Palabras clave

Activismo digital, análisis de redes sociales, aprendizaje informal, formación del profesorado, influencer, Twitter

Resumen

En este artículo indagamos acerca de los influencers educativos españoles con mayor presencia en Twitter: cuáles son los temas o hashtags más difundidos por ellos, las temáticas de sus intervenciones o qué tipo de red social configuran. Para dar respuesta a estos objetivos, en primer lugar, seleccionamos 54 docentes con alto nivel de seguidores. Analizamos y clasificamos los «hashtags» incluidos en un total de 106.130 tuits. El análisis de los hashtags nos ha mostrado que los temas más etiquetados corresponden a contenidos educativos en diferentes áreas del currículum, la colaboración, el intercambio y la difusión de materiales, documentos o recursos digitales, así como de acciones de formación o de debate sobre metodologías docentes innovadoras. Utilizando el programa Gephi hemos realizado un análisis de redes sociales, determinando el grado de centralidad y centralidad de intermediación de los 54 docentes, lo que nos ha permitido identificar influencers con mayor reconocimiento por parte del resto. A través del análisis de modularidad, hemos podido identificar cinco grupos de influencers que no funcionan como grupos cerrados, sino que mantienen frecuentes interacciones con el resto de influencers de otros grupos. A través de este estudio se pone de manifiesto la necesidad de conocer mejor los contenidos y procedimientos que pueden estar favoreciendo aprendizajes informales por parte de los docentes.

Ver infografía

Referencias

Adler, P.S., & Kwon, S.W. (2002). Social capital: Prospect for a new concept. Academy of Management Review, 27(1), 17-40. https://doi.org/10.5465/amr.2002.5922314

Link DOI | Link Google Scholar

Bastian, M., Heymann, S., & Jacomy, M. (2009). Gephi: An open source software for exploring and manipulating networks. International AAAI Conference on Weblogs and Social Media. https://bit.ly/37CLgAG

Link Google Scholar

Berry, A., Depaepe, F., & Van-Driel, J.H. (2016). Pedagogical content knowledge in teacher education. In J. Loughran, & M. Hamilton (Eds.), International handbook of teacher education (pp. 347-386). Springer. https://doi.org/10.1007/978-981-10-0366-0_9

Link DOI | Link Google Scholar

Blondel, V.D., Guillaume, J.L., Lambiotte, R., & Lefebvre, E. (2008). Fast unfolding of communities in large networks. Journal of Statistical Mechanics: Theory and Experiment, 2008(10). https://doi.org/10.1088/1742-5468/2008/10/p10008

Link DOI | Link Google Scholar

Bound, H. (2011). Vocational education and training teacher professional development: Tensions and context. Studies in Continuing Education, 33(2), 107-119. https://doi.org/10.1080/0158037X.2011.554176

Link DOI | Link Google Scholar

Britt, V.G., & Paulus, T. (2016). Beyond the four walls of my building: A case study of# Edchat as a community of practice. American Journal of Distance Education, 30(1), 48-59. https://doi.org/10.1080/08923647.2016.1119609

Link DOI | Link Google Scholar

Carpenter, J., Tani, T., Morrison, S., & Keane, J. (2020). Exploring the landscape of educator professional activity on Twitter: An analysis of 16 education-related Twitter hashtags. Professional Development in Education, 1-22. https://doi.org/10.1080/19415257.2020.1752287

Link DOI | Link Google Scholar

Carpenter, J.P., & Harvey, S. (2019). There’s no referee on social media: Challenges in educator professional social media use. Teaching and Teacher Education, 86. https://doi.org/10.1016/j.tate.2019.102904

Link DOI | Link Google Scholar

Carpenter, J.P., Morrison, S.A., Craft, M., & Lee, M. (2020). How and why are educators using Instagram? Teaching and Teacher Education, 96. https://doi.org/10.1016/j.tate.2020.103149

Link DOI | Link Google Scholar

De-Rijdt, C., Stes, A., van-der-Vleuten, C., & Dochy, F. (2013). Influencing variables and moderators of transfer of learning to the workplace within the area of staff development in higher education: Research review. Educational Research Review, 8, 48-74. https://doi.org/10.1016/j.edurev.2012.05.007

