The teacher-student relationship in the use of social network sites for educational purposesA systematic review

Bibliographic References

• Abella, V., & Delgado, V. (2015). Aprender a usar Twitter y usar Twitter para aprender. Profesorado. Revista de Currículum y formación de profesorado, 19(1), 364–378. Retrieved from http://www.ugr.es/~recfpro/rev191COL5.pdf
• Abu-Shanab, E., & Al-Tarawneh, H. (2015). The Influence of Social Networks on High School Students’ Performance. International Journal of Web-Based Learning and Teaching Technologies, 10(2), 49–59. https://doi.org/10.4018/ijwltt.2015040104
• Akçayır, G., & Akçayır, M. (2016). Research trends in social network sites’ educational use: a review of publications in all SSCI journals to 2015. Review of Education, 4(3), 293–319. https://doi.org/10.1002/rev3.3075
• Albayrak, D., & Yildirim, Z. (2015). Using Social Networking Sites for Teaching and Learning: Students’ Involvement in and Acceptance of Facebook as a Course Management System. Journal of Educational Computing Research, 52(2), 155–179. http://doi.org/10.1177/0735633115571299
• Al-Rahmi, W. M., & Zeki, A. M. (2017). A model of using social media for collaborative learning to enhance learners’ performance on learning. Journal of King Saud University Computer and Information Sciences, 29(4), 526–535. https://doi.org/10.1016/j.jksuci.2016.09.002
• Altman, D. G. (1991). Practical statistics for medical research. Chapman and Hall.
• Alvarez-Flores, E. P., & Gómez, P. N. (2013). Uso de redes sociales como elemento de interacción y construcción de contenidos en el aula: cultura participativa a través de Facebook. Historia y Comunicación Social, 18(0), 53–62. https://doi.org/10.5209/rev_hics.2013.v18.44225
• Al-Yafi, K., El-Masri, M., & Tsai, R. (2018). The effects of using social network sites on academic performance: the case of Qatar. Journal of Enterprise Information Management, 31(3), 446– 462. https://doi.org/10.1108/jeim-08-2017-0118
• Amador, P., &Amador, J. (2014). Academic advising via Facebook: Examining student help seeking. The Internet and Higher Education, 21, 9–16. https://doi.org/10.1016/j.iheduc.2013.10.003
• Arnold, N., & Paulus, T. (2010). Using a social networking site for experiential learning: Appropriating, lurking, modeling and community building. The Internet and Higher Education, 13(4), 188–196. https://doi.org/10.1016/j.iheduc.2010.04.002
• Arquero, J. L., & Romero-Frías, E. (2013). Using social network sites in Higher Education: an experience in business studies. Innovations in Education and Teaching International, 50(3), 238–249. https://doi.org/10.1080/14703297.2012.760772
• Asterhan, C. S., & Bouton, E. (2017). Teenage peer-to-peer knowledge sharing through social network sites in secondary schools. Computers & Education, 110, 16–34. Retrieved from https://dx.doi.org/10.1016/j.compedu.2017.03.007 10.1016/j.compedu.2017.03.007
• Asterhan, C. S., & Rosenberg, H. (2015). The promise, reality and dilemmas of secondary school teacher–student interactions in Facebook: The teacher perspective. Computers & Education, 85, 134–148. https://doi.org/10.1016/j.compedu.2015.02.003
• Aydin, S. (2012). A review of research on Facebook as an educational environment. Educational Technology research and development, 60(6), 1093–1106. http://doi.org/10.1007/s11423-012-9260-7
• Badri, M., Alnuaimi, A., Rashedi, A. A., Yang, G., & Temsah, K. (2017). School children’s use of digital devices, social media and parental knowledge and involvement – the case of Abu Dhabi. Education and Information Technologies, 22(5), 2645–2664. http://doi.org/10.1007/s10639-016-9557-y
• Birch, S. H., & Ladd, G. W. (1998). Children’s interpersonal behaviors and the teacher–child relationship. Developmental Psychology, 34(5), 934–946. https://doi.org/10.1037/0012-1649.34.5.934
• Blair, R., & Serafini, T. M. (2014). Integration of education: Using social media networks to engage students. Systemics. Cybernetics, and Informatics, 6(12), 28–31. https://doi.org/10.7771/1481-4374.2247
• Bosch, T. E. (2009). Using online social networking for teaching and learning: Facebook use at the University of Cape Town. Communicatio, 35(2), 185–200. https://doi.org/10.1080/02500160903250648
• Bowers-Campbell, J. (2008). Cyber “Pokes”: Motivational Antidote for Developmental College Readers. Journal of College Reading and Learning, 39(1), 74–87. https://doi.org/10.1080/10790195.2008.10850313
• Buck, A. (2012). Examining digital literacy practices on social network sites. Research in the Teaching of English, 9–38.
