Facebook and Virtual Communication. An Experimental Study in Higher Education Teachers
Descripción del Articulo
The objective of this study was to determine the effect of a Facebook training program in the virtual communication of university teachers. The importance of the theme developed is based on the fact that at present, for the process of interaction and communication between labor, academic, economic o...
| Autores: | , , , |
|---|---|
| Formato: | artículo |
| Fecha de Publicación: | 2019 |
| Institución: | Universidad San Ignacio de Loyola |
| Repositorio: | Revistas - Universidad San Ignacio de Loyola |
| Lenguaje: | español inglés |
| OAI Identifier: | oai:revistas.usil.edu.pe:article/268 |
| Enlace del recurso: | https://revistas.usil.edu.pe/index.php/pyr/article/view/268 |
| Nivel de acceso: | acceso abierto |
| Materia: | Facebook Comunicación virtual Educación superior Interacción social Virtual Communication Higher Education Social Interaction |
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Facebook and Virtual Communication. An Experimental Study in Higher Education Teachers Facebook y comunicación virtual. Un estudio experimental en docentes de educación superior |
| title |
Facebook and Virtual Communication. An Experimental Study in Higher Education Teachers |
| spellingShingle |
Facebook and Virtual Communication. An Experimental Study in Higher Education Teachers Fajardo Vizquerra, Leydi Susan Comunicación virtual Educación superior Interacción social Virtual Communication Higher Education Social Interaction |
| title_short |
Facebook and Virtual Communication. An Experimental Study in Higher Education Teachers |
| title_full |
Facebook and Virtual Communication. An Experimental Study in Higher Education Teachers |
| title_fullStr |
Facebook and Virtual Communication. An Experimental Study in Higher Education Teachers |
| title_full_unstemmed |
Facebook and Virtual Communication. An Experimental Study in Higher Education Teachers |
| title_sort |
Facebook and Virtual Communication. An Experimental Study in Higher Education Teachers |
| dc.creator.none.fl_str_mv |
Fajardo Vizquerra, Leydi Susan Alarcón Diaz, Mitchell Alberto Alcas Zapata, Noel Alarcón Diaz, Henry Hugo |
| author |
Fajardo Vizquerra, Leydi Susan |
| author_facet |
Fajardo Vizquerra, Leydi Susan Alarcón Diaz, Mitchell Alberto Alcas Zapata, Noel Alarcón Diaz, Henry Hugo |
| author_role |
author |
| author2 |
Alarcón Diaz, Mitchell Alberto Alcas Zapata, Noel Alarcón Diaz, Henry Hugo |
| author2_role |
author author author |
| dc.subject.none.fl_str_mv |
Facebook Comunicación virtual Educación superior Interacción social Virtual Communication Higher Education Social Interaction |
| topic |
Facebook Comunicación virtual Educación superior Interacción social Virtual Communication Higher Education Social Interaction |
| description |
The objective of this study was to determine the effect of a Facebook training program in the virtual communication of university teachers. The importance of the theme developed is based on the fact that at present, for the process of interaction and communication between labor, academic, economic or social communities, Information and Communication Technologies (ICT) are being used, where all types of information flow through the available technological tools and social networks, and which is selected by the users, according to the stakeholder to which they belong; one of them is Facebook. The approach was quantitative, with quasi-experimental design, for which a sample of 140 university teachers was divided into two groups: control group with 60 teachers and the experimental group with 80 teachers. The results indicate that there is influence of the Facebook training program in the virtual communication of university teachers, as demonstrated by the statistical test (Mann-Whitney U = 155.500; Z = -1,084, Asymptotic (bilateral) significance .000<.05). This finding can help generate favorable opinions for its possible use of the Facebook platform for educational social interaction purposes. |