Link DOI | Link Google Scholar

Del-Fresno-García, M., Daly, A.J., & Segado-Sánchez-Cabezudo, S. (2016). Identifying the new influencers in the Internet era: Social media and social network analysis. Revista Española de Investigaciones Sociológicas, 153, 23-40. https://doi.org/10.5477/cis/reis.153.23

Link DOI | Link Google Scholar

Eraut, M. (2004). Informal learning in the workplace. Studies in Continuing Education, 26(2), 247-273. https://doi.org/10.1080/158037042000225245

Link DOI | Link Google Scholar

Evans, L. (2019). Implicit and informal professional development: What it ‘looks like’, how it occurs, and why we need to research it. Professional Development in Education, 45(1), 3-16. https://doi.org/10.1080/19415257.2018.1441172

Link DOI | Link Google Scholar

Fox, A., & Wilson, E. (2015). Networking and the development of professionals: Beginning teachers building social capital. Teaching and Teacher Education, 47, 93-107. https://doi.org/10.1016/j.tate.2014.12.004

Link DOI | Link Google Scholar

García-Martín, J., & García-Sánchez, J.N. (2015). Uso de Facebook, Tuenti, Twitter y Myspace entre jóvenes españoles. Behavior & Information Technology, 34(7), 685-703. https://doi.org/10.1080/0144929X.2014.993428

Link DOI | Link Google Scholar

Gee, J.P. (2005). Semiotic social spaces and affinity spaces: From the age of mythology to today's schools. In D. Barton, & K. Tusking (Eds.), Beyond communities of practice language power and social context (pp.214-232). Cambridge University Press. https://doi.org/10.1017/cbo9780511610554.012

Link DOI | Link Google Scholar

Gerbaudo, P. (2017). Social media teams as digital vanguards: The question of leadership in the management of key Facebook and Twitter accounts of Occupy Wall Street, Indignados and UK Uncut. Information, Communication & Society, 20(2), 185-202. https://doi.org/10.1080/1369118X.2016.1161817

Link DOI | Link Google Scholar

Greenhalgh, S.P., & Koehler, M.J. (2017). 28 days later: Twitter hashtags as “just in time” teacher professional development. TechTrends, 61(3), 273-281. https://doi.org/10.1007/s11528-016-0142-4

Link DOI | Link Google Scholar

Greenhalgh, S.P., Rosenberg, J.M., & Wolf, L.G. (2016). For all intents and purposes: Twitter as a foundational technology for teachers. E-Learning and Digital Media, 13(1-2), 81-98. https://doi.org/10.1177/2042753016672131

Link DOI | Link Google Scholar

Hart, J.E., & Steinbrecher, T. (2011). Omg! Exploring and learning from teachers’ personal and professional uses of Facebook. Action in Teacher Education, 33(4), 320-328. https://doi.org/10.1080/01626620.2011.620515

Link DOI | Link Google Scholar

Izquierdo-Iranzo, P., & Gallardo-Echenique, E. (2020). Studygrammers: Learning influencers. [Estudigramers: Influencers del aprendizaje]. Comunicar, 62, 115-125. https://doi.org/10.3916/C62-2020-10

Link DOI | Link Google Scholar

Luo, T., Freeman, C., & Stefaniak, J. (2020). Like, comment, and share—professional development through social media in higher education: A systematic review. Educational Technology Research and Development, 68(4), 1659-1683. https://doi.org/10.1007/s11423-020-09790-5

Link DOI | Link Google Scholar

McCulloh, I., Armstrong, H., & Johnson, A. (2013). Social network analysis with applications. John Wiley & Sons, Inc.

