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

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