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2019 |
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2019-01-02 |
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info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
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article |
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https://revistas.usil.edu.pe/index.php/pyr/article/view/268 10.20511/pyr2019.v7n2.268 |
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https://revistas.usil.edu.pe/index.php/pyr/article/view/268 |
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10.20511/pyr2019.v7n2.268 |
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spa eng |
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spa eng |
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https://revistas.usil.edu.pe/index.php/pyr/article/view/268/545 https://revistas.usil.edu.pe/index.php/pyr/article/view/268/667 https://revistas.usil.edu.pe/index.php/pyr/article/view/268/815 https://revistas.usil.edu.pe/index.php/pyr/article/view/268/816 /*ref*/Al-Rawi, A. (2018). Facebook and virtual nationhood: social media and the Arab Canadians community. AI & Society, (Preprints), 1-13. Doi: https://doi.org/10.1007/s00146-017-0742-3 /*ref*/Aydin, S. (2012). A review of research on facebook as an educational environment. Educational Technology, Research and Development, 60(6), 1093-1106. Doi: http://dx.doi.org/10.1007/s11423-012-9260-7 /*ref*/Breffni O’Rourke, & Stickler, U. (2017). Synchronous communication technologies for language learning: Promise and challenges in research and pedagogy. Language Learning in Higher Education, 7(1), 1-20. Doi: http://dx.doi.org/10.1515/cercles-2017-0009 /*ref*/Bowers-Campbell, J. (2008). Cyber "pokes": Motivational antidote for developmental college readers. Journal of College Reading and Learning, 39(1), 74-87. Doi: https://doi.org/10.1080/10790195.2008.10850313 /*ref*/Charlton, T., Devlin, M., & Drummond, S. (2009). Using ‘‘Facebook’’ to improve communication in undergraduate software development teams. Computer Science Education, 19(4), 273–292. Doi: https://doi.org/10.1080/08993400903384935 /*ref*/Charnigo, L., & Barnett-Ellis, P. (2007). Checking out Facebook.com: The impact of a digital trend on academic libraries. Information Technology and Libraries, 26, 23–34. Doi: https://doi.org/10.6017/ital.v26i1.3286 /*ref*/Couros, A. (2008). Safety and social networking: How can we maximize the learning power of participatory web sites while ensuring students are protected and behave responsibly? Technology and Learning, 28(7), 20. Recuperado de: https://eric.ed.gov/?id=EJ788845 /*ref*/Davidovitch, N., & Belichenko, M. (2018). Facebook Tools and Digital Learning Achievements in Higher Education. Journal of Education And E-Learning Research, 5(1), 8-14. Doi: https://doi.org/10.20448/journal.509.2018.51.8.14 /*ref*/DePew, K. E. (2011). Social media at academia’s periphery: Studying multilingual developmental writers’ Facebook composing strategies. Reading Matrix: An International Online Journal, 11(1), 54–75. Recuperado de: https://digitalcommons.odu.edu/english_fac_pubs/29/ /*ref*/Dickstein-Fischer, L. (2013). Facebook use in relation to gender, introversion- extroversion, and sense of belonging among college students (Order No. 3524489). Recuperado de: https://repository.library.northeastern.edu/files/neu:969/fulltext.pdf /*ref*/Espuny, C., González, J., Lleixá, M., & Gisbert, M. (2011). Actitudes y expectativas del uso educativo de las redes sociales en los alumnos universitarios. Revista de Universidad y Sociedad del Conocimiento, 8(1), 171-185. Doi: https://doi.org/10.7238/rusc.v8i1.839 /*ref*/Giesbers, B., Rienties, B., Tempelaar, D., & Gijselaers, W. (2013). Investigating the relations between motivation, tool use, participation, and performance in an e- learning course using web - videoconferencing. Computers in Human Behavior, 29(1), 285-292. Doi: https://doi.org/10.1016/j.chb.2012.09.005 /*ref*/Gutiérrez, I., Román, M., & Sánchez, M. (2018). Estrategias para la comunicación y el trabajo colaborativo en red de los estudiantes universitarios. Comunicar, 26(54), 91-100. Doi: https://doi.org/10.3916/C54-2018-09 /*ref*/Gutierrez, K. (2016). Designing for motivation: Three theories eLearning designers can use. Technology Enabled Learning Excellence Essentials. Recuperado de: https://www.hr.com/en/topleaders/all_articles/designing-for-motivation-three-theories- elearning-_iqbz1ikm.html /*ref*/Hilscher, J. (2013, January 1). A Case Study Examining How Students Make Meaning out of Using Facebook as a Virtual Learning Community at a Midwestern University. ProQuest LLC. Recuperado de: https://lib.dr.iastate.edu/cgi/viewcontent.cgi?article=4041&context=etd /*ref*/Huang, X. (2018). Improving Communicative Competence through Synchronous Communication in Computer-Supported Collaborative Learning Environments: A Systematic Review. Education Sciences, 8(1), 15. Doi: https://doi.org/10.3390/educsci8010015 /*ref*/Íñiguez, L. (2001). Identidad: De lo Personal a lo Social. Un Recorrido Conceptual. En Eduardo Crespo (Ed.), La constitución social de la subjetividad. (p. 209-225). Madrid: Catarata. /*ref*/Kebble, P. G. (2017). Assessing Online Asynchronous Communication Strategies Designed to Enhance Large Student Cohort Engagement and Foster a Community of Learning. Journal of Education and Training Studies, 5(8), 92-10. Doi: https://doi.org/10.11114/jets.v5i8.2539 /*ref*/Ko, C. (2015). The Provision of Feedback Types to EFL Learners in Synchronous Voice Computer Mediated Communication. Research-Publishing.Net. /*ref*/Kolikant, D. (2010). Digital natives, better learners? Students’ beliefs about how the Internet influenced their ability to learn. Computers in Human Behavior, 26(6), 1384-1391. Doi: https://doi.org/10.1016/j.chb.2010.04.012 /*ref*/Kucuk, S., & Sahin, I. (2013). From the perspective of community of inquiry framework: An examination of facebook uses by pre-service teachers as a learning environment. TOJET: The Turkish Online Journal of Educational Technology, 12(2) Recuperado de: https://eric.ed.gov/?id=EJ1015425 /*ref*/Lai, C., Wu, W., Tsai, S., Cheng, S., Lin, K., & Liang, S. (2015). The Effectiveness of a Facebook- Assisted Teaching Method on Knowledge and Attitudes about Cervical Cancer Prevention and HPV Vaccination Intention among Female Adolescent Students in Taiwan. Health Education & Behavior, 42(3), 352-360. Doi: https://doi.org/10.1177/1090198114558591 /*ref*/Lau, A. R. (2013). Facebook as a facilitator of organizational identification in colleges and universities: Exploring relationships among educational institutions, student tenure, and interaction with multiple organizational targets. Recuperado de: https://dc.uwm.edu/cgi/viewcontent.cgi?referer=https://scholar.google.com.pe/&httpsre dir=1&article=1131&context=etd /*ref*/Martin, S., Greiling, D., & Wetzelhütter, D. (2018). Expectations of Facebook users towards a virtual dialogue with their public utility. International Journal of Energy Sector Management, 12(3), 408-425. Doi: https://doi.org/10.1108/IJESM-11-2017-0013 /*ref*/Maslow, A. H. (1991). Motivación y personalidad. Madrid, España: Ediciones Díaz de Santos, S. A. /*ref*/Maushak, N. J., & Ou, C. (2007). Using synchronous communication to facilitate graduate students' online collaboration. Quarterly Review of Distance Education, 8(2), 161-169. /*ref*/Mustafa, Y., & Emrah, A. (2014). An Intercultural Communication Training Test in a Special Case of Europe (An Applied Field Study Through the Instrument of Virtual