Challenges of social media in educationreview and bibliometric analysis of scientific production to map trends and perspectives

  1. Gil-Fernández, Raquel 1
  2. Calderón-Garrido, Diego 2
  1. 1 Universidad Internacional de La Rioja
    info

    Universidad Internacional de La Rioja

    Logroño, España

    ROR https://ror.org/029gnnp81

  2. 2 Universitat de Barcelona
    info

    Universitat de Barcelona

    Barcelona, España

    ROR https://ror.org/021018s57

Aldizkaria:
Innoeduca: international journal of technology and educational innovation

ISSN: 2444-2925

Argitalpen urtea: 2023

Alea: 9

Zenbakia: 2

Orrialdeak: 51-67

Mota: Artikulua

DOI: 10.24310/INNOEDUCA.2023.V9I2.16340 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Beste argitalpen batzuk: Innoeduca: international journal of technology and educational innovation

Garapen Iraunkorreko Helburuak

Laburpena

This paper aims to analyse the trends in the articles included in the Journal Citation Report on the implications of social networks in the educational sphere during the period 2011-2020 and, in this way, to synthesise the knowledge base on their use in formal, non-formal and informal educational environments. Regarding methodology, various variables were analysed in the 157 selected articles, and exploratory and descriptive bibliometric research was carried out. The PRISMA protocol's indications have been followed for the whole process. The results show a considerable increase in production in the first quartiles of impact journals. Most of the papers were written by occasional authors from the USA. The most common theme was using social networks as a vehicle for creating virtual environments, with qualitative methodology standing out. It has been revealed that challenges remain to be addressed from an educational science perspective, such as non-formal learning, ethical dilemmas, and addictions. Collaboration and the establishment of peer-to-peer publication networks show areas for improvement.