• Cabero, J., & Marín, V. (2014). Posibilidades educativas de las redes sociales y el trabajo en grupo. Percepciones de los alumnos universitarios. Comunicar, 21(42), 165–173.
• Callaghan, N., & Bower, M. (2012). Learning through social networking sites – the critical role of the teacher. Educational Media International, 49(1), 1–17. https://doi.org/10.1080/09523987.2012.662621
• Camas, L., Valero, A., &Vendrell, M. (2018). Hackeandomemes: cultura democrática, redes sociales y educación. Espiral. Cuadernos del profesorado, 11(23), 120–129.
• Campbell, S., Chong, S., Ewen, V., Toombs, E., Tzalazidis, R., & Maranzan, K. A. (2016). Social media policy for graduate students: Challenges and opportunities for professional psychology training programs. Canadian Psychology/Psychologie canadienne, 57(3), 202–210. https://doi.org/10.1037/cap0000053
• Cao, Y., & Hong, P. (2011). Antecedents and consequences of social media utilization in college teaching: A proposed model with mixed-methods investigation. On the Horizon, 19(4), 297– 306. http://doi.org/10.1108/10748121111179420
• Charles, A. S. (2012). Cell phones: Rule-setting, rule-breaking, and relationships in classrooms. American Secondary Education, 40(3), 4–16.
• Chen, S. Y., & Fang, S. P. (2014). Taiwanese college students’ reading practices and profiles in both print-and internet-based formats. Reading Improvement, 51(3), 319–331.
• Cheung, R., &Vogel, D. (2011). Can Facebook Enhance the Communications between Teachers and Students? The International Journal of Learning: Annual Review, 17(11), 385–398. https://doi.org/10.18848/1447-9494/cgp/v17i11/47356
• Chiroma, H., Shuib, N. L. M., Abubakar, A. I., Zeki, A. M., Gital, A. Y., Herawan, T., & Abawajy, J. H. (2017). Advances in Teaching and Learning on Facebook in Higher Institutions. IEEE Access, 5, 480–500. https://doi.org/10.1109/access.2016.2643682
• Chugh, R., & Ruhi, U. (2018). Social media in higher education: A literature review of Facebook. Education and Information Technologies, 23(2), 605–616. https://doi.org/10.1007/s10639-017-9621-2
• Colás-Bravo, P., Conde-Jiménez, J., & Martín-Gutiérrez, A. (2015). Las redes sociales en la enseñanza universitaria: Aprovechamiento didáctico del capital social e intelectual. Revista interuniversitaria de formación del profesorado, 83, 105–116. Retrieved from https://www.redalyc.org/pdf/274/27443659008.pdf
• Cole, M. L., Hibbert, D. B., & Kehoe, E. J. (2013). Students’ Perceptions of Using Twitter To Interact with the Instructor during Lectures for a Large-Enrollment Chemistry Course. Journal of Chemical Education, 90(5), 671–672. Retrieved from https://dx.doi.org/10.1021/ed3005825 10.1021/ed3005825
• Conole, G., & Culver, J. (2010). The design of Cloudworks: Applying social networking practice to foster the exchange of learning and teaching ideas and designs. Computers & Education, 54(3), 679–692. https://doi.org/10.1016/j.compedu.2009.09.013
• Cotton, K. (1996). School size, school climate, and student performance. Northwest Regional Education Laboratory.