Link Google Scholar

Moore, A.L., & Klein, J.D. (2020). Facilitating informal learning at work. TechTrends: Linking Research and Practice to Improve Learning, 64 (2), 219-228. https://doi.org/10.1007/s11528-019-00458-3

Link DOI | Link Google Scholar

Nahapiet, J., & Ghosha, S. (1998). Social capital, intellectual capital, and the organizational advantage. The Academy of Management Review, 23(2), 242-266. https://doi.org/10.2307/259373

Link DOI | Link Google Scholar

OECD (Ed.) (2014). TALIS 2013 results: An international perspective on teaching and learning. TALIS, OECD Publishing. https://doi.org/10.1787/9789264196261-en

Link DOI | Link Google Scholar

Plair, S.K. (2008). Revamping professional development for technology integration and fluency. The Clearing House, 82(2), 70-74. https://doi.org/10.3200/TCHS.82.2.70-74

Link DOI | Link Google Scholar

Rehm, M., & Notten, A. (2016). Twitter as an informal learning space for teachers!? The role of social capital in Twitter conversations among teachers. Teaching and Teacher Education, 60, 215-223. https://doi.org/10.1016/j.tate.2016.08.015

Link DOI | Link Google Scholar

Rogers, E. (2005). Diffusion of innovations. The Free Press.

Link Google Scholar

Rosenberg, J.M., Greenhalgh, S.P., Koehler, M.J., Hamilton, E.R., & Akcaoglu, M. (2016). An investigation of State Educational Twitter Hashtags (SETHs) as affinity spaces. E-Learning and Digital Media, 13(1-2), 24-44. https://doi.org/10.1177/2042753016672351

Link DOI | Link Google Scholar

Russ, R.S., Sherin, B L., & Gamoran, M. (2016). What constitutes teacher learning? In D.H. Gitomer, & C.A. Bell (Eds), Handbook of research on teaching (pp. 391-438). American Educational Research Association. https://doi.org/10.3102/978-0-935302-48-6_6

Link DOI | Link Google Scholar

Santoveña-Casal, S., & Bernal-Bravo, C. (2019). Exploring the influence of the teacher: Social participation on Twitter and academic perception. [Explorando la influencia del docente: Participación social en Twitter y percepción académica]. Comunicar, 58, 75-84. https://doi.org/10.3916/C58-2019-07

Link DOI | Link Google Scholar

Seok-Woo, K., & Adler, P.S. (2014). Social capital: Maturation of a field of research. The Academy of Management Review, 39(4), 412-422. https://doi.org/10.5465/amr.2014.0210

Link DOI | Link Google Scholar

Sihag, V.K., Anand, A., Tomar, R., Chandra, J., Tiwari, R., Dumka, A., & Poonia, A.S. (2014). Detecting community structure based on traffic at node in networks. [Conference] 2014 IEEE Students’ Conference on Electrical, Electronics and Computer Science, Bhopal, India. https://doi.org/10.1109/SCEECS.2014.6804502

Link DOI | Link Google Scholar

Staudt-Willet, K.B. (2019). #Edchat is bigger, but better only for some: Revisiting how and why educators use Twitter. In K. Graziano (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 2778-2786). Association for the Advancement of Computing in Education (AACE). https://bit.ly/37ypiPk

Link Google Scholar

Van-Den-Bossche, P., & Segers, M. (2013). Transfer of training: Adding insight through social network analysis. Educational Research Review, 8, 37-47. https://doi.org/10.1016/j.edurev.2012.08.002

Link DOI | Link Google Scholar

Veletsianos, G. (2017). Three cases of hashtags used as learning and professional development environments. Techtrends, 61(3), 284-292. https://doi.org/10.1007/s11528-016-0143-3

Link DOI | Link Google Scholar

Walter, S., & Brüggemann, M. (2020). Opportunity makes opinion leaders: Analyzing the role of first-hand information in opinion leadership in social media networks. Information, Communication & Society, 23(2), 267-287. https://doi.org/10.1080/1369118X.2018.1500622

Link DOI | Link Google Scholar

Wang, Y., & Fikis, D.J. (2017). Common core state standards on Twitter: Public sentiment and opinion leaders. Educational Policy, 33(4), 650-683. https://doi.org/10.1177/0895904817723739

Link DOI | Link Google Scholar

Wenger, E. (2000). Communities of practice and social learning systems. Organization, 7(2), 225-246. https://doi.org/10.1177/135050840072002

