Ключевые слова

Авторитет, социальные сети, Twitter, мотивация, восприятие, коммуникация

Резюме

Целью настоящего исследования было проанализировать восприятие студентами доверия к преподавателям в соответствии с твитами, размещенными на их профилях, и академическую мотивацию, которую они могут вызвать. Таким образом, на восприятие студентами авторитета преподавателей влияет то, что они размещают в своих профилях в социальных сетях. Участниками исследования стали 166 студентов факультета педагогических наук Севильского университета. Исследование проводилось с использованием квазиэкспериментальной методологии, для которой были созданы три Twitter-аккаунта преподавателя университета с профессиональным, социальным и смешанным содержанием. Для анализа результатов были проведены тесты на нормальность и гомоскедастичность выборки, чтобы решить, какие статистические тесты использовать. Наиболее значимые результаты показали, что студенты воспринимают профессиональные профили как более компетентные, более готовые и более заслуживающие доверия, затем следуют смешанные профили и, наконец, социальные профили. Также были обнаружены положительные корреляции между студентами, воспринимающими преподавателя вуза профессионального профиля как заслуживающего доверия, и их учебной мотивацией. Результаты исследования и их практические последствия для учителей обсуждались с точки зрения того, как они могут включить Twitter в свое преподавание, принимая во внимание потребности своих учеников для улучшения их обучения.

Посмотреть инфографику

Ссылки

Amiryousefi, M., & Geld, R. (2021). The role of redressing teachers’ instructional feedback interventions in EFL learners’ motivation and achievement in distance education. Innovation in Language Learning and Teaching, 15(1), 13-25. https://doi.org/10.1080/17501229.2019.1654482

Link DOI | Link Google Scholar

Aubry, J. (2013). Facebook-induced motivation shifts in a French online course. TechTrends, 57(6), 81-87. https://doi.org/10.1007/s11528-013-0705-6

Link DOI | Link Google Scholar

Beatty, M.J., & Behnke, R.R. (1980). Teacher credibility as a function of verbal content and paralinguistic cues. Communication Quarterly, 28(1), 55-59. https://doi.org/10.1080/01463378009369358

Link DOI | Link Google Scholar

Brophy, J. (2004). Motivating Students to Learn. Routledge. https://doi.org/10.4324/9781410610218

Link DOI | Link Google Scholar

Camas, L., Valero, A., & Vendrell, M. (2021). The teacher-student relationship in the use of social network sites for educational purposes: A systematic review. Journal of New Approaches in Educational Research, 10(1), 137-156. https://doi.org/10.7821/naer.2021.1.591

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

Cayanus, J.L., & Martin, M.M. (2004). An instructor self-disclosure scale. Communication Research Reports, 21(3), 252-263. https://doi.org/10.1080/08824090409359987

Link DOI | Link Google Scholar

Chan, S., Maneewan, S., & Koul, R. (2021). An examination of the relationship between the perceived instructional behaviours of teacher educators and pre-service teachers’ learning motivation and teaching self-efficacy. Educational Review, 1-23. https://doi.org/10.1080/00131911.2021.1916440

Link DOI | Link Google Scholar

Chapman, A.L., & Marich, H. (2021). Using Twitter for civic education in K-12 classrooms. TechTrends, 65(1), 51-61. https://doi.org/10.1007/s11528-020-00542-z

Link DOI | Link Google Scholar

Clark-Gordon, C.V., & Goodboy, A.K. (2020). Instructor self-disclosure and third-party generated warrants: Student perceptions of professor social media use. Western Journal of Communication, 84(1), 79-97. https://doi.org/10.1080/10570314.2019.1649453

Link DOI | Link Google Scholar

Cohen, J. (1988). Statistical power analysis for the behavioral sciences. Routledge. https://doi.org/10.4324/9780203771587

