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The Influence of Social Networks within Educational and Social Fields: A Comparative Study between Two Generations of Online Students

Author

Listed:
  • Ana Cristina García

    (Facultad de Humanidades y Ciencias Sociales, Universidad Isabel I, 09003 Burgos, Spain)

  • Manuel Gil-Mediavilla

    (Facultad de Humanidades y Ciencias Sociales, Universidad Isabel I, 09003 Burgos, Spain)

  • Ildefonso Álvarez

    (Facultad de Humanidades y Ciencias Sociales, Universidad Isabel I, 09003 Burgos, Spain)

  • María de los Ángeles Casares

    (Facultad de Humanidades y Ciencias Sociales, Universidad Isabel I, 09003 Burgos, Spain)

Abstract

New uses for social networks are emerging in educational fields offering endless materials for the teaching–learning process. Skills development therefore leads to an education focused on sustainable development. Proper use of social media is especially important to achieve Sustainable Development Goal (SDG) 4 of the 2030 Agenda, which proclaims inclusive and equitable quality education and promotes lifelong learning opportunities for all—a trend that implies large data volumes that can be manipulated and adapted to the needs of each student, thus opening up new perspectives. This study aims to identify the differences between the use of social networks among students classed into two generations, X and Y. With that aim in mind, the results of a survey administered to 338 university students engaged in online studies showed significant differences, mainly in relation to social issues. Both generations nevertheless agreed on the benefits and uses of social networks within the academic field. The conclusions reaffirm the use of these resources for improving teaching and learning processes within online environments.

Suggested Citation

  • Ana Cristina García & Manuel Gil-Mediavilla & Ildefonso Álvarez & María de los Ángeles Casares, 2020. "The Influence of Social Networks within Educational and Social Fields: A Comparative Study between Two Generations of Online Students," Sustainability, MDPI, vol. 12(23), pages 1-11, November.
    • Handle: RePEc:gam:jsusta:v:12:y:2020:i:23:p:9941-:d:452435
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    References listed on IDEAS

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    3. Chloé Guillot-Soulez & Sébastien Soulez, 2014. "On the heterogeneity of Generation Y job preferences," Post-Print halshs-00973533, HAL.
    4. Aleksander Aristovnik & Damijana Keržič & Dejan Ravšelj & Nina Tomaževič & Lan Umek, 2020. "Impacts of the COVID-19 Pandemic on Life of Higher Education Students: A Global Perspective," Sustainability, MDPI, vol. 12(20), pages 1-34, October.
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    Cited by:

    1. Eduard Edelhauser & Lucian Lupu-Dima, 2021. "One Year of Online Education in COVID-19 Age, a Challenge for the Romanian Education System," IJERPH, MDPI, vol. 18(15), pages 1-32, July.
    2. Javier Gil-Quintana & Emilio Vida de León, 2021. "Educational Influencers on Instagram: Analysis of Educational Channels, Audiences, and Economic Performance," Publications, MDPI, vol. 9(4), pages 1-21, September.
    3. Dima Sawaftah & Ahmad Aljarah & Eva Lahuerta-Otero, 2021. "Power Brand Defense Up, My Friend! Stimulating Brand Defense through Digital Content Marketing," Sustainability, MDPI, vol. 13(18), pages 1-17, September.
    4. Nabila Nurul Hawa & Sharifah Zarina Syed Zakaria & Muhammad Rizal Razman & Nuriah Abd Majid, 2021. "Geography Education for Promoting Sustainability in Indonesia," Sustainability, MDPI, vol. 13(8), pages 1-15, April.
    5. Marcos Cabezas-González & Sonia Casillas-Martín & Ana García-Valcárcel Muñoz-Repiso, 2021. "Basic Education Students’ Digital Competence in the Area of Communication: The Influence of Online Communication and the Use of Social Networks," Sustainability, MDPI, vol. 13(8), pages 1-16, April.

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