Link DOI | Link Google Scholar

Crossmark

Ficha técnica

Recibido: 04-11-2020

Revisado: 22-12-2020

Aceptado: 15-02-2021

OnlineFirst: 15-04-2021

Fecha publicación: 01-07-2021

Tiempo de revisión del artículo : 48 (en días) | Media de tiempo de revisión de los manuscritos del número 68: 37 (en días)

Tiempo de aceptación del artículo: 103 (en días) | Media tiempo aceptación de los manuscritos del número 68: 78 (en días)

Tiempo de edición OnlineFirst: 193 (en días) | Media tiempo edición de los OnlineFirst del número 68: 168 (en días)

Tiempo de publicacicón final del artículo: 238 (en días) | Media tiempo de publicación final de los articulos del número 68: 213 (en días)

Métricas

Métricas de este artículo

Vistas: 20324

Lectura del abstract: 17301

Descargas del PDF: 3023

Métricas completas de Comunicar 68

Vistas: 188729

Lectura del abstract: 162129

Descargas del PDF: 26600

Citado por

Citas en Web of Science

Guinez-Cabrera, N and Mansilla-Obando, K. Booktokers: Generating and sharing book content on TikTok COMUNICAR, 2022.

https://doi.org/10.3916/C71-2022-09

Sierra-Rodriguez, A; Arroyo-Machado, W and Barroso-Hurtado, D. Twitter and human trafficking: Purposes, actors and topics in the Spanish-speaking scene COMUNICAR, 2022.

https://doi.org/10.3916/C71-2022-06

Carpenter, Jeffrey P.; Shelton, Catharyn C.; Schroeder, Stephanie E.; . The education influencer: A new player in the educator professional landscape Ada: A Journal of Gender, New Media, and Technology, 2000.

https://doi.org/10.1080/15391523.2022.2030267

Gil-Quintana, Javier; de Leon, Emilio Vida; . Educational Influencers on Instagram: Analysis of Educational Channels, Audiences, and Economic Performance COMUNICAR, 2021.

https://doi.org/10.3390/publications9040043

Khalil, M and Belokrys, G. What Does Twitter Say About Self-Regulated Learning? Mapping Tweets From 2011 to 2021 FRONTIERS IN PSYCHOLOGY, 2022.

https://doi.org/10.3389/fpsyg.2022.820813

Mellado-Moreno, PC; Patino-Maso, J; (...); Estebanell-Minguell, M. Speeches on Facebook and Twitter about the educational use of smartphones in the classroom REVISTA LATINA DE COMUNICACION SOCIAL, 2022.

https://doi.org/10.4185/RLCS-2022-1541

What is the importance of climate research? An innovative web-based approach to assess the influence and reach of climate research programs. What is the importance of climate research? An innovative web-based approach to assess the influence and reach of climate research programs ENVIRONMENTAL SCIENCE & POLICY, 2022.

https://doi.org/10.1016/j.envsci.2022.03.018

Estigarribia, L; Chalabe, JKT; (...); Garcia-Romano, L. Co-design of a Teaching-Learning Sequence to Address COVID-19 as a Socio-scientific Issue in an Infodemic Context SCIENCE & EDUCATION, 2022.

https://doi.org/10.1007/s11191-022-00362-y

Shelton, CC; Curcio, R; (...); Schroeder, SE. Instagramming for Justice: The Potentials and Pitfalls of Culturally Relevant Professional Learning on Instagram TECHTRENDS, 2022.

https://doi.org/10.1007/s11528-022-00758-1

Pattier, D. Design and validation of an instrument to analyze educational YouTube channels REVISTA ICONO 14-REVISTA CIENTIFICA DE COMUNICACION Y TECNOLOGIAS, 2022.

https://doi.org/10.7195/ri14.v20i2.1818

Pasquel-Lopez, C; Rodriguez-Aceves, L and Valerio-Urena, G. Social Network Analysis of EduTubers Frontiers in Education, 2022.

https://doi.org/10.3389/feduc.2022.845647

Buitrago, A and Torres-Ortiz, L. Science Communication on YouTube: Comparison between Institutional Channels vs. Science Influencers FONSECA-JOURNAL OF COMMUNICATION, 2022.