Link DOI | Link Google Scholar

Deaves, A., Grant, E., Trainor, K., & Jarvis, K. (2019). Students’ perceptions of the educational value of Twitter: a mixed-methods investigation. Research in Learning Technology, 27, 1-15. https://doi.org/10.25304/rlt.v27.2139

Link DOI | Link Google Scholar

DeGroot, J.M., Young, V.J., & VanSlette, S.H. (2015). Twitter Use and its Effects on Student Perception of Instructor Credibility. Communication Education, 64(4), 419-437. https://doi.org/10.1080/03634523.2015.1014386

Link DOI | Link Google Scholar

Desselle, S.P. (2017). The use of Twitter to facilitate engagement and reflection in a constructionist learning environment. Currents in Pharmacy Teaching and Learning, 9(2), 185-194. https://doi.org/10.1016/j.cptl.2016.11.016

Link DOI | Link Google Scholar

DiVerniero, R.A., & Hosek, A.M. (2011). Students’ Perceptions and Communicative Management of Instructors' Online Self–Disclosure. Communication Quarterly, 59(4), 428-449. https://doi.org/10.1080/01463373.2011.597275

Link DOI | Link Google Scholar

Ean, L.C., & Lee, T.P. (2016). Educational Use of Facebook by Undergraduate Students in Malaysia Higher Education: A Case Study of a Private University. Social Media and Technology, 41(1), 1-8. https://doi.org/10.20897/lectito.201641

Link DOI | Link Google Scholar

Elhay, A.A., & Hershkovitz, A. (2019). Teachers’ perceptions of out-of-class communication, teacher-student relationship, and classroom environment. Education and Information Technologies, 24(1), 385-406. https://doi.org/10.1007/s10639-018-9782-7

Link DOI | Link Google Scholar

Finn, A.N., Schrodt, P., Witt, P.L., Elledge, N., Jernberg, K.A., & Larson, L.M. (2009). A meta-analytical review of teacher credibility and its associations with teacher behaviors and student outcomes. Communication Education, 58(4), 516-537. https://doi.org/10.1080/03634520903131154

Link DOI | Link Google Scholar

Fondevila, J.F., Mir, P., Crespo, J.L., Santana, E., Rom, J., & Puiggròs, E. (2015). La introducción de Facebook en el aula universitaria en España: la percepción del estudiante. RELATEC, 14(3), 63-73. https://doi.org/10.17398/1695-288X.14.3.63

Link DOI | Link Google Scholar

Froment, F., Bohórquez, M.R., & García, A.J. (2020). Credibilidad docente: Una revisión de la literatura. Teoría de la Educación. Revista Interuniversitaria, 32(1), 1-32. https:// doi.org/10.14201/teri.20313

Link Google Scholar

Froment, F., Bohórquez, M.R., & García, A.J. (2021a). El impacto de la credibilidad docente y la motivación del estudiante en la evaluación de la docencia. Revista Española de Pedagogía, 79(280), 47-68. https://doi.org/10.22550/REP79-3-2021-03

Link DOI | Link Google Scholar

Froment, F., García, A.J., Bohórquez, M.R., & Checa-Esquiva, I. (2021b). Adaptación y validación en español de la Escala de Motivación Estado en estudiantes universitarios. Revista Iberoamericana de Diagnóstico y Evaluación Psicológica, 58(1), 117-126. https://doi.org/10.21865/RIDEP58.1.10

Link DOI | Link Google Scholar

Froment, F., García, A.J., Bohórquez, M.R., & García-Jiménez, E. (2019). Adaptación y validación en español de la escala de credibilidad en profesores universitarios. Revista Iberoamericana de Diagnóstico y Evaluación,51(2), 61-76. https://doi.org/10.21865/ridep51.2.05

Link DOI | Link Google Scholar

Frymier, A.B., & Thompson, C.A. (1992). Perceived teacher affinity-seeking in relation to perceived teacher credibility. Communication Education, 41(4), 388-399. https://doi.org/10.1080/03634529209378900

