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Prof. Dr. Sonia Santoveña Casal
Department of Education

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Journal article
Published: 23 July 2021 in Journal of Gender Studies
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Vulnerable women and women at risk of social exclusion make up a very large collective. This group includes quite a broad range of personal situations, but all its members share one particular characteristic: gender linked to social vulnerability (poverty). The general objective of this research is to learn what difficulties these women experience, based on discourse analysis applied to their life experiences. Four discussion groups and nine interviews were held. The women interviewed referred explicitly to three areas of discrimination: family discrimination, social discrimination and economic discrimination. In this sense, cognitive, family and economic aspects intertwine in the women’s discourses and define the lines of analysis. The women’s opinions and rationales, their ways of expressing themselves and their attitudes towards jobs all reflect the influence of society and each woman’s own culture. Their arguments vary widely, but they generally lead to the same conclusions.

ACS Style

María Del Carmen Navarro García-Suelto; Sonia Santoveña-Casal. Gender, poverty and job seeking: women at risk of exclusion in Spain. Journal of Gender Studies 2021, 1 -13.

AMA Style

María Del Carmen Navarro García-Suelto, Sonia Santoveña-Casal. Gender, poverty and job seeking: women at risk of exclusion in Spain. Journal of Gender Studies. 2021; ():1-13.

Chicago/Turabian Style

María Del Carmen Navarro García-Suelto; Sonia Santoveña-Casal. 2021. "Gender, poverty and job seeking: women at risk of exclusion in Spain." Journal of Gender Studies , no. : 1-13.

Preprint
Published: 30 March 2021
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(1) Background: Spain launched an official campaign, #EsteVirusLoParamosUnidos, to try and unite the efforts of the entire country through citizen cooperation to combat coronavirus. The research goal is to analyze the Twitter campaign’s repercussion on general citizen feeling. (2) Methods: The research is based on a composite design that triangulates from a theoretical model, a quantitative analysis and a qualitative analysis. (3) Results: Of the 7357 tweets in the sample, 72.32% were found to be retweets. Four content families were extracted: politics, education, messages to society and defense of occupational groups. The feelings expressed ranged along a continuum, from unity, admiration and support at one end to discontent and criticism regarding the health situation at the other. (4) Conclusions: The development of networked sociopolitical and technical measures that enable citizen participation facilitates the development of new patterns of interaction between governments and digital citizens, increasing citizens’ possibilities of influencing the public agenda and therefore strengthening citizen engagement vis-à-vis such situations.

ACS Style

Sonia Santoveña-Casal; Javier Gil-Quintana; Laura Ramos. Digital Citizens’ Feelings in National #Covid19 Campaigns in Spain. 2021, 1 .

AMA Style

Sonia Santoveña-Casal, Javier Gil-Quintana, Laura Ramos. Digital Citizens’ Feelings in National #Covid19 Campaigns in Spain. . 2021; ():1.

Chicago/Turabian Style

Sonia Santoveña-Casal; Javier Gil-Quintana; Laura Ramos. 2021. "Digital Citizens’ Feelings in National #Covid19 Campaigns in Spain." , no. : 1.

Journal article
Published: 29 March 2021 in Psychology, Society & Education
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En el marco del proyecto Análisis de pedagogías digitales: Comunicación, Redes Sociales y nuevas narrativas (CoReN) se ponen en marcha distintas propuestas pedagógicas digitales. En este artículo se presentan los resultados obtenidos en el desarrollo de un modelo de aprendizaje conectado en redes sociales. Se llevan a cabo varios debates académicos en Twitter en el marco de distintas asignaturas. Posteriormente, se evalúan los resultados obtenidos a través del desarrollo de diferentes grupos de discusión realizados con los estudiantes. El análisis de datos es cualitativo, basado en el análisis de contenido de los grupos de discusión. Los resultados indican que los estudiantes valoran muy positivamente la puesta en marcha de propuestas innovadoras en los estudios oficiales. Se concluye que la participación de carácter académico a través de Twitter ha mejorado el proceso comunicación e interacción y también el aprendizaje de los estudiantes.

ACS Style

Sonia Santoveña Casal; Susana Regina López. APRENDIZAJE CONECTADO EN REDES SOCIALES. Psychology, Society & Education 2021, 13, 1 -8.

AMA Style

Sonia Santoveña Casal, Susana Regina López. APRENDIZAJE CONECTADO EN REDES SOCIALES. Psychology, Society & Education. 2021; 13 (1):1-8.