https://doi.org/10.14201/fjc.28249

Buitrago, A and Ortiz, LT. Science influencers on Twitch: Science communication by video-streaming in times of COVID-19 TEKNOKULTURA: REVISTA DE CULTURA DIGITAL Y MOVIMIENTOS SOCIALES, 2022.

https://doi.org/10.5209/TEKN.77941

Citas en Scopus

Gil-Quintana, J., Vida de León, E. . Educational influencers on instagram: Analysis of educational channels, audiences, and economic performance), Publications, .

https://doi.org/10.3390/publications9040043

Vaillant, D., Marcelo, C. . Initial teacher education: The current model and the keys to change | [Formación Inicial del Profesorado: Modelo Actual y Llaves para el Cambio]), REICE. Revista Iberoamericana Sobre Calidad, Eficacia y Cambio en Educacion, .

https://doi.org/10.15366/reice2021.19.4.003

Arrobo-Agila, J.P., Suing, A., Aguaded, I. . Transmedia narratives in communication in times of crisis: The 2016 ecuador earthquake | [Narrativas transmedia en la comunicación de catástrofes: El terremoto de Ecuador del 2016]), Contratexto, .

https://doi.org/10.26439/contratexto2021.n036.5230

Khalil, M., Belokrys, G. . What Does Twitter Say About Self-Regulated Learning? Mapping Tweets From 2011 to 2021), Frontiers in Psychology, .

https://doi.org/10.3389/fpsyg.2022.820813

Sierra-Rodríguez, A., Arroyo-Machado, W., Barroso-Hurtado, D. . Twitter and human trafficking: Purposes, actors and topics in the Spanish-speaking scene | [La trata de personas en Twitter: Finalidades, actores y temas en la escena hispanohablante]), Comunicar, .

https://doi.org/10.3916/C71-2022-06

Guiñez-Cabrera, N., Mansilla-Obando, K. . Booktokers: Generating and sharing book content on TikTok | [Booktokers: Generar y compartir contenidos sobre libros a través de TikTok]), Comunicar, .

https://doi.org/10.3916/C71-2022-09

Carpenter, J.P., Shelton, C.C., Schroeder, S.E. . The education influencer: A new player in the educator professional landscape), Journal of Research on Technology in Education, .

https://doi.org/10.1080/15391523.2022.2030267

Carneiro, B., Resce, G., Läderach, P., Schapendonk, F., Pacillo, G. . What is the importance of climate research? An innovative web-based approach to assess the influence and reach of climate research programs), Environmental Science and Policy, .

https://doi.org/10.1016/j.envsci.2022.03.018

Fan, Y., Elliott, K.. Sparse, Pair-Wise, Emotion-Focused Interactions: Educators’ Networking Patterns on Twitter at Early Pandemic), Contemporary Educational Technology, .

https://doi.org/10.30935/cedtech/12058

Estigarribia, L., Torrico Chalabe, J.K., Cisnero, K., Wajner, M., García-Romano, L.. Co-design of a Teaching–Learning Sequence to Address COVID‑19 as a Socio‑scientific Issue in an Infodemic Context), Science and Education, .

https://doi.org/10.1007/s11191-022-00362-y

Yot-Domínguez, C., Marcelo, C.. Teachers’ formal and non-formal learning strategies for their professional development: Design and validation of an instrument), Education Policy Analysis Archives, .

https://doi.org/10.14507/epaa.30.6717

Shelton, C.C., Curcio, R., Carpenter, J.P., Schroeder, S.E.. Instagramming for Justice: The Potentials and Pitfalls of Culturally Relevant Professional Learning on Instagram), TechTrends, .

https://doi.org/10.1007/s11528-022-00758-1

Buitrago, Á., Torres-Ortiz, L.. Science Communication on YouTube: Comparison between Institutional Channels vs. Science Influencers ), Fonseca Journal of Communication, .

https://doi.org/10.14201/fjc.28249

Citas en Google Scholar

Rios Moyano, S., Jiménez Gálvez, A., Pozuelo Rosado, L., Santos Gallego, M., Márquez Cano, R., Burruecos Suárez, B., ... & Morgado Ramírez, E. (2021). designart_ist, un proyecto en Twitter. Nuevos modos de aprendizaje y difusión en red.

