Comunicar Journal Blog

Motivation Through Twitter


Posted on July 29, 2019 by @Ana_Almansa Translated by Daniela Jaramillo-Dent

Rereading in issue 58 of Revista Comunicar, I discovered an article that, as an educator, interested me greatly, because it confirmed a lot of my perceptions. I am referring to the article “Exploring the influence of the teacher: Social participation on Twitter and academic perception.”

After extensive research, UNED professor and researcher Sonia Santoveña and Professor Cesar Bernal from University Rey Juan Carlos have found that Twitter is an extraordinary tool to stimulate motivation. They conclude that “students have placed a high value on Twitter as a means of communicating and interacting, contradicting other research that has highlighted the scarce conversations recorded on the Net (Arrabal, & de Aguilera, 2016) and the tendency to develop monologues rather than dialogues (Santoveña-Casal, 2017). The social network can be considered an environment that facilitates the adoption of new educational models based on connected learning and social participation, aspects highlighted by Jenkins (2012) and Gee (2004) as fundamental in the networked society.”

They also found that the role of the teacher, in the eyes of the student, is not influential in the perception of affiliation, belonging, but that the relationship between students is determinant. Therefore, the researchers consider that “it is likely that adopting a more passive role, leaving free space for interaction between students is a more appropriate methodology for learning in social networks.

As noted, this text is very useful for those of us who are dedicated to teaching, since it gives us many clues as to what we can and should not do when we prepare our classes.

How to cite the article: 

Santoveña-Casal, S. y 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. DOI

Photo by Samuel Zeller on Unsplash


“A Digital Repository of Filmic Content as a Teaching Resource”

Tobías, M.Á., Duarte, M.C. & Kemczinski, A. (2015). A Digital Repository of Filmic Content as a Teaching Resource [Un repositorio digital de contenido fílmico como recurso didáctico]. Comunicar, 44, 63-71. (DOI: 10.3916/C44-2015-07).

Just what you were looking for? The surrounding world is itself immersed in a continuously evolving process in which the adjective dynamic defines the language as well as its teaching and learning processes. Regarding the use of video in the classroom, the development of new technologies has facilitated rapid progress since its earliest references in the first half of the 20th century. This has led to an increase in teachers’ interest and longing to share their teaching experience. There is a desire to get to know one’s counterparts, a desire which has been accelerated by innovations such as Internet 2.0. In this way, teachers multiply the rewarding feeling they get from the effort they put into preparing material. Nowadays, not only do our own pupils benefit from our work, but teachers and students globally can also reap the rewards.

In this article from the journal Comunicar, the authors present a project designed to recover informative content from videos (known by the acronym RECIF in Portuguese). Their objective is to gather videos to include in lessons, an idea that has been developing over the past few years. More information can be found on their website, available in Portuguese, Spanish and English, and presented from Paraná, Brazil ( One of the current gaps regarding the use of authentic audiovisual material is precisely the difficulty of sharing such resources; projects like RECIF mark a new era in which such difficulties are overcome..

As a result, this type of initiative provides web users with a resource that is refreshed daily, optimising time and effort and preventing teachers from having to reinvent the wheel every day.