• Daly, A. J., Moolenaar, N. M., Bolivar, J. M., & Burke, P. (2010). Relationships in reform: the role of teachers’ social networks. Journal of Educational Administration, 48(3), 359–391. https://doi.org/10.1108/09578231011041062
• de Laat, M., Lally, V., Lipponen, L., & Simons, R.-J. (2007). Investigating patterns of interaction in networked learning and computer-supported collaborative learning: A role for Social Network Analysis. International Journal of Computer-Supported Collaborative Learning, 2(1), 87– 103. https://doi.org/10.1007/s11412-007-9006-4
• Dewick, P., & Miozzo, M. (2004). Networks and innovation: sustainable technologies in Scottish social housing. R and D Management, 34(3), 323–333. https://doi.org/10.1111/j.1467-9310.2004.00342.x
• Erjavec, K. (2013). Aprendizaje informal a través de Facebook entre alumnos eslovenos. Comunicar, 21(41), 117–126. http://doi.org/10.3916/C41-2013-11
• Esquivel, I., & Rojas, C. A. (2014). Uso de Facebook en ámbitos educativos universitarios: Consideraciones y recomendaciones. Apertura: Revista de Innovación Educativa, 6(2), 100–115.
• Evans, C. (2014). Twitter for Teaching: Can Social Media be used to Enhance the Process of Learning? British Journal of Educational Technology, 45(5), 902–915. https://doi.org/10.1111/bjet.12099
• Fernández-Díaz, E., Rodríguez-Hoyos, C., & Haya, I. (2017). Análisis de la investigación nacional e internacional sobre redes sociales en contextos educativos. Profesorado. Revista de currículum y formación del profesorado, 21(1), 313–332. Retrieved from https://recyt.fecyt.es/index.php/profesorado/article/view/58065
• Fleiss, J. L. (1981). Statistical methods for rates and proportions. John Wiley and Sons.
• Forbes, D. (2017). Professional online presence and learning networks: Educating for ethical use of social media. International Review of Research in Open and Distributed Learning, 18(7), 175–190.
• Froment, F., García, A. J., & Bohórquez, M. R. (2017). The Use of Social Networks as a Communication Tool between Teachers and Students: A Literature Review. Turkish Online Journal of Educational Technology-TOJET, 16(4), 126–144.
• Gafni, R., &Deri, M. (2012). (SNTL #1) Costs and Benefits of Facebook forUndergraduate Students. Interdisciplinary Journal of Information, Knowledge, and Management, 7(1), 045–061. https:// doi.org/10.28945/1577
• Gomez, S., Andersson, H., Park, J., Maw, S., Crook, A., & Orsmond, P. (2013). A Digital Ecosystems Model of Assessment Feedback on Student Learning. Higher Education Studies, 3(2), 41–51. https://doi.org/10.5539/hes.v3n2p41
• Gonzalez, H., & Delgado, C. R. (2016). Facebook: herramienta didáctica para el aprendizaje de la geografía. DIM: Didáctica, Innovación y Multimedia, 1–11.
• Greenhow, C., Gleason, B., & Li, J. (2014). Psychological, social, and educational dynamics of adolescents’ online social networking. Media Education. Studi, ricerche, buone pratiche, 5, 115–130.
• Ha, J., & Shin, D. H. (2014). Facebook in a standard college class: an alternative conduit for promoting teacher-student interaction. American Communication Journal, 16(1), 36–52.