https://digibug.ugr.es/handle/10481/70658

Gil-Quintana, J., & León, E. V. D. (2021). Educational Influencers on Instagram: Analysis of Educational Channels, Audiences, and Economic Performance. Publications, 9(4), 43.

https://www.mdpi.com/2304-6775/9/4/43

Rios-Moyano, S., Jiménez-Gálvez, A., Pozuelo-Rosado, L., Santos-Gallego, M., Márquez-Cano, R., Burruecos-Suárez, B., ... & Morgado-Ramírez, E. (2021). @ designart_ist, un proyecto en Twitter. Nuevos modos de aprendizaje y difusión en red. Revista UNES. Universidad, Escuela y Sociedad, (11), 42-61.

https://revistaseug.ugr.es/index.php/revistaunes/article/view/21949

Vaillant, D., & Marcelo, C. (2021). Formación Inicial del Profesorado: Modelo Actual y Llaves para el Cambio. REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 19(4).

https://revistas.uam.es/reice/article/download/reice2021_19_4_003/13903/42350

Sierra-Rodríguez, A., Arroyo Machado, W., & Barroso Hurtado, D. (2022). La trata de personas en Twitter: Finalidades, actores y temas en la escena hispanohablante.

https://digibug.ugr.es/handle/10481/72740

Arrobo-Agila, J. P., Suing, A., & Aguaded, I. (2021). Narrativas transmedia en la comunicación de catástrofes: el terremoto de Ecuador del 2016. Contratexto, (036), 205-228.

https://revistas.ulima.edu.pe/index.php/contratexto/article/view/5230

Sierra-Rodríguez, A., Arroyo-Machado, W., & Barroso-Hurtado, D. (2022). Twitter and human trafficking: Purposes, actors and topics in the Spanish-speaking scene. Comunicar, 30(71), 79-91.

http://eprints.rclis.org/42975/

Vaillant, D., & Marcelo, C. (2021). Formación inicial del profesorado: Modelo actual y llaves para el cambio. REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 19(4), 55-69.

...

Gil-Quintana, J. (2021). Vida de León, E. Educational Influencers on Instagram: Analysis of Educational Channels, Audiences, and Economic Performance. Publications 2021, 9, 43. Research, Literacy, and Communication Education, 21.

https://www.mdpi.com/books/pdfdownload/book/4630#page=32

Guiñez-Cabrera, N., & Mansilla-Obando, K. (2022). Booktokers: Generating and sharing book content on TikTok. Comunicar, 30(71), 119-130.

http://eprints.rclis.org/42978/

Moyano, S. R., Toro, M. C., Moreno, A. P., Luque, E. G., & Lorente, D. C. DESIGNFLIX, un modelo para aprender diseño a través de Instagram.

https://publicacionescientificas.uces.edu.ar/index.php/disgraf/article/view/1178/1233

Guiñez-Cabrera, N., & Mansilla-Obando, K. (2022). Booktokers: Generar y compartir contenidos sobre libros a través de TikTok. Comunicar: Revista Científica de Comunicación y Educación, 30(71).

https://www.revistacomunicar.com/index.php?contenido=detalles&numero=71&articulo=71-2022-09

Khalil, M., & Belokrys, G. (2022). What Does Twitter Say About Self-Regulated Learning? Mapping Tweets From 2011 to 2021. Frontiers in psychology, 474.

...

Carpenter, J. P., Shelton, C. C., & Schroeder, S. E. (2022). The education influencer: A new player in the educator professional landscape. Journal of Research on Technology in Education, 1-16.

https://www.tandfonline.com/doi/abs/10.1080/15391523.2022.2030267

Moyano, S. R., Lorente, D. C., Moreno, A. P., Toro, M. C., Pastor, J. T., & Luque, E. G. (2021). Designflix, un modelo para aprender diseño a través de Instagram. Revista UCES. dg “Enseñanza y Aprendizaje del Diseño”, (16).

https://publicacionescientificas.uces.edu.ar/index.php/disgraf/article/view/1178

Moreno, P. C. M., Masó, J. P., Pardo, F. J. R., & Minguell, M. E. (2022). Discursos en Facebook y Twitter sobre el uso educativo de móviles en el aula. Revista Latina de Comunicación Social, (80), 11.

https://dialnet.unirioja.es/servlet/articulo?codigo=8371438

Mellado-Moreno, P. C., Patiño-Masó, J., Ramos-Pardo, F. J., & Estebanell-Minguell, M. (2022). Speeches on Facebook and Twitter about the educational use of smartphones in the classroom. Revista Latina de Comunicación Social, (80), 225-240.