Chicago/Turabian Style

Sonia Santoveña Casal; Susana Regina López. 2021. "APRENDIZAJE CONECTADO EN REDES SOCIALES." Psychology, Society & Education 13, no. 1: 1-8.

Journal article
Published: 08 February 2021 in International Journal of Environmental Research and Public Health
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(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.

ACS Style

Javier Gil-Quintana; Sonia Santoveña-Casal; Efrén Romero Riaño. Realfooders Influencers on Instagram: From Followers to Consumers. International Journal of Environmental Research and Public Health 2021, 18, 1624 .

AMA Style

Javier Gil-Quintana, Sonia Santoveña-Casal, Efrén Romero Riaño. Realfooders Influencers on Instagram: From Followers to Consumers. International Journal of Environmental Research and Public Health. 2021; 18 (4):1624.

Chicago/Turabian Style

Javier Gil-Quintana; Sonia Santoveña-Casal; Efrén Romero Riaño. 2021. "Realfooders Influencers on Instagram: From Followers to Consumers." International Journal of Environmental Research and Public Health 18, no. 4: 1624.

Journal article
Published: 31 October 2020 in Sustainability
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The literature shows strong evidence of how different learning models influence learning. The kind of model used is a basic variable that can either help or hinder sustainable education. The objective of this research is to analyse how digital pedagogical models of three kinds (collaborative, social, and independent) influence the learning experience. The study is based on a design that combines triangulation, a theoretical model, quantitative methods (descriptive analysis and contrast of means), and qualitative methods (discourse analysis, following the principles of grounded theory). The importance of social and collaborative models in sustainable education is proved; both types of models promote a positive learning experience. They strengthen inter-student relationships, a feeling of belonging to a community with shared interests, and feelings of membership and cohesion. An independent model may hamper students’ perception of current knowledge and development of collaborative competences, in contrast to the more-interactive model. These results can be assessed in greater depth through future research exploring independent models’ possible potential for analysing environmental problems and their tie-in to personal decisions.

ACS Style

Sonia Santoveña-Casal; Mª Fernández Pérez. Sustainable Distance Education: Comparison of Digital Pedagogical Models. Sustainability 2020, 12, 9067 .

AMA Style

Sonia Santoveña-Casal, Mª Fernández Pérez. Sustainable Distance Education: Comparison of Digital Pedagogical Models. Sustainability. 2020; 12 (21):9067.

Chicago/Turabian Style

Sonia Santoveña-Casal; Mª Fernández Pérez. 2020. "Sustainable Distance Education: Comparison of Digital Pedagogical Models." Sustainability 12, no. 21: 9067.

Journal article
Published: 28 February 2019 in The International Review of Research in Open and Distributed Learning
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The main objective of this study was to analyse the influence of social media participation on academic performance. The sample consisted of 1960 students taking one of two courses at undergraduate or postgraduate level, respectively (Faculty of Education, National Distance Education University, Spain), of whom 411 students carried out an activity based on social media participation. We used a mixed quantitative (descriptive analysis and ANOVA) and qualitative (content analysis) design. Our results showed that the students who participated in a social media-based activity presented better academic performance than those who did not carry out any activity or who took part in a more traditional learning activity. We conclude that regardless of educational level, social media participation exerts a positive influence on performance. Consequently, it is important to consider the variable of social networking site use because this can partially explain academic performance. We also found that the networks generated during the course did not constitute stable communities of practice. Our main recommendation is that three stages of instruction should be considered when designing a course based on social media participation: beginners, intermediate, and professional.

ACS Style

Sonia Santoveña Casal. The Impact of Social Media Participation on Academic Performance in Undergraduate and Postgraduate Students. The International Review of Research in Open and Distributed Learning 2019, 20, 1 .

AMA Style

Sonia Santoveña Casal. The Impact of Social Media Participation on Academic Performance in Undergraduate and Postgraduate Students. The International Review of Research in Open and Distributed Learning. 2019; 20 (1):1.

Chicago/Turabian Style

Sonia Santoveña Casal. 2019. "The Impact of Social Media Participation on Academic Performance in Undergraduate and Postgraduate Students." The International Review of Research in Open and Distributed Learning 20, no. 1: 1.

