Espacios de afinidad docente en Twitter: El caso del hashtag #Claustrovirtual

Paula Marcelo-Martínez; Carlos Marcelo

doi:10.6018/red.510951

Autores/as

Paula Marcelo-Martínez https://orcid.org/0000-0002-6727-6437
Carlos Marcelo https://orcid.org/0000-0002-8547-367X

DOI: https://doi.org/10.6018/red.510951

Palabras clave: twitter, espacio de afinidad, comunidad online, hashtag, aprendizaje informal, redes sociales

Agencias de apoyo

Esta publicación es parte del proyecto de I D i PGC2018-096474-B-I00, financiado por MCIN/ AEI/10.13039/501100011033/

Resumen

Twitter se ha constituido en un espacio de encuentro y afinidad de docentes que permite la generación de comunidades de aprendizaje informal en línea. A través del análisis de un total de 22.897 tuits que incluyeron el hashtag #Claustrovirtual distribuidos entre los meses de marzo de 2020 a enero de 2022 hemos analizado la frecuencia y distribución temporal de publicación. Mediante el programa Graphext hemos realizado un análisis de redes sociales, concretando el grado de centralidad y centralidad de intermediación, lo que nos ha permitido conocer los roles de liderazgo que asumen los docentes más activos en el hashtag. A través del análisis realizado hemos identificado cuatro roles en las redes sociales: emisores, transmisores, difusores e intermediadores. Para analizar de manera descriptiva por qué y para qué utilizan los docentes el #Claustrovirtual diseñamos un instrumento compuesto por 8 dimensiones que fue respondido por 81 docentes con un alto nivel de participación en el #Claustrovirtual. Entre los resultados obtenidos, encontramos que estos docentes hacen uso de hashtag en sus publicaciones tanto para localizar y recurrir a docentes con más experiencia, así como para plantear dudas y preguntas a la comunidad o pedir apoyo a la misma.

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