...

Carneiro, B., Resce, G., Läderach, P., Schapendonk, F., & Pacillo, G. (2022). What is the importance of climate research? An innovative web-based approach to assess the influence and reach of climate research programs. Environmental Science & Policy, 133, 115-126.

https://www.sciencedirect.com/science/article/pii/S1462901122001058

Buitrago, Á., & Ortiz, L. T. (2022). Divulgación científica en YouTube: Comparativa entre canales institucionales vs. influencers de ciencia. Fonseca, Journal of Communication, (24), 127-148.

https://revistas.usal.es/index.php/2172-9077/article/view/28249

TORRES-ORTIZ, M. L. Science Communication on YouTube: Comparison between Institutional Channels vs. Science Influencers Dr. Álex BUITRAGO Universidad de Valladolid (Profesor Ayudante Doctor), España E-mail: alejandro. buitrago@ uva. es.

https://revistas.usal.es/index.php/2172-9077/article/download/28249/27849?inline=1

Ariza, A. C., Linde-Valenzuela, T., García, M. G., & Magaña, E. C. (2022). Twitter y aprendizaje en la universidad: análisis de la producción científica en Scopus. Edutec. Revista Electrónica De Tecnología Educativa, (80).

https://www.edutec.es/revista/index.php/edutec-e/article/view/2281

Marcelo, C., & Marcelo-Martínez, P. (2022). Espacios de afinidad para el aprendizaje docente: El caso del hashtag# Claustrovirtual. Revista de Educación a Distancia (RED), 22(70).

https://revistas.um.es/red/article/view/510951

Alonso, A. B., & Ortiz, L. T. (2022). Influencers de ciencia en Twitch. Divulgación científica a través de vídeo-streaming en tiempos de COVID-19. Teknokultura, 19(2), 165-176.

https://dialnet.unirioja.es/servlet/articulo?codigo=8479058

Núñez Domínguez, T., Romo Parra, C., & Sell Trujillo, L. (2022). Violencias, juventud y redes: De la revisión bibliométrica al compromiso investigador. Feminismos, violencias y redes sociales: prácticas y estrategias iberoamericanas contra los discursos del odio.

https://idus.us.es/handle/11441/134620

Pattier, D. (2022). Diseño y validación de instrumento para analizar canales educativos de YouTube. Revista ICONO 14. Revista científica de Comunicación y Tecnologías emergentes, 20(2).

https://icono14.net/ojs/index.php/icono14/article/view/1818

Arrobo-Agila, J. P., Suing, A., & Aguaded, I. (2021). Narrativas transmedia en la comunicación de catástrofes: el terremoto de Ecuador del 2016. Contratexto, (36), 205-228.

http://www.scielo.org.pe/scielo.php?pid=S1025-99452021000200205&script=sci_abstract&tlng=pt

Fan, Y., & Elliott, K. (2022). Sparse, Pair-Wise, Emotion-Focused Interactions: Educators’ Networking Patterns on Twitter at Early Pandemic. Contemporary Educational Technology, 14(3), ep373.

...

Descarga

Métricas alternativas

Cómo citar

Marcelo, C., & Marcelo, P. (2021). Educational influencers on Twitter. Analysis of hashtags and relationship structure. [Influencers educativos en Twitter. Análisis de hashtags y estructura relacional]. Comunicar, 68, 73-83. https://doi.org/10.3916/C68-2021-06

Compartir

           

Apartado de Correos 527

21080 Huelva (España)

Administración

Redacción

Creative Commons

Esta web utiliza cookies para obtener datos estadísticos de la navegación de sus usuarios. Si continúas navegando consideramos que aceptas su uso. +info X