Link DOI | Link Google Scholar

Frymier, A.B., & Weser, B. (2001). The role of student predispositions on student expectations for instructor communication behavior. Communication Education, 50(4), 314-326. https://doi.org/10.1080/03634520109379258

Link DOI | Link Google Scholar

Fuentes-Cancell, D.R., Estrada-Molina, O., & Delgado-Yanes, N. (2021). Las redes sociales digitales: una valoración socioeducativa. Revisión sistemática. Revista Fuentes, 23(1), 41-52. https://doi.org/10.12795/revistafuentes.2021.v23.i1.11947

Link DOI | Link Google Scholar

García-Martín, J., & García-Sánchez, J.N. (2015). Use of Facebook, Tuenti, Twitter and Myspace among young Spanish people. Behaviour & Information Technology, 34(7), 685-703. https://doi.org/10.1080/0144929X.2014.993428

Link DOI | Link Google Scholar

Gettman, H.J., & Cortijo, V. (2015). “Leave Me and My Facebook Alone!” Understanding College Students’ Relationship with Facebook and its Use for Academic Purposes. International Journal for the Scholarship of Teaching and Learning, 9(1), 1-16. https://doi.org/10.20429/ijsotl.2015.090108

Link DOI | Link Google Scholar

Greenhow, C., Galvin, S., Brandon, D., & Askari, E. (2020). A decade of research on K?12 teaching and teacher learning with social media: Insights on the state of the field. Teachers College Record, 122(6), 1-72. https://doi.org/10.1177/016146812012200602

Link DOI | Link Google Scholar

Greenhow, C., Staudt, K.B., & Galvin, S. (2021). Inquiring tweets want to know: #Edchat supports for #RemoteTeaching during COVID- 19. British Jouirnal of Educational Technology, 52(4), 1434-1454. https://doi.org/10.1111/bjet.13097

Link DOI | Link Google Scholar

Helvie-Mason, L. (2011). Facebook, ‘‘friending’’ and faculty-student communication. In C. Wankel (Ed.), Teaching art and science with the new social media, cutting-edge technologies in higher education (pp. 61-87). Emerald Group Publishing Limited. https://doi.org/10.1108/s2044-9968(2011)0000003007

Link DOI | Link Google Scholar

Hershkovitz, A., & Forkosh-Baruch, A. (2017). Teacher-student relationship and Facebook mediated communication: Student perceptions. [La relación profesor-alumno y la comunicación en Facebook: Percepciones de los alumnos]. Comunicar, 53, 91-101. https://doi.org/10.3916/c53-2017-09

Link DOI | Link Google Scholar

Higueras-Rodríguez, L., Medina-García, M., & Pegalajar-Palomino, M.C. (2020). Use of Twitter as an educational resource. Analysis of concepts of active and trainee teachers. Education Sciences, 10(8), 1-16. https://doi.org/10.3390/educsci10080200

Link DOI | Link Google Scholar

Hosek, A.M., & Presley, R. (2018). College Student perceptions of the (in) appropriateness and functions of teacher disclosure. College Teaching, 66(2), 63-72. https://doi.org/10.1080/87567555.2017.1385587

Link DOI | Link Google Scholar

Hovland, C.I., Janis, I.L., & Kelley, H.H. (1954). Communication and persuasion: Psychological studies of opinion change. American Sociological Review, 19(3), 355-357. https://doi.org/10.2307/2087772

Link DOI | Link Google Scholar

Hull, K., & Dodd, J.E. (2017). Faculty use of Twitter in higher education teaching. Journal of Applied Research in Higher Education, 9(1), 91-104. https://doi.org/10.1108/JARHE-05-2015-0038

Link DOI | Link Google Scholar

iabSpain (2020). Estudio redes sociales 2020. iabSpain. https://bit.ly/3vLF82R

Link Google Scholar

Imlawi, J., & Gregg, D. (2014). Engagement in online social networks: The impact of self-disclosure and humor. International Journal of Human-Computer Interaction, 30(2), 106-125. https://doi.org/10.1080/10447318.2013.839901