• Hamid, S., Waycott, J., Kurnia, S., & Chang, S. (2015). Understanding students’ perceptions of the benefits of online social networking use for teaching and learning. The Internet and Higher Education, 26, 1–9. https://doi.org/10.1016/j.iheduc.2015.02.004
• Hamre, B. K., & Pianta, R. C. (2001). Early Teacher-Child Relationships and the Trajectory of Children’s School Outcomes through Eighth Grade. Child Development, 72(2), 625–638. https://doi.org/10.1111/1467-8624.00301
• Hatzipanagos, S., & John, B. A. (2017). Do Institutional Social NetworksWork? Fostering a Sense of Community and Enhancing Learning. Technology, Knowledge and Learning, 22(2), 151–159. https://doi.org/10.1007/s10758-017-9300-9
• Heo, G. M., & Lee, R. (2013). Blogs and social network sites as activity systems: Exploring adult informal learning process through activity theory framework. Journal of Educational Technology & Society, 16(4), 133–145.
• Hernández, E., &Medina, F. (2015). Estrategias de aprendizaje basadas en entornos virtuales en educación secundaria. Revista científica electrónica de Educación y Comunicación en la Sociedad del Conocimiento, 15, 163–183.
• Hershkovitz, A., & Baruch, A. F. (2013). Student-teacher relationship in the Facebook era: the student perspective. International Journal of Continuing Engineering Education and Life-Long Learning, 23(1), 33–33. https://doi.org/10.1504/ijceell.2013.051765
• Hershkovizt, A., & Forkosh-Baruch, A. (2017). Teacher-student relationship and Facebookmediated communication: Student perceptions. Comunicar, 25(53), 91–101. https://doi.org/10.3916/c53-2017-09
• Higgins, J. P., Thomas, J., Chandler, J., Cumpston, M., Li, T., Page, M. J., & Welch, V. A. (2019). Cochrane handbook for systematic reviews of interventions. Wiley Blackwell.
• Hollyhead, A., Edwards, D. J., & Holt, G. D. (2012). The Use of Virtual Learning Environment (VLE) and Social Network Site (SNS) Hosted Forums in Higher Education. Industry and Higher Education, 26, 369–379. https://doi.org/10.5367/ihe.2012.0115
• Huang, C. (2018). Social network site use and academic achievement: A meta-analysis. Computers & Education, 119, 76–83. https://doi.org/10.1016/j.compedu.2017.12.010
• Hutchens, J. S., & Hayes, T. (2014). In your Facebook: Examining Facebook usage as misbehavior on perceived teacher credibility. Education and Information Technologies, 19, 5–20. https://doi.org/10.1007/s10639-012-9201-4
• Irwin, C., Ball, L., Desbrow, B., & Leveritt, M. (2012). Students’ perceptions of using Facebook as an interactive learning resource at university. Australasian Journal of Educational Technology, 28(7), 1221–1232. https://doi.org/10.14742/ajet.798
• Jang, Y. (2015). Convenience Matters: A Qualitative Study on the Impact of Use of Social Media and Collaboration Technologies on Learning Experience and Performance in Higher Education. Education for Information, 31(1-2), 73–98. Retrieved from https://doi.org/10.3233/EFI-150948
• Jiang, H., Tang, M., Peng, X., & Liu, X. (2018). Learning design and technology through social networks for high school students in China. International Journal of Technology and Design Education, 28(1), 189–206. https://doi.org/10.1007/s10798-016-9386-8
• Jones, J., Gaffney-Rhys, R., & Jones, E. (2011). Social network sites and student–lecturer communication: an academic voice. Journal of Further and Higher Education, 35(2), 201–219. https://doi.org/10.1080/0309877x.2010.548596
• Jover, G., del Rosario González Martín, M., & Fuentes, J. L. (2015). Exploración de nuevas vías de construcción mediática de la ciudadanía en la escuela: de «Antígona» a la narrativa transmedia. Teoría de la Educación. Revista Interuniversitaria, 27(1), 69–84. https://doi.org/10.14201/teoredu20152716984
• Junco, R., Elavsky, C. M., & Heiberger, G. (2013). Putting twitter to the test: Assessing outcomes for student collaboration, engagement and success. British Journal of Educational Technology, 44(2), 273–287. https://doi.org/10.1111/j.1467-8535.2012.01284.x
• Keats, D., & Schmidt, J. P. (2007). The genesis and emergence of Education 3.0 in higher education and its potential for Africa. First Monday(3), 12–12. https://doi.org/10.5210/fm.v12i3.1625
• Keng, T. C., & Ching, Y. K. (2015). A Comparison between Quantity Surveying and Information Technology Students on Web Application in Learning Process. Malaysian Online Journal of Educational Technology, 3(1), 1–11.
