees predominates, especially in the studies of Education, Journalism and Audiovisual Communication. Its analysis in the post-graduate studies is still scarce. Said gap points to a line of research of interest for future approaches. 3.6. Analyzed 2.0 platforms or applications Figure 2. Referred 2.0 Applications and tools RLCS, Revista Latina de Comunicación Social, 72 – Pages 1.300 to 1.316 [Research] [Funded] | DOI:10.4185/RLCS-2017-1220-70en| ISSN 1138-5820 | Year 2017 http://www.revistalatinacs.org/072paper/1220/70en.html Página 1308 Author’s own creation Most of studies focus in the use of social networks (particularly Facebook and Twitter) and blogs (also in its audiovisual versions) in behalf of university teaching (Figure 2). The use of multimedia sharing tools, wikis, podcasts or videocasts is minoritarian. The category of ‘Other’ means that, either there was no reference to any specific tool but instead there was a rather general analysis, or it referred to residual non-coded categories, such as: games or videogames, MOOCs, chats, videochats, Second Life, file sharing systems or several of said tools. 3.7. Research techniques When a single research technique is used, studies tend to use a quantitative technique (see Table 5): either survey (19 papers), or contents analysis (7). The main technique of qualitative analysis used is observation (in 6 papers) followed by the interview (4 papers). When combined techniques are used, the usual formula is the combined use of survey and observation (11), as well as the survey and focus group (7 papers). Table 5. 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Revista Latina de Comunicación Social, 72, pp. 1.300 to 1.316. http://www.revistalatinacs.org/072paper/1219/69en.html DOI: 10.4185/RLCS-2017-1219-69en Article received on 20 August 2017. Accepted on 1 November. Published on 11 November 2017.