Link DOI | Link Google Scholar

Jiang, Y., Lee, C.K.J., Wan, Z.H., & Chen, J. (2021). Stricter teacher, more motivated students? Comparing the associations between teacher behaviors and motivational beliefs of Western and East Asian learners. Frontiers in Psychology, 11, 1-10. https://doi.org/10.3389/fpsyg.2020.564327

Link DOI | Link Google Scholar

Johnson, K.A. (2011). The effect of Twitter posts on students’ perceptions of instructor credibility. Learning, Media and Technology, 36(1), 21-38. https://doi.org/10.1080/17439884.2010.534798

Link DOI | Link Google Scholar

Kromka, S.M., & Goodboy, A.K. (2021). The effects of relevant instructor self-disclosure on student affect and cognitive learning: a live lecture experiment. Communication Education, 70(3), 266-287. https://doi.org/10.1080/03634523.2021.1900583

Link DOI | Link Google Scholar

Kulkarni, S., Afshan, N., & Motwani, J. (2018). The impact of faculty member's communication behaviors on student satisfaction: The role of cognitive and affective learning and student's motivation. International Journal of Productivity and Quality Management, 25(4), 444-458. https://doi.org/10.1504/ijpqm.2018.096087

Link DOI | Link Google Scholar

Lin, Y., Durbin, J.M., & Rancer, A.S. (2017). Perceived instructor argumentativeness, verbal aggressiveness, and classroom communication climate in relation to student state motivation and math anxiety. Communication Education, 66(3), 330-349. https://doi.org/10.1080/03634523.2016.1245427

Link DOI | Link Google Scholar

Liu, W. (2021). Does teacher immediacy affect students? A systematic review of the association between teacher verbal and non-verbal immediacy and student motivation. Frontiers in Psychology, 12, 1-13. https://doi.org/10.3389/fpsyg.2021.713978

Link DOI | Link Google Scholar

Martin, M.M., Chesebro, J.L., & Mottet, T.P. (1997). Students’ perceptions of instructors’ socio-communicative style and the influence on instructor credibility and situational motivation. Communication Research Reports, 14(4), 431-440. https://doi.org/10.1080/08824099709388686

Link DOI | Link Google Scholar

Martínez, J.R., & Galán, F. (2000). Estrategias de aprendizaje, motivación y rendimiento académico en alumnos universitarios. Revista Española de Orientación y Psicopedagogía, 11(19), 35-50. https://doi.org/10.5944/reop.vol.11.num.19.2000.11323

Link DOI | Link Google Scholar

Matosas-López, L., Luzardo-Briceño, M., Aguilar-Jiménez, A.S., & Jaimes-Carrillo, L. (2021). Relaciones entre redes sociales y recursos digitales de instrucción en la universidad: Comparativa España – Colombia. Pixel-Bit, 60, 77-93. https://doi.org/10.12795/pixelbit.77522

Link DOI | Link Google Scholar

Mazer, J.P., Murphy, R.E., & Simonds, C.J. (2007). I’ll see you on “Facebook”: The effects of computer-mediated teacher self-disclosure on student motivation, affective learning, and classroom climate. Communication Education, 56(1), 1-17. https://doi.org/10.1080/03634520601009710

Link DOI | Link Google Scholar

McArthur, J.A., & Bostedo-Conway, K. (2012). Exploring the relationship between student-instructor interaction on Twitter and student perceptions of teacher behaviors. International Journal of Teaching and Learning in Higher Education, 24(3), 286-292. https://bit.ly/2UopLhu

Link Google Scholar

McCroskey, J.C. (1992). An introduction to communication in the classroom. Burgess International. https://bit.ly/31DZBNc

Link Google Scholar

McCroskey, J.C., & Teven, J.J. (1999). Goodwill: A reexamination of the construct and its measurement. Communication Monographs, 66(1), 90-103. https://doi.org/10.1080/03637759909376464