• Kieslinger, B., & Ehms, K. (2010). Autoorganización del proceso de aprendizaje. Manual del uso del software social (pp. 65–77). Win Win Consultores.
• Kio, S. I. (2015). Feedback theory through the lens of social networking. Issues in Educational Research, 25(2), 135–152.
• Lackovic, N., Kerry, R., Lowe, R., & Lowe, T. (2017). Being knowledge, power and profession subordinates: Students’ perceptions of Twitter for learning.The Internet andHigher Education, 33, 41–48. https://doi.org/10.1016/j.iheduc.2016.12.002
• Lang, A. (2012). Exploring the potential of social network sites in relation to intercultural communication. Arts and Humanities in Higher Education, 11(1), 120–139. https://doi.org/10.1177/1474022210394141
• Lee, J., Lee, Y., & Kim, M. H. (2015). Perceptions of Teachers and Students towards Educational Application of SNS and its Educational Effects inMiddle School Class. TOJET: Turkish Online Journal of Educational Technology, 14(4), 124–134.
• Leite, F. N., Hoji, E. S., & Junior, H. A. (2018). A Blended Learning Method Applied in Data Communication and Computer Networks Subject. IEEE Latin America Transactions, 16(1), 163–171. https://doi.org/10.1109/tla.2018.8291469
• Liccardi, I., Ounnas, A., Pau, R., Massey, E., Kinnunen, P., Lewthwaite, S., … Sarkar, C. (2007). The role of social networks in students’ learning experiences. ACM SIGCSE Bulletin, 39(4), 224–237. https://doi.org/10.1145/1345375.1345442
• Ling, M. M. (2014). Social Media and Social Networking Applications for Teaching and Learning. European Journal of Science and Mathematics Education, 2(1), 53–62. https://doi.org/10.11114/jets.v6i11a.3817
• Liu, H., Maes, P., & Davenport, G. (2006). Unraveling the Taste Fabric of Social Networks. International Journal on SemanticWeb and Information Systems, 2(1), 42–71. https://doi.org/10.4018/jswis.2006010102
• López, M. C., Flores, K., & Espinoza, A. (2015). Diversidad de usos de Facebook en la educación superior. Análisis desde un caso de estudio. Innoeduca. International Journal of Technology and Educational Innovation, 1(2), 106–106. https://doi.org/10.20548/innoeduca.2015.v1i2.1040
• López-Bonilla, J. M., & López-Bonilla, L. M. (2013). Exploring the relationship between social networks and collaborative learning. British Journal of Educational Technology, 44(5), E139– E142. https://doi.org/10.1111/bjet.12003
• Madge, C., Meek, J., Wellens, J., & Hooley, T. (2009). Facebook, social integration and informal learning at university: ‘It is more for socialising and talking to friends about work than for actually doing work’. Learning, Media and Technology, 34(2), 141–155. https://doi.org/10.1080/17439880902923606
• Manca, S., & Ranieri, M. (2017). Implications of social network sites for teaching and learning. Where we are and where we want to go. Education and Information Technologies, 22(2), 605– 622. https://doi.org/10.1007/s10639-015-9429-x
• Maroulis, S., & Gomez, L. M. (2008). Does “connectedness” matter? Evidence from a social network analysis within a small-school reform. Teachers College Record, 110(9), 1901–1929.