Journal article
Published: 01 January 2019 in Comunicar
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Analyzing the influence of social media on the learning process is no longer a novel idea; however, due to its importance for students and consequently for teachers, research continues to explore the pedagogical potential of social media. The main objective of the present study was to analyze the influence of teacher roles (guide or facilitator) on students’ social participation in Twitter and their perceived academic experience. The sample consisted of 525 future teachers, all of the Master’s degree students at Spain’s National Distance Education University (UNED). We used a mixed triangulation design, a theoretical model, quantitative methods (descriptive analysis and contrast of means) and qualitative methods (content analysis following the principles of grounded theory). Our results showed that the teacher’s role as a facilitator exerted a more positive influence on how students assessed their experience and on their participation on Twitter than the role as a guide. We conclude that the use of social media sites in education offers a motivating and satisfying framework that is not provided by other more traditional means such as forums, and that a role that facilitates independent learning is a better strategy when using social media in the classroom.El análisis de la influencia de las redes sociales en el proceso de aprendizaje ya no es una novedad. Sin embargo, debido a su importancia para el alumnado y en consecuencia para el profesorado, la literatura científica sigue prestando atención al potencial pedagógico de las redes sociales. El objetivo principal de esta investigación fue analizar la influencia del rol del profesorado (guía y facilitador) sobre la participación social en Twitter y la experiencia académica percibida de los estudiantes. La muestra estuvo formada por 525 futuros profesores, estudiantes de posgrado en la Universidad Nacional de Educación a Distancia. Se utilizó un diseño mixto de triangulación, un modelo teórico, una parte cuantitativa (análisis descriptivo y contraste sobre medias) y otra cualitativa (análisis de contenido, siguiendo los principios de la teoría fundamentada). Los resultados mostraron que el rol facilitador del profesor influye positivamente en la valoración de la experiencia por parte de los estudiantes y en la participación en Twitter, en mayor medida que el rol guía. Por un lado, se concluye que el uso de las redes sociales, en el ámbito educativo, proporciona un marco motivacional y de satisfacción que no lo aportan otros medios más tradicionales, como los foros, y, por otro, que un rol que facilita un proceso de aprendizaje independiente es mejor estrategia cuando hablamos de redes sociales en el aula.

ACS Style

Sonia Santoveña-Casal; César Bernal-Bravo. Exploring the influence of the teacher: Social participation on Twitter and academic perception. Comunicar 2019, 27, 75 -84.

AMA Style

Sonia Santoveña-Casal, César Bernal-Bravo. Exploring the influence of the teacher: Social participation on Twitter and academic perception. Comunicar. 2019; 27 (58):75-84.

Chicago/Turabian Style

Sonia Santoveña-Casal; César Bernal-Bravo. 2019. "Exploring the influence of the teacher: Social participation on Twitter and academic perception." Comunicar 27, no. 58: 75-84.

Book chapter
Published: 12 August 2016 in A Theory of Creative Thinking
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This chapter reports a study of the application of the virtual learning model in a MOOC, ‘Communication and mobile learning’, within the project ‘Elearning, Communication and Open-data: Massive Mobile, Ubiquitous and Open Learning’ (ECO) of European Commission. According to Lisbon Strategy and Europe 2020 Strategy’s goals to build up a knowledge-based society in the Eurozone and to lower or remove technological barriers in M-learning processes for users with special needs or at risk of exclusion.

ACS Style

Sonia Santoveña Casal; Alejandro Silva. Open Learning: ‘Communication and Mobile Learning’ at Spanish University. A Theory of Creative Thinking 2016, 221 -240.

AMA Style

Sonia Santoveña Casal, Alejandro Silva. Open Learning: ‘Communication and Mobile Learning’ at Spanish University. A Theory of Creative Thinking. 2016; ():221-240.

Chicago/Turabian Style

Sonia Santoveña Casal; Alejandro Silva. 2016. "Open Learning: ‘Communication and Mobile Learning’ at Spanish University." A Theory of Creative Thinking , no. : 221-240.

Journal article
Published: 02 January 2016 in Cultura y Educación
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ACS Style

Sonia Santoveña-Casal. Effectiveness of the virtual literacy model in acquiring pedagogy competences / Efectividad del modelo de alfabetización virtual en adquisición de competencias pedagógicas. Cultura y Educación 2016, 28, 1 -24.

AMA Style

Sonia Santoveña-Casal. Effectiveness of the virtual literacy model in acquiring pedagogy competences / Efectividad del modelo de alfabetización virtual en adquisición de competencias pedagógicas. Cultura y Educación. 2016; 28 (1):1-24.

Chicago/Turabian Style

Sonia Santoveña-Casal. 2016. "Effectiveness of the virtual literacy model in acquiring pedagogy competences / Efectividad del modelo de alfabetización virtual en adquisición de competencias pedagógicas." Cultura y Educación 28, no. 1: 1-24.

