ABSTRACT
The purpose of this research is to analyse the evolution and trends of research into digital pedagogy in higher education through the application of bibliometric analysis and systematic review of scientific output. For the bibliometric analysis, the built-in functions of WoS were used, including Analyze results and Citation report. The VOSviewer software was employed to construct bibliometric maps. The analysis focuses on studies about digitalisation, university education and education quality, three categories that are grouped around digital pedagogies and methodologies. The sample contains 242 scientific publications, including articles (65.7%), publications published in the United States (17.7%) and publications financed by the European Commission (3.71%). Barber, W., and Lewin, C., are the authors with the greatest impact. The scientific output forms three networks: the "social network" (2000-2010), the "digitalisation network" (2011-2015) and the "network of the expansion of digital pedagogy" (2016-2023). The most-mature research (2005-2009) concerns the integration of technologies in education. The research with the greatest impact (2020-2022) looks at digital pedagogy and its implementation during the situation created by COVID-19. This research shows that digital pedagogy has come a long way over the last twenty years, but it is at the same time a topical area today. The paper opens up future paths for research such as the development of more-flexible pedagogies that can be adapted to different pedagogical scenarios.
ABSTRACT
Confronting the COVID-19 health emergency has forced public administrations in Spain to work with various networks as a means of promoting their campaigns to citizens. This paper aims to analyse digital citizens' e-participation by focusing on the state health campaign #EstoNoEsUnJuego - #ThisIsNotAGame. This campaign was launched by the Spanish Ministry of Health in September 2020 via Twitter with the objective of reinforcing protection measures against the virus. A sample consisting of 19,576 tweets, sent from September 2020 to February 2021, was investigated and the results have indicated that, of 9133 users, 64.8% of citizens collaborated in the dissemination of tweets. It was observed that most messages supported the campaign by disseminating information on measures, data and news. Only 0.1% of the messages were aggressive. The conclusion is that, despite not having created a true form of communication between public institutions and citizens, e-participation has generated a functional connection between them. Citizens have acquired a responsible and participatory digital role which, although failing to show personal involvement in their comments, has been the main driving force behind the success of this campaign.
ABSTRACT
The current media eco-system has become more and more polluted by the various avatars of "fake news". This buzz term has been widely used by academics, experts, teachers and ordinary people, in an attempt to understand and address the phenomenon of information disorder in the new media environment. However, studies have rarely questioned what teachers, key stakeholders in the media literacy field, actually understand by "fake news", and to what extent the new digital tools available to fact-check are actually viable solutions to fight disinformation actively. In this context, we conducted focus groups (N = 34 people interviewed in 4 focus groups) with teachers in four countries (France, Romania, Spain and Sweden), in order to assess their understanding of "fake news", as well as their perception of possible measures to combat the phenomenon, with a particular focus on digital tools. The findings show that the understanding of the concept of "fake news" differs from one country to the other, but also within the same country, with a common feature across countries: intention to deceive. Additionally, respondents identified lack of media and information literacy (MIL) in education as a major gap for combatting information disorders. Furthermore, they find that the use of digital tool for professional fact-checking needs to be repurposed or followed by pedagogical instructions to fit into the complexity of educational practices. Our findings highlight possible solutions for MIL in education using a combination of technocognition and transliteracy as theoretical framework and scaffolded pedagogical design for better adoption of fact-checking techniques. Supplementary Information: The online version contains supplementary material available at 10.1007/s43545-022-00340-9.
ABSTRACT
BACKGROUND: In 2020 Spain launched an official campaign, #EsteVirusLoParamosUnidos, aimed at uniting the entire country through citizen cooperation, in order to combat Covid-19. The objective of this research has been to analyse how this Twitter campaign revealed the feelings expressed by Spanish citizens. METHODS: The research is based on a composite design that triangulates, from a theoretical model, a quantitative analysis and a qualitative analysis. RESULTS: Of the 7,357 tweets in the sample, 72.32% were found to be retweets. Four content families were extracted which relate to politics, education, messages to society and the defence of occupational groups. The feelings expressed ranged from those of unity, admiration and support to those of discontent and criticism of issues regarding the health situation. CONCLUSIONS: The development of networked socio-political and technical measures, which enabled citizen participation, facilitated the development of new patterns of interaction between national or regional governments and digital citizens. This increased citizens' possibilities of influencing the public agenda and, therefore, strengthening citizen engagement regarding specific situations.
ABSTRACT
(1) Background: Realfooders have positioned themselves in social networks such as Instagram by posting photographs of recipes, advises, habits and nutritional behaviours which are advertised as reliable nutritional patterns and by their self-promotion as highly trained people in the field of nutrition which sometimes jeopardises the health of digital citizenry. (2) Methods: In this article, we develop a quantitative study for analysing the influence of selected Realfooders on 2,866,980 followers on Instagram, taking into account channel variables (gender, location, interests and motivations), followers' variables (engagement, interaction and consumption) and some variables related to the message of 54 posts about breakfast. (3) Results: Selected Realfooders concentrate their followers in Spain, mostly women between 18 and 24 and between 35 and 44 years old who link their interests on food to the cult of the body and recreational areas. On the other hand, the content generated by Realfooders has been increasing its impact using advertising and marketing techniques for awaking consumer's interest. (4) Conclusions: Educational and social agents are facing the challenge of low health literacy in young population. Therefore, it is necessary to design and implement strategies for developing critical thinking that allow them to assess the content generated by Realfooders and identify which recommendations can be harmful or beneficial to their health.