• Martínez, A., Dimitriadis, Y., Rubia, B., Gómez, E., & de la Fuente, P. (2003). Combining qualitative evaluation and social network analysis for the study of classroom social interactions. Computers & Education, 41(4), 353–368. https://doi.org/10.1016/j.compedu.2003.06.001
• Martínez, M. (2014). Redes sociales y TIC, su papel en la educación superior del siglo XXI. Historia y comunicación social, 19, 63–71. http://doi.org/10.5209/rev_HICS.2014.v19.45108
• Martínez, M., Esteban, F., Jover, G., & Payá, M. (2018). De la autoridad al liderazgo. La educación, en teoría (pp. 35–37). Síntesis.
• Mazer, J. P., Murphy, R. E., & Simonds, C. J. (2007). I’ll See You On “Facebook”: The Effects of Computer-Mediated Teacher Self-Disclosure on Student Motivation, Affective Learning, and Classroom Climate. Communication Education, 56(1), 1–17. https://doi.org/10.1080/03634520601009710
• Mccarthy, J. (2010). Blended learning environments: Using social networking sites to enhance the first year experience. Australasian Journal of Educational Technology, 26(6), 729–740. https://doi.org/10.14742/ajet.1039
• Molinillo, S., Anaya-Sánchez, R., Aguilar-Illescas, R., & Vallespín-Arán, M. (2018). Social mediabased collaborative learning: Exploring antecedents of attitude. The Internet and Higher Education, 38(1), 18–27. https://doi.org/10.1016/j.iheduc.2018.04.003
• Morón, J. A., López, F., & Cobos, D. (2017). El uso de las redes sociales en educación para la salud: Una experiencia de empoderamiento social en Nicaragua. Profesorado. Revista de Currículum y Formación del Profesorado, 21(4), 439–457. Retrieved from http://hdl.handle.net/10481/49040
• Nagel, T. W., Remillard, C., Aucoin, R., & Takenishi, A. (2018). Findings on Student Use of Social Media at the Collegiate, Undergraduate, and Graduate Levels: Implications for PostSecondary Educators. Journal of University Teaching & Learning Practice, 15(1). Retrieved from http://ro.uow.edu.au/jutlp/vol15/iss1/8
• Nagle, J. (2018). Twitter, cyber-violence, and the need for a critical social media literacy in teacher education: A review of the literature. Teaching and Teacher Education, 76, 86–94. https://doi.org/10.1016/j.tate.2018.08.014
• Norman, H., Nordin, N., Din, R., Ally, M., & Dogan, H. (2015). Exploring the Roles of Social Participation in Mobile Social Media Learning: A Social Network Analysis. The International Review of Research in Open and Distributed Learning, 16(4). https://doi.org/10.19173/irrodl.v16i4.2124
• Ormart, D. E., & Navés, P. F. A. (2014). El uso de redes sociales como soporte educativo. CPU-e, Revista de Investigación Educativa, 18(18), 162–171. https://doi.org/10.25009/cpue.v0i18.760
• Padilla, G. (2012). Modalidades de uso y razones de éxito de las redes sociales entre los jóvenes universitarios españoles para su aplicación al Espacio Europeo de Educación Superior (EEES). Estudios sobre el Mensaje Periodístico, 18, 671–679. https://doi.org/10.5209/rev_ESMP.2012.v18.40946
• Palacios, M. M.-A. (2012). El proceso de enseñanza a través de sitios de redes sociales: hacia un nuevo modelo o estilo de enseñanza. Estudios sobre el Mensaje Periodístico, 18, 617–628. https://doi.org/10.5209/rev_esmp.2012.v18.40941
• Paul, J. A., Baker, H. M., & Cochran, J. D. (2012). Effect of online social networking on student academic performance. Computers in Human Behavior, 28(6), 2117–2127. https://doi.org/10.1016/j.chb.2012.06.016
• Pérez, A., Tur, G., Negre, F., & Lizana, A. (2017). Factores de éxito de las comunidades virtuales universitarias basadas en redes sociales. Análisis de XarFED. Revista Complutense de Educación, 28(2), 497–515. https://doi.org/10.5209/rev_rced.2017.v28.n2.49568
• Phungsuk, R., Viriyavejakul, C., &Ratanaolarn, T. (2017). Development of a problem-based learning model via a virtual learning environment. Kasetsart Journal of Social Sciences, 38(3), 297–306. https://doi.org/10.1007/s40692-014-0015-9
• Putnik, G., Costa, E., Alves, C., Castro, H., Varela, L., & Shah, V. (2016). Analysing the correlation between social network analysis measures and performance of students in social networkbased engineering education. International Journal of Technology andDesign Education, 26(3), 413–437. https://doi.org/10.1007/s10798-015-9318-z
• Rama, M., & Chiecher, A. (2012). Hacia una nueva docencia. Perspectivas de estudiantes universitarios acerca de la participación del docente en las redes sociales. Revista de Educación a Distancia, 6, 1–16. Retrieved from https://revistas.um.es/red/article/view/245191
• Raywid, M. A. (1997). Small schools: A reform that works. Educational Leadership, 55(4), 34–39.
