Learning is ubiquitous and often occurs in virtual environments. For this reason we must begin to plan how to design new learning environments that optimize learning and personal development and to think how to associate it with self-regulated learning strategies. From this perspective it is suggested that learning systems with technological resources incorporate web 2.0 taking into account that social learning provides evidences on how the new competencies or ideas are not only personals but also individual goals developed and transmitted through interaction and collaborative processes. These are the main ideas that justify the need of an analysis of learning from a social perspective.
This work presents the research study “Design, implementation and assessment of sustainable feedforward proposals” (reference REDICE2014-966), funded by the Institute of Education Sciences at the University of Barcelona, that has the aim to design, implement and assess feedforward practices in all the degrees and universities participating in the project. Specifically, this paper wants to share the experience in a particular subject from the Education Degree at the University of Barcelona where the use of Twitter has been incorporated as a learning and peer-to-peer assessment activity and as a way of improving participation and interaction in social networks where students learn by collaborative networking. For the analysis of this learning from a social perspective peer assessment has been incorporated in which students had to provide a constant feedback to their classmates about the quality of their tweets and about the resources and materials linked in them. The results of this experience have been collected using various data collection techniques: students’ satisfaction survey, teachers’ satisfaction survey, a guideline feedback and a study about the amount and quality of tweets. Also information is available from the responses of the survey answered by participants to assess each other. Based on these questions the information has been categorised obtaining information on the most common feedforward types and it uses. Specifically, this paper presents the analysis of students’ survey and students’ form to assess each other responses.
The results of this research allow us to know, among other elements, the influence of feedback for the improvement of future tasks and academic achievement and the benefits of using peer to peer assessment strategies in online environments.