Conduit). Procedia Social And Behavioral Sciences, 141(1), 1068-1073.Doi: https://doi.org/10.1016/j.sbspro.2014.05.179 /*ref*/Observatorio de Redes Sociales (2011). Informe de resultados del Observatorio de Redes Sociales, 3a oleada. The Cocktail Analysis. /*ref*/Parvez, A., & Akhtar Hussain, M. A. (2013). Use of web 2.0 in saudi arabia universities. International Journal of Information Dissemination and Technology, 3(3), 158-166. Recuperado de: http://www.indianjournals.com/ijor.aspx?target=ijor:ijidt&volume=3&issue=3&article= 003 /*ref*/Rochester, M. R. (2017, January 1). Synchronous Communication and Its Effects on the Collaboration of Professional Workplace Employees Engaged in a Problem Activity. ProQuest LLC, /*ref*/Shih, R. (2013). Effect of Using Facebook to Assist English for Business Communication Course Instruction. Turkish Online Journal of Educational Technology - TOJET, 12(1), 52-59. Recuperado de: https://www.learntechlib.org/p/132122/ /*ref*/Sikes, S. M. (2015). Facebook is my extracurricular life!: A phenomenological examination of undergraduate facebook usage and student involvement. Estados Unidos: ProQuest Central. /*ref*/Tawney, J. J. (2014, Jul). The fourfold problems of Facebook. New Oxford. Recuperado de: https://www.newoxfordreview.org/documents/the-fourfold-problems-of-facebook/ /*ref*/Vigil, T. R., & Wu, H. D. (2015). Facebook users' engagement and perceived life satisfaction. Media and Communication, 3(1), 05-16. Doi: http://dx.doi.org/10.17645/mac.v3i1.199 /*ref*/Wu, Z. (2018). Positioning (Mis) Aligned:The (Un)Making of Intercultural Asynchronous Computer-Mediated Communication. Language Learning & Technology, 22(2), 75-94. Recuperado de: https://eric.ed.gov/?id=EJ1181217 |
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Carrera de Psicología, Universidad San Ignacio de Loyola, Lima, Perú. |
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Carrera de Psicología, Universidad San Ignacio de Loyola, Lima, Perú. |
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Propósitos y Representaciones. Journal of Educational Psychology; Vol. 7 No. 2 (2019): May - August; 45-74 Propósitos y Representaciones; ##issue.vol## 7 ##issue.no## 2 (2019): Mayo - Agosto; 45-74 Propósitos y Representaciones; Vol. 7 Núm. 2 (2019): Mayo - Agosto; 45-74 2310-4635 2307-7999 10.20511/pyr2019.v7n2 reponame:Revistas - Universidad San Ignacio de Loyola instname:Universidad San Ignacio de Loyola instacron:USIL |
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Facebook and Virtual Communication. An Experimental Study in Higher Education TeachersFacebook y comunicación virtual. Un estudio experimental en docentes de educación superiorFajardo Vizquerra, Leydi SusanAlarcón Diaz, Mitchell AlbertoAlcas Zapata, NoelAlarcón Diaz, Henry HugoFacebookComunicación virtualEducación superiorInteracción socialFacebookVirtual CommunicationHigher EducationSocial InteractionThe objective of this study was to determine the effect of a Facebook training program in the virtual communication of university teachers. The importance of the theme developed is based on the fact that at present, for the process of interaction and communication between labor, academic, economic or social communities, Information and Communication Technologies (ICT) are being used, where all types of information flow through the available technological tools and social networks, and which is selected by the users, according to the stakeholder to which they belong; one of them is Facebook. The approach was quantitative, with quasi-experimental design, for which a sample of 140 university teachers was divided into two groups: control group with 60 teachers and the experimental group with 80 teachers. The results indicate that there is influence of the Facebook training program in the virtual communication of university teachers, as demonstrated by the statistical