• Renes-Arellano, P., Caldeiro-Pedreira, M. C., del Mar Rodríguez-Rosell, M., & Aguaded, I. (2018). Educlips: proyecto de alfabetización mediática en el ámbito universitario. Lumina, 12(1), 17–39. https://doi.org/10.34019/1981-4070.2018.v12.21485
• Rezende, F., van Kruistum, C., & van Oers, B. (2016). Teachers and Facebook: using online groups to improve students’ communication and engagement in education. Communication Teacher, 30, 228–241. https://doi.org/10.1080/17404622.2016.1219039
• Ricoy, M. C., & Feliz, T. (2016). Twitter as a learning community in higher education. Journal of Educational Technology & Society, 19(1), 237–248.
• Rienties, B., & Kinchin, I. (2014). Understanding (in)formal learning in an academic development programme: A social network perspective. Teaching and Teacher Education, 39, 123–135. https://doi.org/10.1016/j.tate.2014.01.004
• Roblyer, M. D., McDaniel, M., Webb, M., Herman, J., &Witty, J. V. (2010). Findings on Facebook in higher education: A comparison of college faculty and student uses and perceptions of social networking sites. The Internet and Higher Education, 13, 134–140. https://doi.org/10.1016/j.iheduc.2010.03.002
• Rodríguez, J. S., Ruiz-Palmero, J., & Rivas, E. S. (2015). Uso problemático de las redes sociales en estudiantes universitarios. Revista Complutense de Educación, 26(0), 159–174. https://doi.org/10.5209/rev_rced.2015.v26.46360
• Rodríguez-Hoyos, C., Salmón, I. H., & Fernández-Díaz, E. (2015). Research on SNS and education: The state of the art and its challenges. Australasian Journal of Educational Technology, 31(1), 100–111. https://doi.org/10.14742/ajet.995
• Romero, C., López, M.-I., Luna, J.-M., & Ventura, S. (2013). Predicting students’ final performance fromparticipation in on-line discussion forums. Computers&Education, 68, 458–472. https://doi.org/10.1016/j.compedu.2013.06.009
• Russo, T. C., & Koesten, J. (2005). Prestige, Centrality, and Learning: A Social Network Analysis of an Online Class. Communication Education, 54(3), 254–261. https://doi.org/10.1080/03634520500356394
• Sabol, T. J., & Pianta, R. C. (2012). Recent trends in research on teacher–child relationships. Attachment & Human Development, 14(3), 213–231. https://doi.org/10.1080/14616734.2012.672262
• Sadowski, C., Pediaditis, M., & Townsend, R. (2016). University students’ perceptions of social networking sites (SNSs) in their educational experiences at a regional Australian university. Australasian Journal of Educational Technology, 33(5). https://doi.org/10.14742/ajet.2927
• Saifudin, A. M., Yacob, A., & Saad, R. (2016). The Facebook-in-action: Challenging, Harnessing and Enhancing Students Class Assignments and Projects. Universal Journal of Educational Research, 4(6), 1259–1265. https://doi.org/10.13189/ujer.2016.040602
• Seifert, T. (2016). Involvement, collaboration and engagement: Social networks through a pedagogical lens. Journal of Learning Design, 9(2), 31–45. https://doi.org/10.5204/jld.v9i2.272
• Selwyn, N. (2009). Faceworking: Exploring students’ education-related use of Facebook. Learning, Media and Technology, 34(2), 157–74. https://doi.org/10.1080/17439880902923622
