Interação social de estudantes universitários colombianos e espanhóis nas redes sociais e perfis predominantes
DOI:
https://doi.org/10.17398/1695-288X.20.2.9Palavras-chave:
Mídia social, Redes sociais, Comunicação social, Interação social, Estudantes universitarios, Perfil de usuárioResumo
Estudantes universitários interagem e se comunicam por meio das mídias sociais (MMSS) e desenvolvem atividades online que definem seus perfis de usuários. Esta pesquisa investiga os usos do MMSS por estudantes colombianos e espanhóis (N = 501) para interagir socialmente, identificando seus perfis associados às atividades que realizam. É adotada uma metodologia quantitativa descritiva, com posterior análise de variância verificando a existência de diferenças estatisticamente significativas com base nas variáveis sexo, idade e nacionalidade. Os resultados mostram que os universitários se destacam por terem maior presença, atividade social e envolvimento no MMSS, realizando frequentemente tarefas de atualização de status, postagem de mensagens, comentários, vídeos ou fotos, envio de mensagens, visitas e valorização de outras pessoas. contas. Isso contribui para delinear perfis como criadores e críticos, e ao contrário, seus colegas adotam perfis de colecionador e espectador. Observam-se perfis heterogêneos associados à idade relacionados aos interesses dos universitários. Por nacionalidade, existem diferenças na utilização generalizada de determinados MMSS e nos perfis de utilizador. Os espanhóis se destacam por serem criadores e espectadores, e os colombianos prevalecem por perfis criativos e críticos. Os MMSS estabelecem suas próprias fórmulas de expressão, portanto, os universitários devem escolher aquelas que melhor atendem aos seus objetivos.
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Ito, M., Baumer, S., Bittanti, M., Cody, R., Stephenson, B.H., Horst, H.A., …& Perkel, D. (2019). Hanging out, messing around, and geeking out: Kids living and learning with new media. MIT Press.
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Jiménez-Sánchez, A., & Vayas, E.C. (2021). Motivational dimensions on Facebook in university students and workers from Ecuador. Revista de Comunicación de la SEECI, (54), 43-63. https://doi.org/10.15198/seeci.2021.54.e656
Jing, A., Xiang, C., Kim, S., Billinghurst, M., & Quigley, A. (2019). SnapChat: an Augmented Reality Analytics Toolkit to Enhance Interactivity in a Collaborative Environment. In 17th International Conference on Virtual-Reality Continuum and its Applications in Industry, (pp. 1-2). ACM. https://doi.org/10.1145/3359997.3365725
Khan, M.L. (2017). Social media engagement: What motivates user participation and consumption on YouTube? Computers in Human Behavior, 66, 236-247. https://doi.org/10.1016/j.chb.2016.09.024
Korhonen, A.M., Ruhalahti, S., & Veermans, M. (2019). The online learning process and scaffolding in student teachers’ personal learning environments. Education and Information Technologies, 24(1), 755-779. https://doi.org/10.1007/s10639-018-9793-4
Kumar, V., & Nanda, P. (2019). Social media in higher education: A framework for continuous engagement. International Journal of Information and Communication Technology Education, 15(1), 97-108. https://doi.org/10.4018/IJICTE.2019010107
Li, C. & Bernoff, J. (2011). Groundswell: Winning in a world transformed by social technologies. Harvard Business Press.
Lizaso, I., Sánchez-Queija, M.I., Parra, Á., & Arranz, E. (2018). La participación social online y offline de estudiantes
universitarios españoles. OBETS. Revista de Ciencias Sociales, 13(2), 547-567. https://doi.org/10.14198/OBETS2018.13.2.04
Maldonado, G.A., García, J. & Sampedro-Requena, B.E. (2019). El efecto de las TIC y redes sociales en estudiantes universitarios. RIED. Revista Iberoamericana de Educación a Distancia, 22(2), 153-176. https://doi.org/10.5944/ried.22.2.23178
Manca, S. (2020). Bridging cultural studies and learning science: An investigation of social media use for Holocaust memory and education in the digital age. Review of Education, Pedagogy, and Cultural Studies, 1-32. https://doi.org/10.1080/10714413.2020.1862582
Marcelino, G.V. (2015). Migración de los jóvenes españoles en redes sociales, de Tuenti a Facebook y de Facebook a Instagram. La segunda migración. ICONO14, 13(2), 48-72. https://doi.org/10.7195/ri14.v13i2.821
Marín-Díaz, V., Vega-Gea, E., & Passey, D. (2019). Determinación del uso problemático de las redes sociales por estudiantes universitarios. RIED. Revista Iberoamericana de Educación a Distancia, 22(2), 135-152. https://doi.org/10.5944/ried.22.2.23289
Martínez-Sala, A.M., Segarra-Saavedra, J., & Monserrat-Gauchi, J. (2018). Los millennials como prosumers y adprosumers en las redes sociales corporativas. Cuadernos.info, 43, 137-159. https://doi.org/10.7764/cdi.43.1335
Mason, A.J., & Carr, C.T. (2021). Toward a Theoretical Framework of Relational Maintenance in Computer-Mediated Communication. Communication Theory, qtaa035. https://doi.org/10.1093/ct/qtaa035
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Interação social de estudantes universitários colombianos e espanhóis nas redes sociais e perfis predominantes. (2021). Revista Latinoamericana De Tecnología Educativa - RELATEC, 20(2), 9-27. https://doi.org/10.17398/1695-288X.20.2.9
