Las redes sociales digitales: una valoración socioeducativa. Revisión sistemática.

Abstract

espanolLa futura y ya actual revolucion industrial 4.0 demanda la introduccion de una transformacion digital en la educacion superior contribuyendo a la formacion de profesionales competentes, por lo cual, en las pedagogias y tecnologias emergentes se evidencian un incremento de experiencias didacticas en el uso de las redes sociales digitales. En esta investigacion se propone a partir de una revision sistematica cuales son las tendencias actuales del uso de las redes sociales digitales con fines educativos. Se empleo el protocolo PRISMA y se analizaron 79 trabajos presentes en la base de datos Scopus. Se concluye con la defensa de las siguientes tendencias y lineas de investigacion: politicas de comunicacion institucional universitaria desde los niveles macro, meso y micro del curriculo; el desarrollo de la creatividad, la convergencia cultural y la diversificacion mediatica; la innovacion educativa; la cultura mediatica y la identidad digital academica. EnglishThe future and already current industrial revolution 4.0 demand the introduction of a digital transformation in the higher education contributing to the formation of competent professionals, for which, they are evidenced in the and emergent technologies, an increase of didactic experiences in the use of the digital social networks. In this research a systematic review to identify current trends in the use of online social networks for educational purposes are performed. PRISMA protocol was used and analyzed 79 studies present in the database Scopus. In the systematic review, the following questions are answered: What types of designs predominate in the scientific literature? What is the dependent- independent pairs of variables? And What are the current trends in the use of digital social networks for educational purposes? As a result of this research, Facebook is reaffirmed as the social network most used by educators and the need for the integrated and varied use of these networks. It concludes with the defense of the following trends: university institutional communication policies from the curricular levels; the development of creativity, cultural convergence and media diversification; educational innovation; media culture and academic digital identity.