• Sobaih, A. E. E., Moustafa, M. A., Ghandforoush, P., & Khan, M. (2016). To use or not to use? Social media in higher education in developing countries. Computers in Human Behavior, 58, 296–305. https://doi.org/10.1016/j.chb.2016.01.002
• Thalluri, J., & Penman, J. (2015). Social Media for Learning and Teaching Undergraduate Sciences: Good Practice Guidelines from Intervention. Electronic Journal of e-Learning, 13(6), 455–465. Retrieved from https://files.eric.ed.gov/fulltext/EJ1087212.pdf
• Túñez, M., & Sixto, J. (2012). Las redes sociales como entorno docente: análisis del uso de Facebook en la docencia universitaria. Pixel-Bit. Revista de Medios y Educación, 41, 77–92. Retrieved from https://idus.us.es/xmlui/handle/11441/22656
• Valero, A., Vendrell, M., & Camas, L. (2018). Análisis de la literatura académica actual sobre las redes sociales y su potencial educativo. VIII Congreso Iberoamericano de Pedagogía. CIP 2018, august 14-17th, Buenos Aires (pp. 14–17).
• Valero, A., Vendrell, M., & Camas, L. (2020). The educational use of Social Networks Sites: a comparative analysis between the Spanish and English production. Digital Education Review, 37, 304–322. https://doi.org/10.1344/der.2020.37.304-322
• Vázquez-Martínez, A. I., & Cabero-Almenara, J. (2015). Las redes sociales aplicadas a la formación. Revista complutense de educación, 26, 253–272. http://doi.org/10.5209/rev_RCED.2015.v26.47078
• Vercellone-Smith, P., Jablokow, K., & Friedel, C. (2012). Characterizing communication networks in a web-based classroom: Cognitive styles and linguistic behavior of self-organizing groups in online discussions. Computers & Education, 59(2), 222–235. https://doi.org/10.1016/j.compedu.2012.01.006
• Wang, J. (2013). What Higher Educational Professionals Need to Know about Todaýs Students. Online Social Networks. TOJET: Turkish Online Journal of Educational Technology, 12(3), 180– 193.
• Wang, R. B., &Du, C. T. (2014). Mobile Social Network Sites as innovative pedagogical tools: factors and mechanism affecting students’ continuance intention on use. Journal of Computers in Education, 1(4), 353–370. https://doi.org/10.1007/s40692-014-0015-9
• Wnuk, K., & Garrepalli, T. (2018). Knowledge management in software testing: a systematic snowball literature review. Informatica Software Engineering Journal, 12(1), 51–78.
• Wodzicki, K., Schwämmlein, E., & Moskaliuk, J. (2012). “Actually, I Wanted to Learn”: Studyrelated knowledge exchange on social networking sites. The Internet and Higher Education, 15(1), 9–14. https://doi.org/10.1016/j.iheduc.2011.05.008
• Wohlin, C. (2014). Guidelines for snowballing in systematic literature studies and a replication in software engineering. Proceedings of the 18th international conference on evaluation and assessment in software engineering, 38, 1–10. https://doi.org/10.1145/2601248.2601268
• Wu, T. (2014). Using smart mobile devices in social-network-based health education practice: A learning behavior analysis. Nurse Education Today, 34(6), 958–963. https://doi.org/10.1016/j.nedt.2014.01.013
• Yakın, I., & Tınmaz, H. (2015). Theoretical guidelines for the utilization of instructional social networking websites. Turkish Online Journal of Distance Education-TOJDE, 16(4), 67–83.