Erreferentzia bibliografikoak

  • Abadal, E. (2017). Las revistas científicas en el contexto del acceso abierto. En E. Abadal, (ed.). Revistas científicas. Situación actual y retos de futuro (pp. 181-195). Edicions de la Universitat de Barcelona.
  • Ajayi, L. (2015). Critical multimodal literacy: How Nigerian female students critique texts and reconstruct unequal social structures. Journal of Literacy Research, 47(2), 216-244. https://doi.org/10.1177/1086296X15618478
  • Aparicio-Martínez, P., Perea-Moreno, A.J., Martínez-Jiménez, M.P., Redel-Macías, M.D., Vaquero-Abellán, M., & Pagliari, C. (2019). A Bibliometric Analysis of the Health Field Regarding Social Networks and Young People. International Journal of Environmental Research and Public Health, 16(20), e4024.https://doi.org/10.3390/ijerph16204024
  • Azer, S.A., & Azer, S. (2019). Top-cited articles in medical professionalism: a bibliometric analysis versus altmetric scores. BMJ Open, 9, e029433.https://doi.org/10.1136/bmjopen-2019-029433
  • Barrios, M., Villarroya, A., & Borrego, A. (2013). Scientific production in psychology: a gender analysis. Scientometrics, 95(1), 15-23.
  • Barry, D. S., Marzouk, F., Chulak-Oglu, K., Bennett, D., Tierney, P., & O'Keeffe, G.W. (2016). Anatomy education for the YouTube generation. Anatomical Sciences Education, 9(1), 90-96. https://doi.org/10.1002/ase.1550
  • Bruguera, C., Guitert, M., & Romeu, T. (2019). Social media and professional development: a systematic review. Research in Learning Technology, 27, 1-18. https://doi.org/10.25304/rlt.v27.2286
  • Calderón-Garrido, D., & Gustems-Carnicer, J. (2018). Análisis bibliométrico de la producción científica sobre educación musical en el periodo 2007–2016 en revistas incluidas en JCR. BiD: textos universitaris de biblioteconomia i documentació, (41). http://dx.doi.org/10.1344/BiD2018.41.10
  • Cam, E., & Isbulan, O. (2012). A new addiction for teacher candidates: Social networks. Turkish Online Journal of Educational Technology, 11(3), 14-19.
  • Carpenter, J.P., & Krutka, D.G. (2015). Engagement through microblogging: educator professional development via Twitter. Professional Development in Education, 41(4), 707-728. https://doi.org/10.1080/19415257.2014.939294
  • Chug, 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
  • Cooper, H.M. (2017). Research Synthesis and Meta-analysis: A Step-by-Step Approach. Sage.
  • Donelan, H. (2016). Social media for professional development and networking opportunities in academia. Journal of Further and Higher Education, 40(5), 706-729. https://doi.org/10.1080/0309877X.2015.1014321
  • García-García, F. J., López-Francés, I., & Molla-Esparza, C. (2023). Social network analysis for peer inclusion in undergraduate online discussions. Pixel-Bit. Revista De Medios Y Educación, (66), 7–29. https://doi.org/10.12795/pixelbit.95555
  • García-Peñalvo, F. J. (2022). Desarrollo de estados de la cuestión robustos: Revisiones Sistemáticas de Literatura. Education in the Knowledge Society, 23, e28600. https://doi.org/10.14201/eks.28600
  • Gil-Fernández, R., & Calderón-Garrido, D. (2021a). Implicaciones de la Teoría de Usos y Gratificaciones en las prácticas mediadas por redes sociales en el ámbito educativo. Una revisión sistemática de la literatura. Aloma, Revista de Psicologia, Ciències de l’Eduació i de l’Esport, 39(2), 63-74. https://doi.org/10.51698/aloma.2021.39.2.63-74
  • Gil-Fernández, R., & Calderón-Garrido, D. (2021b). El uso de las redes sociales en educación: una revisión sistemática de la literatura científica. Digital Education Review, 40, 82-109.
  • Gil-Fernández, R., & Calderón-Garrido, D. (2022). Explorando adopciones, finalidades y usos de las redes sociales en el ámbito educativo desde la perspectiva de Usos y Gratificaciones. Representaciones de los futuros docentes y los profesores en ejercicio. Aula abierta, 51(1), 67-74.: https://doi.org/10.17811/rifie.51.1.2022.67-74
  • González, F., & Osca, J. (2015). Análisis de las publicaciones españolas en la categoría Psychology Educational de la Web of Science durante el periodo 2004-2013. Aula Abierta, 44(1), 46-54. https://doi.org/10.1016/j.aula.2015.07.001
  • Goodyear, V. A., Casey, A., & Kirk, D. (2014). Tweet me, message me, like me: Using social media to facilitate pedagogical change within an emerging community of practice. Sport, Education and Society, 19(7), 927-943. https://doi.org/10.1080/13573322.2013.85862
  • Hâncean, M.G., Molina, J.L., & Lubbers, M.J. (2016). Recent advancements, developments, and applications of personal network analysis. International Review of Social Research, 6(4), 137-145. https://doi.org/10.1515/irsr-2016-0017
  • Hancock, C.B., & Price, H.E. (2016). First citation speed for articles in Psychology of Music. Psychology of Music, 44(6), 1454-1470. https://doi.org/10.1177/0305735616637133
  • Hashim, A.K., & Carpenter, J.P. (2019). A Conceptual Framework of Teacher Motivation for Social Media Use. Teachers College Record, 121(14), 1-18. https://doi.org/10.1177/016146811912101405
  • Hernández-González, V., Reverter-Masia, J., & Jové-Deltell, M.C. (2017). Producción científica de los profesores del área de Educación Física y deportiva en Cataluña (quinquenio 2005-2009 versus 2010-2014). SPORT TK-Revista EuroAmericana de Ciencias del Deporte, 6 (1), 17-24. https://doi.org/10.6018/280361
