Espacios de afinidad docente en Twitter

El caso del hashtag #Claustrovirtual

Autores/as

DOI: https://doi.org/10.6018/red.510951
Palabras clave: twitter, espacio de afinidad, comunidad online, hashtag, aprendizaje informal, redes sociales

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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Publicado
31-07-2022
Cómo citar
Marcelo-Martínez, P., & Marcelo, C. (2022). Espacios de afinidad docente en Twitter: El caso del hashtag #Claustrovirtual. Revista de Educación a Distancia (RED), 22(70). https://doi.org/10.6018/red.510951
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