test (Mann-Whitney U = 155.500; Z = -1,084, Asymptotic (bilateral) significance .000<.05). This finding can help generate favorable opinions for its possible use of the Facebook platform for educational social interaction purposes.El presente estudio tuvo como objetivo determinar el efecto de un programa de capacitación Facebook en la comunicación virtual de docentes universitarios. La importancia de la temática desarrollada se fundamenta ya que en los momentos actuales, para el proceso de interacción y comunicación entre las comunidades laborales, académicas, económicas o sociales, se está haciendo uso de las Tecnologías de la Información y la Comunicación (TIC), en donde fluye todo tipo de información a través de las herramientas tecnológicas disponibles y redes sociales, y que es seleccionada por los usuarios, según el grupo de interés al que pertenecen; uno de ellos es facebook. El enfoque fue cuantitativo, con diseño cuasi- experimental, para los cual se trabajó con una muestra de 140 docentes universitarios distribuida en dos grupos: control con 60 docentes y el segundo grupo experimental constituido por 80 docentes. Los resultados indican que existe influencia del programa de capacitación Facebook en la comunicación virtual de los docentes universitarios, como se demuestra con la prueba estadística (U de Mann-Whitney = 155.500; Z = -1.084; Sig. Asintótica (bilateral) .000<.05). Este hallazgo, puede ayudar a generar opiniones favorables para su posible utilización de la plataforma Facebook con fines de interacción social educativa.Carrera de Psicología, Universidad San Ignacio de Loyola, Lima, Perú.2019-01-02info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdftext/htmltext/htmlhttps://revistas.usil.edu.pe/index.php/pyr/article/view/26810.20511/pyr2019.v7n2.268Propósitos y Representaciones. Journal of Educational Psychology; Vol. 7 No. 2 (2019): May - August; 45-74Propósitos y Representaciones; ##issue.vol## 7 ##issue.no## 2 (2019): Mayo - Agosto; 45-74Propósitos y Representaciones; Vol. 7 Núm. 2 (2019): Mayo - Agosto; 45-742310-46352307-799910.20511/pyr2019.v7n2reponame:Revistas - Universidad San Ignacio de Loyolainstname:Universidad San Ignacio de Loyolainstacron:USILspaenghttps://revistas.usil.edu.pe/index.php/pyr/article/view/268/545https://revistas.usil.edu.pe/index.php/pyr/article/view/268/667https://revistas.usil.edu.pe/index.php/pyr/article/view/268/815https://revistas.usil.edu.pe/index.php/pyr/article/view/268/816/*ref*/Al-Rawi, A. (2018). Facebook and virtual nationhood: social media and the Arab Canadians community. AI & Society, (Preprints), 1-13. Doi: https://doi.org/10.1007/s00146-017-0742-3/*ref*/Aydin, S. (2012). A review of research on facebook as an educational environment. Educational Technology, Research and Development, 60(6), 1093-1106. Doi: http://dx.doi.org/10.1007/s11423-012-9260-7/*ref*/Breffni O’Rourke, & Stickler, U. (2017). Synchronous communication technologies for language learning: Promise and challenges in research and pedagogy. Language Learning in Higher Education, 7(1), 1-20. Doi: http://dx.doi.org/10.1515/cercles-2017-0009/*ref*/Bowers-Campbell, J. (2008). Cyber "pokes": Motivational antidote for developmental college readers. Journal of College Reading and Learning, 39(1), 74-87. Doi: https://doi.org/10.1080/10790195.2008.10850313/*ref*/Charlton, T., Devlin, M., & Drummond, S. (2009). Using ‘‘Facebook’’ to improve communication in undergraduate software development teams. Computer Science Education, 19(4), 273–292. Doi: https://doi.org/10.1080/08993400903384935/*ref*/Charnigo, L., & Barnett-Ellis, P. (2007). Checking out Facebook.com: The impact of a digital trend on academic libraries. Information Technology and Libraries, 26, 23–34. Doi: https://doi.org/10.6017/ital.v26i1.3286/*ref*/Couros, A. (2008). Safety and social networking: How can we maximize the learning power