Cognitive communication 2.0 in the classroom - resonance of an experience in higher education

Sérgio André Ferreira, Cornélia Castro, António Andrade

Resultado de pesquisarevisão de pares

1 Citação (Scopus)
23 Transferências (Pure)


The communication in the classroom is often carried out on a one-to-many basis, with the teacher, before an audience of dozens of students, playing a traditional role. In this context, still commonly practiced, it is pertinent to introduce mechanisms of interaction mediated by technology, since research shows a significant correlation between the use of technology, the time spent in social media and the engagement of students. In fact, literature shows that social media has attracted the interest of academics more likely to use technology in education, who thereby seek new ways to motivate their students to a more active learning. The adoption of cognitive communication 2.0 morphology, in traditional contexts such in communication one-to-many, is a challenge to be overcome. We consider so of great importance creating and evaluating resources and pedagogical practices that are aligned with this new paradigm. In this study, we intend to make a contribution to understanding the problematic of the morphology of cognitive communication in the context of the classroom in Higher Education, with the integration of web 2.0 tools. On the approach to the problem, we have explored a PowerPoint presentation with the integration of the micro blogging tool Twitter, as a basis for addressing the characteristics of cognitive communication 2.0. For data collection a questionnaire was designed, based on literature, and intended to evaluate several dimensions of the resource used, namely: i) pedagogical issues, ii) technological aspects, iii) cognitive learning; iv) interactions in the classroom; v) positive behaviour in the classroom; vi) negative behaviour in the classroom. The goals of this study are: i) to validate the instrument for data collection, ii) to assess the perceptions of students regarding the effects of the resource and pedagogical practices used in the classroom dynamics iii) to set in context and to relate the cognitive communication 2.0 in the classroom with other components of the Hybrid Institutional Personal Learning Environment. This is an exploratory type research, since it seeks to provide a greater familiarity with the problem and to identify dimensions and items to be included in the questionnaire. The data collected will be processed under a quantitative perspective. Considering, therefore, the nature of the study we did not seek to establish correlations between variables, but only to identify trends, using descriptive statistics. It is expected that the results obtained will contribute to the articulation of web 2.0 tools with traditional cognitive communication in the classroom, in such a manner that positive impacts will result in pedagogical and technological effectiveness and thus in students learning achievements.
Idioma originalEnglish
Título da publicação do anfitriãoProceedings of the 10th European Conference on e-Learning, ECEL 2011
EditoresAsher Rospigliosi, Sue Greener
EditoraDechema e.V.
Número de páginas10
ISBN (eletrónico)9781908272225
Estado da publicaçãoPublicado - 1 jan. 2011
Evento10th European Conference on e-Learning, ECEL 2011 - Brighton
Duração: 10 nov. 201111 nov. 2011

Série de publicação

NomeProceedings of the European Conference on Games-based Learning
ISSN (impresso)2049-0992


Conferência10th European Conference on e-Learning, ECEL 2011
País/TerritórioUnited Kingdom

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