Link DOI | Link Google Scholar

Myers, S.A., & Martin, M.M. (2018). Instructor credibility. In M.L. Houser, & A.M. Hosek (Eds.), The handbook of instructional communication: Rhetorical and relational perspectives (pp. 38-50). Routledge. https://bit.ly/396JMgm

Link Google Scholar

Pogue, L., & AhYun, K. (2006). The effect of teacher nonverbal immediacy and credibility on student motivation and affective learning. Communication Education, 55(3), 331-344. https://doi.org/10.1080/03634520600748623

Link DOI | Link Google Scholar

Qiu, L., Lin, H., Ramsay, J., & Yang, F. (2012). You are what you tweet: Personality expression and perception on Twitter. Journal of Research in Personality, 46(6), 710-718. https://doi.org/10.1016/j.jrp.2012.08.008

Link DOI | Link Google Scholar

Ricoy. M.C., & Feliz, T. (2016). Twitter as a learning community in higher education. Educational Technology & Society, 19(1), 237-248. https://bit.ly/31qNfUl

Link Google Scholar

Rodelo, J.A., & Lizárraga, J. (2018). Correlación del uso de redes sociales con el rendimiento académico de estudiantes de nivel superior. Revista de Investigación en Tecnologías de la Información: RITI, 6(12), 62-67. https://bit.ly/3eV61KV

Link Google Scholar

Rodríguez-Gallego, M.R., López-Martínez, A., & Navarro-Montaño, M.J. (2019). Longitudinal study on social networks as a didactic method. Magis, 12(24), 85-104. https://doi.org/10.11144/Javeriana.m12-24.lssn

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, 27, 75-84. https://doi.org/10.3916/c58-2019-07

Link DOI | Link Google Scholar

Saylag, R. (2013). Facebook as a tool in fostering EFL teachers’ establishment of interpersonal relations with students through self-disclosure. Procedia – Social and Behavioral Sciences, 82, 680-685. https://doi.org/10.1016/j.sbspro.2013.06.329

Link DOI | Link Google Scholar

Sivakumar, R. (2020). Effects of social media on academic performance of the students. The Online Journal of Distance Education and e-Learning, 8(2), 90-97. https://bit.ly/3eUXcBR

Link Google Scholar

Sunday, A.A. (2021). Use of Twitter technology in educational learning. The Turkish Online Journal of Educational Technology, 20(2), 189-196. https://bit.ly/3EqChBC

Link Google Scholar

Sutherland, C.A., Young, A.W., & Rhodes, G. (2017). Facial first impressions from another angle: How social judgements are influenced by changeable and invariant facial properties. British Journal of Psychology, 108(2), 397-415. https://doi.org/10.1111/bjop.12206

Link DOI | Link Google Scholar

Teven, J.J., & McCroskey, J.C. (1997). The relationship of perceived teacher caring with student learning and teacher evaluation. Communication Education, 46(1), 1-9. https://doi.org/10.1080/03634529709379069

Link DOI | Link Google Scholar

Van-Den-Beemt, A., Thurlings, M., & Willems, M. (2020). Towards an understanding of social media use in the classroom: A literature review. Technology, Pedagogy and Education, 29(1), 35-55. https://doi.org/10.1080/1475939X.2019.1695657

Link DOI | Link Google Scholar

Zachos, G., Paraskevopoulou-Kollia, E.A., & Anagnostopoulos, I. (2018). Social media use in higher education: A review. Education Sciences, 8(4), 194-105. https://doi.org/10.3390/educsci8040194

Link DOI | Link Google Scholar

Zheng, J. (2021). A functional review of research on clarity, immediacy, and credibility of teachers and their impacts on motivation and engagement of students. Frontiers in Psychology, 12, 1-10. https://doi.org/10.3389/fpsyg.2021.712419

