Manuscript received September 5, 2022; revised September 30, 2022; October 12, 2022.
Abstract—With the massification of social networks and the incursion of data science in the university environment, it requires us to investigate and reflect on whether these tools are contributing to the improvement of the teaching-learning process, academic research, administrative services and social welfare. This paper has formulated three questions, with the purpose of conducting and achieving the goals of literature review, RQ1: What social networks are applied in the university educational field? RQ2: In what areas of the university educational system are they applied social networks? and RQ3: How do social networks contribute in their application to the university educational environment? The authors have carried out a systematic review based on the PRISMA statement (Preferred Reporting of Items for Systematic Reviews and Meta-Analysis), on findings published in Spanish and English, in Scopus, Eric and Google Scholar databases, within the period between 2010 and 2022. The descriptors used as part of the search strategy were “Social network”, “Twitter”, “Instagram”, “WhatsApp”, “University service”, “academic services”, “administrative services” and “Social welfare services”. The results focused on the review of 17 articles, finding that the most used social network in the university environment is Twitter, focusing its application on academic services such as the teaching learning and research process. However, it is evident in the state of the art that there is a lack of institutional policies that formalise the use of social networks as well as norms that establish their good practices of use.
Index Terms—Social network, Twitter, Instagram, WhatsApp, university services, academic services, administrative services, social welfare services.
Omar Chamorro-Atalaya is with the Faculty of Engineering and Management of the Universidad Nacional Tecnológica de Lima Sur, Lima, Peru.
Carlos Gamarra-Bustillos and Giorgio Aquije-Cardenas are with the Faculty of Health Sciences of the Autonomous University of Ica, Lima, Peru.
Rufino Alejos-Ipanaque is with the Faculty of Administrative Sciences of the National University of Callao, Lima, Peru.
Yurfa Medina-Bedón is with the Faculty of Sciences of the Enrique Guzmán y Valle National University, Lima, Peru.
Verónica More-Sánchez is a with the Faculty of Economic Sciences of the Federico Villarreal National University, Lima, Peru.
José Farfán-Aguilar and Erika Zevallos-Vera are with the Faculty of Industrial Engineering and Systems of the National University of Callao, Lima, Peru.
*Correspondence: ochamorro@untels.edu.pe
Cite: Omar Chamorro-Atalaya*, Carlos Gamarra-Bustillos, Rufino Alejos-Ipanaque, Giorgio Aquije-Cardenas, Yurfa Medina-Bedón, Verónica More-Sánchez, José Farfán-Aguilar, and Erika Zevallos-Vera, "Social Networks and Their Contribution in the University Educational Field: Systematic Review," International Journal of Information and Education Technology vol. 13, no. 2, pp. 399-408, 2023.
Copyright © 2023 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).