Journal article
Published: 20 March 2011 in Edutec. Revista Electrónica de Tecnología Educativa
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El objetivo de la investigación es conocer la incidencia del uso de los blogs en la mejora de las relaciones sociales y de la formación académico-profesional de los usuarios y propietarios de blogs. La muestra está formada por 179 usuarios y/o propietarios de blogs. Es un estudio basado en un diseño mixto y el instrumento de recogida de información ha sido una entrevista semiestructurada. Desde el paradigma de los nuevos alfabetismos, es posible estudiar el blogueo para llegar a comprender su utilidad en el ámbito educativo.Socio-educational analysis of blogging as literacy and collaborative activityAbstractThe purpose of this research is to know the influence of the use of blogs on the improvement of social relationships and academic and professional training of both users and owners of blogs. The sample is formed by 179 users and owners of blogs. It is a study based in a mixed design and the research instrument used is a semistructured interview. Since we are following the approach of the new literacies, it is possible to study blogging to get to know its use on the educational system.

ACS Style

Sonia Mª Santoveña Casal. Análisis socioeducativo del blogueo como actividad alfabetizadora y colaborativa. Edutec. Revista Electrónica de Tecnología Educativa 2011, a159 -a159.

AMA Style

Sonia Mª Santoveña Casal. Análisis socioeducativo del blogueo como actividad alfabetizadora y colaborativa. Edutec. Revista Electrónica de Tecnología Educativa. 2011; (35):a159-a159.

Chicago/Turabian Style

Sonia Mª Santoveña Casal. 2011. "Análisis socioeducativo del blogueo como actividad alfabetizadora y colaborativa." Edutec. Revista Electrónica de Tecnología Educativa , no. 35: a159-a159.

Journal article
Published: 13 January 2011 in RUSC. Universities and Knowledge Society Journal
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Completing a regulated education in a specific area is no guarantee of getting a job or, for that matter, of achieving job security. In view of this situation, adults choose to carry on learning. This article analyses participation in higher-education lifelong learning courses entirely undertaken in virtual learning environments (VLEs). The aim is to establish which aspects of the communication process add quality to online courses. The sample consists of four lifelong learning courses published on WebCT for graduates in general and teachers/lecturers at various educational levels in particular, whose goal is to further their academic training in order to specialise in a specific field. The research combines both qualitative and quantitative approaches. Two main tools were used to gather data: the WebCT "Track Students" tool and the communication tool. The results show that quality in the communication processes of online courses has a direct impact on student participation in online teaching-learning processes. Dealing with students in a personalised manner, designing communication tools that take account of the needs of academic disciplines and of users, offering a variety of discussion topics, coordinating them and directing them in a responsible, effective manner, and offering quick, smooth interaction are some of the intervening variables.

ACS Style

Sonia Santoveña Casal. Communication Processes in Virtual Learning Environments and their Impact on Online Lifelong Learning. RUSC. Universities and Knowledge Society Journal 2011, 8, 93 -127.

AMA Style

Sonia Santoveña Casal. Communication Processes in Virtual Learning Environments and their Impact on Online Lifelong Learning. RUSC. Universities and Knowledge Society Journal. 2011; 8 (1):93-127.

Chicago/Turabian Style

Sonia Santoveña Casal. 2011. "Communication Processes in Virtual Learning Environments and their Impact on Online Lifelong Learning." RUSC. Universities and Knowledge Society Journal 8, no. 1: 93-127.

Journal article
Published: 20 July 2007 in Edutec. Revista Electrónica de Tecnología Educativa
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Un curso virtual es el resultado de un proceso de virtualización (establecimiento de protocolos didácticos y tecnológico y realización de unseguimiento de tareas) y de un proceso de control de calidad (control didáctico y funcional de los recursos publicados.AbstractA virtual course is the result of two processes: one of virtualization and other of quality control. The former consists in the settlement of didactic and technologic guides and the realization of a tasks follow-up. The latter requires the didactic and functional control of the publicized resources.

ACS Style

Sonia Mª Santoveña Casal. El proceso de virtualización en las disciplinas de la UNED. Edutec. Revista Electrónica de Tecnología Educativa 2007, a076 -a076.

AMA Style

Sonia Mª Santoveña Casal. El proceso de virtualización en las disciplinas de la UNED. Edutec. Revista Electrónica de Tecnología Educativa. 2007; (23):a076-a076.

Chicago/Turabian Style

Sonia Mª Santoveña Casal. 2007. "El proceso de virtualización en las disciplinas de la UNED." Edutec. Revista Electrónica de Tecnología Educativa , no. 23: a076-a076.