of participatory web sites while ensuring students are protected and behave responsibly? Technology and Learning, 28(7), 20. Recuperado de: https://eric.ed.gov/?id=EJ788845/*ref*/Davidovitch, N., & Belichenko, M. (2018). Facebook Tools and Digital Learning Achievements in Higher Education. Journal of Education And E-Learning Research, 5(1), 8-14. Doi: https://doi.org/10.20448/journal.509.2018.51.8.14/*ref*/DePew, K. E. (2011). Social media at academia’s periphery: Studying multilingual developmental writers’ Facebook composing strategies. Reading Matrix: An International Online Journal, 11(1), 54–75. Recuperado de: https://digitalcommons.odu.edu/english_fac_pubs/29//*ref*/Dickstein-Fischer, L. (2013). Facebook use in relation to gender, introversion- extroversion, and sense of belonging among college students (Order No. 3524489). Recuperado de: https://repository.library.northeastern.edu/files/neu:969/fulltext.pdf/*ref*/Espuny, C., González, J., Lleixá, M., & Gisbert, M. (2011). Actitudes y expectativas del uso educativo de las redes sociales en los alumnos universitarios. Revista de Universidad y Sociedad del Conocimiento, 8(1), 171-185. Doi: https://doi.org/10.7238/rusc.v8i1.839/*ref*/Giesbers, B., Rienties, B., Tempelaar, D., & Gijselaers, W. (2013). Investigating the relations between motivation, tool use, participation, and performance in an e- learning course using web - videoconferencing. Computers in Human Behavior, 29(1), 285-292. Doi: https://doi.org/10.1016/j.chb.2012.09.005/*ref*/Gutiérrez, I., Román, M., & Sánchez, M. (2018). Estrategias para la comunicación y el trabajo colaborativo en red de los estudiantes universitarios. Comunicar, 26(54), 91-100. Doi: https://doi.org/10.3916/C54-2018-09/*ref*/Gutierrez, K. (2016). Designing for motivation: Three theories eLearning designers can use. Technology Enabled Learning Excellence Essentials. Recuperado de: https://www.hr.com/en/topleaders/all_articles/designing-for-motivation-three-theories- elearning-_iqbz1ikm.html/*ref*/Hilscher, J. (2013, January 1). A Case Study Examining How Students Make Meaning out of Using Facebook as a Virtual Learning Community at a Midwestern University. ProQuest LLC. Recuperado de: https://lib.dr.iastate.edu/cgi/viewcontent.cgi?article=4041&context=etd/*ref*/Huang, X. (2018). Improving Communicative Competence through Synchronous Communication in Computer-Supported Collaborative Learning Environments: A Systematic Review. Education Sciences, 8(1), 15. Doi: https://doi.org/10.3390/educsci8010015/*ref*/Íñiguez, L. (2001). Identidad: De lo Personal a lo Social. Un Recorrido Conceptual. En Eduardo Crespo (Ed.), La constitución social de la subjetividad. (p. 209-225). Madrid: Catarata./*ref*/Kebble, P. G. (2017). Assessing Online Asynchronous Communication Strategies Designed to Enhance Large Student Cohort Engagement and Foster a Community of Learning. Journal of Education and Training Studies, 5(8), 92-10. Doi: https://doi.org/10.11114/jets.v5i8.2539/*ref*/Ko, C. (2015). The Provision of Feedback Types to EFL Learners in Synchronous Voice Computer Mediated Communication. Research-Publishing.Net./*ref*/Kolikant, D. (2010). Digital natives, better learners? Students’ beliefs about how the Internet influenced their ability to learn. Computers in Human Behavior, 26(6), 1384-1391. Doi: https://doi.org/10.1016/j.chb.2010.04.012/*ref*/Kucuk, S., & Sahin, I. (2013). From the perspective of community of inquiry framework: An examination of facebook uses by pre-service teachers as a learning environment. TOJET: The Turkish Online Journal of Educational Technology, 12(2) Recuperado de: https://eric.ed.gov/?id=EJ1015425/*ref*/Lai, C., Wu, W., Tsai, S., Cheng, S., Lin, K., & Liang, S. (2015). The Effectiveness of a Facebook- Assisted Teaching Method on Knowledge and Attitudes about Cervical Cancer Prevention and HPV Vaccination Intention among Female