Link DOI | Link Google Scholar

Fundref

Crossmark

Техническая спецификация

Получила: 23-09-2021

пересмотренный: 19-11-2021

Принятый: 03-12-2021

OnlineFirst: 01-02-2022

Дата публикации: 01-04-2022

Время пересмотра статьи: 57 дней | Среднее время пересмотра вопроса 71: 45 дней

Время принятия статьи: 71 дней | Время приема Номер 71: 70 дней

Время редактирования препринта: 145 дней | Выпуск препринта среднего времени редактирования 71: 144 дней

Время редактирования статьи: 190 дней | Среднее время редактирования журнала 71: 189 дней

метрика

Метрики этой статьи

Просмотров: 29185

Ознакомление с аннотациями: 28385

загрузки PDF-файлов: 800

Полные метрики 71

Просмотров: 393104

Ознакомление с аннотациями: 357490

загрузки PDF-файлов: 35614

Цитируется

Цитаты в Web of Science

Garcia, AJ; Froment, FA and Bohorquez, MR. University Teacher Credibility as a Strategy to Motivate Students JOURNAL OF NEW APPROACHES IN EDUCATIONAL RESEARCH, 2023.

https://doi.org/10.7821/naer.2023.7.1469

Цитаты в Scopus

Mora-Cruz, A., Saura, J.R., Palos-Sanchez, P.R.. Social media and user-generated content as a teaching innovation tool in universities), Teaching Innovation in University Education: Case Studies and Main Practices, .

https://doi.org/10.4018/978-1-6684-4441-2.ch004

Snoussi, T., Alrubaye, A., Radwan, A., Khalil, E., Abidi, S.. Cultural Dimensions’ Effects on Perceptions of Learning Using Social Media: A Comparative Study between the University of Sharjah and the University of Arkansas Students ), Information Sciences Letters, .

https://doi.org/10.18576/isl/120325

Rovira-Collado, J., Miras, S., Ruiz-Bañuls, M., Martínez-Carratalá, F.A. . Multimodal analysis of Twitter educational profiles and threads from the Didactics of Language and Literature ), Revista de Educacion a Distancia, .

https://doi.org/10.6018/red.545101

García, A.J., Froment, F.A., Bohórquez, M.R.. University Teacher Credibility as a Strategy to Motivate Students ), Journal of New Approaches in Educational Research, .

https://doi.org/10.7821/naer.2023.7.1469

Цитаты в Google Scholar

Social media and user-generated content as a teaching innovation tool in universities A Mora-Cruz, JR Saura… - Teaching innovation in …, 2022 - igi-global.com

...

Educación, calidad de vida y redes sociales en las relaciones intergeneracionales: Manual de buenas prácticas MRB Gómez-Millán, AJG González - 2022 - books.google.com

...

La investigación educativa como didáctica en la enseñanza de la posverdad. Análisis de contextos AN Masegosa - Revista de Propuestas Educativas, 2023 - propuestaseducativas.org

https://propuestaseducativas.org/index.php/propuestas/article/view/1000

Cybersocialization Through Smart Digital Classroom Management (SDCM) as a Pedagogical Innovation of “Merdeka Belajar Kampus Merdeka (MBKM)” Curriculum A Al Yakin, S Ganguli, L Cardoso, A Asrifan - Digital Learning based …, 2023 - Springer

https://link.springer.com/chapter/10.1007/978-981-19-8967-4_3

Cultural Dimensions' Effects on Perceptions of Learning Using Social Media: A Comparative Study between the University of Sharjah and the University of … T Snoussi, A Alrubaye, A Radwan, E Khalil, S Abidi - 2023 - naturalspublishing.com

https://www.naturalspublishing.com/files/published/gx95pzh853x359.pdf

Скачать

Альтернативные метрики

Как процитировать

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

Доля

           

Oxbridge Publishing House

4 White House Way

B91 1SE Sollihul United Kingdom

Администрация

Редакция

Creative Commons

Данный сайт использует куки-файлы для получения статистических данных о навигации своих пользователей. Если вы продолжите просмотр, мы считаем, что вы принимаете его использование. +info X