Palabras clave

Credibilidad, redes sociales, Twitter, motivación, percepciones, comunicación

Resumen

El presente trabajo pretendió analizar las percepciones del alumnado universitario en relación con la credibilidad del profesorado universitario según los tweets publicados en sus perfiles de Twitter y con la motivación académica que estos pueden generar. Así, las percepciones de los estudiantes sobre la credibilidad de los docentes se ven afectadas por lo que estos publican en sus perfiles de redes sociales. Los participantes del estudio fueron 166 estudiantes de la Facultad de Ciencias de la Educación de la Universidad de Sevilla, llevándose a cabo mediante metodología cuasiexperimental para lo que se crearon tres cuentas de Twitter de una profesora universitaria con contenido profesional, social y mixto. Para el análisis de resultados se ejecutaron pruebas de normalidad y homoscedasticidad de la muestra para decidir las pruebas estadísticas a emplear. Los resultados más destacados indicaron que los estudiantes percibieron como más competentes, con mejor voluntad y más confiables los perfiles profesionales, seguidos de los perfiles mixtos y, en último lugar, de los perfiles sociales. Asimismo, se encontraron correlaciones positivas entre los estudiantes que percibieron a la profesora universitaria del perfil profesional como creíble y su motivación académica. Se discutieron los hallazgos logrados y sus implicaciones prácticas para los docentes en cuanto que pueden incorporar Twitter en su docencia, considerando las necesidades de sus estudiantes para potenciar su aprendizaje.

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Recibido: 23-09-2021

Revisado: 19-11-2021

Aceptado: 03-12-2021

OnlineFirst: 01-02-2022

Fecha publicación: 01-04-2022

Tiempo de revisión del artículo : 57 (en días) | Media de tiempo de revisión de los manuscritos del número 71: 45 (en días)

Tiempo de aceptación del artículo: 71 (en días) | Media tiempo aceptación de los manuscritos del número 71: 70 (en días)

Tiempo de edición OnlineFirst: 145 (en días) | Media tiempo edición de los OnlineFirst del número 71: 144 (en días)

Tiempo de publicacicón final del artículo: 190 (en días) | Media tiempo de publicación final de los articulos del número 71: 189 (en días)

Recibido: 27-12-2021

Revisado: 14-01-2022

Aceptado: 02-03-2022

OnlineFirst: 15-05-2022

Fecha publicación: 01-07-2022

Tiempo de revisión del artículo : 18 (en días) | Media de tiempo de revisión de los manuscritos del número 72: 31 (en días)

Tiempo de aceptación del artículo: 65 (en días) | Media tiempo aceptación de los manuscritos del número 72: 75 (en días)

Tiempo de edición OnlineFirst: 140 (en días) | Media tiempo edición de los OnlineFirst del número 72: 150 (en días)

Tiempo de publicacicón final del artículo: 185 (en días) | Media tiempo de publicación final de los articulos del número 72: 195 (en días)

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Froment, F., García-González, A., & Cabero-Almenara, J. (2022). The relationship of Twitter with teacher credibility and motivation in university students. [Relación de la red social Twitter con la credibilidad docente y la motivación del alumnado universitario]. Comunicar, 71, 131-142. https://doi.org/10.3916/C71-2022-10

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