Adolescent Students in Taiwan. Health Education & Behavior, 42(3), 352-360. Doi: https://doi.org/10.1177/1090198114558591/*ref*/Lau, A. R. (2013). Facebook as a facilitator of organizational identification in colleges and universities: Exploring relationships among educational institutions, student tenure, and interaction with multiple organizational targets. Recuperado de: https://dc.uwm.edu/cgi/viewcontent.cgi?referer=https://scholar.google.com.pe/&httpsre dir=1&article=1131&context=etd/*ref*/Martin, S., Greiling, D., & Wetzelhütter, D. (2018). Expectations of Facebook users towards a virtual dialogue with their public utility. International Journal of Energy Sector Management, 12(3), 408-425. Doi: https://doi.org/10.1108/IJESM-11-2017-0013/*ref*/Maslow, A. H. (1991). Motivación y personalidad. Madrid, España: Ediciones Díaz de Santos, S. A./*ref*/Maushak, N. J., & Ou, C. (2007). Using synchronous communication to facilitate graduate students' online collaboration. Quarterly Review of Distance Education, 8(2), 161-169./*ref*/Mustafa, Y., & Emrah, A. (2014). An Intercultural Communication Training Test in a Special Case of Europe (An Applied Field Study Through the Instrument of Virtual Conduit). Procedia Social And Behavioral Sciences, 141(1), 1068-1073.Doi: https://doi.org/10.1016/j.sbspro.2014.05.179/*ref*/Observatorio de Redes Sociales (2011). Informe de resultados del Observatorio de Redes Sociales, 3a oleada. The Cocktail Analysis./*ref*/Parvez, A., & Akhtar Hussain, M. A. (2013). Use of web 2.0 in saudi arabia universities. International Journal of Information Dissemination and Technology, 3(3), 158-166. Recuperado de: http://www.indianjournals.com/ijor.aspx?target=ijor:ijidt&volume=3&issue=3&article= 003/*ref*/Rochester, M. R. (2017, January 1). Synchronous Communication and Its Effects on the Collaboration of Professional Workplace Employees Engaged in a Problem Activity. ProQuest LLC,/*ref*/Shih, R. (2013). Effect of Using Facebook to Assist English for Business Communication Course Instruction. Turkish Online Journal of Educational Technology - TOJET, 12(1), 52-59. Recuperado de: https://www.learntechlib.org/p/132122//*ref*/Sikes, S. M. (2015). Facebook is my extracurricular life!: A phenomenological examination of undergraduate facebook usage and student involvement. Estados Unidos: ProQuest Central./*ref*/Tawney, J. J. (2014, Jul). The fourfold problems of Facebook. New Oxford. Recuperado de: https://www.newoxfordreview.org/documents/the-fourfold-problems-of-facebook//*ref*/Vigil, T. R., & Wu, H. D. (2015). Facebook users' engagement and perceived life satisfaction. Media and Communication, 3(1), 05-16. Doi: http://dx.doi.org/10.17645/mac.v3i1.199/*ref*/Wu, Z. (2018). Positioning (Mis) Aligned:The (Un)Making of Intercultural Asynchronous Computer-Mediated Communication. Language Learning & Technology, 22(2), 75-94. Recuperado de: https://eric.ed.gov/?id=EJ1181217Derechos de autor 2019 Propósitos y Representacionesinfo:eu-repo/semantics/openAccessoai:revistas.usil.edu.pe:article/2682022-04-01T19:24:50Z |
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Nota importante:
La información contenida en este registro es de entera responsabilidad de la institución que gestiona el repositorio institucional donde esta contenido este documento o set de datos. El CONCYTEC no se hace responsable por los contenidos (publicaciones y/o datos) accesibles a través del Repositorio Nacional Digital de Ciencia, Tecnología e Innovación de Acceso Abierto (ALICIA).
La información contenida en este registro es de entera responsabilidad de la institución que gestiona el repositorio institucional donde esta contenido este documento o set de datos. El CONCYTEC no se hace responsable por los contenidos (publicaciones y/o datos) accesibles a través del Repositorio Nacional Digital de Ciencia, Tecnología e Innovación de Acceso Abierto (ALICIA).