  • Hutton, B., Catalá-López, F., & Moher, D. (2016). La extensión de la declaración PRISMA para revisiones sistemáticas que incorporan metaanálisis en red: PRISMA-NMA. Medicina Clínica, 147(6), 262-266. https://doi.org/10.1016/j.medcli.2016.02.025
  • Kapoor, K.K., Tamilmani, K., Rana, N.P., Dwivedi, Y.K., & Nerur, S. (2018). Advances in Social Media Research: Past, Present and Future. Information System Frontiers, 20, 531-558. https://doi.org/10.1007/s10796-017-9810-y
  • Lantz-Anderssen, A., Lundin, M., & Selwyn, N. (2018). Twenty years of online teacher communities: A systematic review of formally-organized and informally-developed professional learning groups. Teaching and Teacher Education, 75, 302-315. https://doi.org/10.1016/j.tate.2018.07.008
  • León-Gómez, A., Calderón-Garrido, D., & Gil-Fernández, R. (2019). The use of social networks in a virtual University. Campus Virtuales, 8(1), 99-109.
  • Li, Q., Wei, W., Xiong, N., Feng, D., Ye, X., & Jiang, Y. (2017). Social Media Research, Human Behavior, and Sustainable Society. Sustainability, 9, e384. https://doi.org/10.3390/su9030384
  • López, S., Civís, M., & Díaz, J. (2018). Capital Social y Redes Sociales de Maestros: Revisión Sistemática. Revista de Educación, 381, 233-257. https://doi.org/10.4438/1988-592X-RE-2017-381-387
  • López-Navarro, I., Moreno, A.I., Burgess, S., Sachdev, I., & Rey-Rocha, J. (2015). Why publish in English versus Spanish? Towards a framework for the study of researchers’ motivations. Revista Española de Documentación Científica, 38(1), e073. http://dx.doi.org/10.3989/redc.2015.1.1148
  • Maggio, L.A., Costello, J.A., Norton, C., Driessen, E.W., & Artino, A.R. (2020). Knowledge syntheses in medical education: A bibliometric analysis. Perspectives on Medical Education, 10, 79-87. https://doi.org/10.1101/2020.05.12.088542
  • Malouff, J., Schutte, N., & Priest, J. (2010). Publication rates of Australian academic psychologists. Australian Psychologist, 45, 78-83. https://doi.org/10.1080/00050060903078536
  • Martin, F., Dennen, V.P., & Bonk, C.J. (2020). A synthesis of systematic review research on emerging learning environments and technologies, Education Technology Research Development, 68, 1613-1633. https://doi.org/10.1007/s11423-020-09812-2
  • Martín-Martín, A., Orduña-Malea, E., Ayllón, J.M., & López-Cózar, E.D. (2016). The counting house: measuring those who count. Presence of Bibliometrics, Scientometrics, Informetrics, Webometrics and Altmetrics in the Google Scholar Citations, ResearcherID, Research-Gate, Mendeley & Twitter. EC3 Working Papers, 21. https://doi.org/10.13140/RG.2.1.4814.4402/1
  • Matzat, U. (2013). Do blended virtual learning communities enhance teachers' professional development more than purely virtual ones? A large scale empirical comparison. Computers & Education, 60(1), 40-51. https://doi.org/10.1016/j.compedu.2012.08.006
  • Morales, A., Ortega, E., Conesa, E., & Ruiz-Esteban, C. (2017). Análisis bibliométrico de la producción científica en Educación Musical en España. Revista Española de Pedagogía, 268, 399-414. https://doi.org/10.22550/REP75-3-2017-07
  • Pandita, R., & Singh, S. (2017). Self-citations, a trend prevalent across subject disciplines at the global level: an overview. Collection Building, 6(3), 115-126. https://doi.org/10.1108/CB-03-2017-0008
  • Pereira, C.A. (2018). A mídia na Ciência da Informação. Transinformação, 30(2), 141-152. https://doi.org/10.1590/2318-08892018000200001
  • Rehm, M., & Notten, A. (2016). Twitter as an informal learning space for teachers!? The role of social capital in Twitter conversations among teachers. Teaching and Teacher Education, 60, 215-223. https://doi.org/10.1016/j.tate.2016.08.015
  • Rhem, M., Manca, S., Brandon, D., & Greenshow, C. (2019). Beyond Disciplinary Boundaries: Mapping Educational Science in the Discourse on social media. Teachers College Record, 121(14), 1-21. https://doi.org/10.1177/016146811912101403
  • Sarapin, S.H., & Morris, P.L. (2015). Faculty and Facebook friending: Instructor–student online social communication from the professor's perspective. The Internet and Higher Education, 27, 14-23. https://doi.org/10.1016/j.iheduc.2015.04.001
  • Van Den Beemt, A., Thurlings, M., & Willems, M. (2020). Towards an understanding of social media use in the classroom: a literature review. Technology, Pedagogy and Education, 29(1), 35-55. https://doi.org/10.1080/1475939X.2019.1695657
  • Villar, F., Estrada, J.M., Pérez, C., & Rebollo, M.J. (2007). Estudio bibliométrico de los artículos originales de la Revista Española de Salud Pública (1991-2000): Parte tercera: análisis de las referencias bibliográficas. Revista Española de Salud Pública, 81(3), 247-259. https://scielo.isciii.es/scielo.php?script=sci_arttext&pid=S1135-57272007000300002
  • Wright, R., Brand, R., Dunn, W., & Spindler, K. (2007). How to write a systematic review. Clinical Orthopaedics and Related Research, 445, 23-29. https://doi.org/10.1097/BLO.0b013e31802c9098
  • Yu-Tang, K., Hsiao, C., & Su, Y. (2019). Networking for Educational Innovations: A Bibliometric Survey of International Publication Patterns. Sustainability, 11(17), e4608. https://doi.org/10.3390/su11174608
Datuen iturria: Dialnet