Use of networks in higher education. Looks towards language and communication

Abstract

Introduction: As a strategy in academic training processes, social networks have become a means of interaction between teachers and students, through the use of different applications that facilitate the development of educational processes. It is considered that, as long as they are specifically oriented and as an academic and professional link, they can contribute to orientation, autonomous learning and improve interpersonal relationships between teachers and students. Materials and methods: The present study seeks to reflect on the advantages and disadvantages of social networks as an academic strategy in higher education based on the study carried out by the Faculty of Philosophy, Letters and Educational Sciences, specifically with the analysis unit of “Academic narrative”, whose objective is to understand the theories of communication related to narrative and identify the techniques for the production and construction of texts, considering the guidelines of literature to apply them in the pedagogy and didactics of Children's Literature. The methodology is carried out through a bibliographic review, in which different studies on information and communications technologies (ICTs) in higher education and the use of social networks were synthesized and selected. Specialized databases such as Scopus, Scielo, Dialnet, Google Scholar were also consulted and the inclusion criteria were articles that were related to the ICT and higher education variables; related works in the educational context, from 2000 to date. Results: The new modality of blended study requires, therefore, greater use of social networks, when not only resorting to the means available in the course, either as a means of communication and/or as support in academic activities, everything which explains the responses obtained. In relation to disadvantage 4, that is, to the problems of veracity and reliability of the information consulted, it is a consequence of not correctly directing searches through social networks, in addition to the fact that its use is the initiative of the students. and is not articulated with the program courses. To counteract the aforementioned disadvantages at the institutional level, it is necessary to establish regulations for the use and management of social networks in the educational context. Discussion: In addition, it is confirmed that the implementation of social networks in academic activities supports teaching (Rojas, 2016), plays a leading role in the different academic and training environments and contributes to the improvement of educational quality as a result of the incursion of ICTs into higher education (Ángel and Patiño, 2018; Escorcia and Jaimes, 2015; Martínez, 2014). On the other hand, this study was able to identify that students look for practical options for their learning in the university environment and properly assimilate ICT tools in online environments, which facilitate access to the social networks that the 21st century offers them. (González and Muñoz, 2016; Maldonado et al., 2019). Conclusions: The results show that social networks should be included in academic programs as an institutional policy, due to the advantages indicated for educational processes, for the benefit of students and teachers. Likewise, as a pedagogical tool they are essential, given the potential they offer (Brenes, 2010; González et al., 2016). The Academic Narrative Unit of Children's Literature also benefits from the fact that both teachers and students use social networks in the exchange, socialization of content and ideas, in addition to other activities that contribute to the fulfillment of the objectives of the subject.