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This study examines the impact of WhatsApp use on the learning process of university students. The main objective was to analyze how this instant messaging platform influences communication, collaboration and knowledge acquisition in a higher educational environment. It was carried out under a descriptive quantitative approach with a sample of 80 university students from various disciplines. Data were collected through structured questionnaires that assessed the frequency and nature of WhatsApp use for educational purposes, as well as students' perception of its impact on learning. The results revealed that 90% of students use WhatsApp as a complementary tool to discuss topics related to their courses, share educational resources and form study groups. Therefore, it was concluded that this tool has a significant impact in the university educational environment., Este estudio examina el impacto del uso de WhatsApp en el proceso de aprendizaje de estudiantes universitarios. El objetivo principal fue analizar cómo esta plataforma de mensajería instantánea influye en la comunicación, la colaboración y la adquisición de conocimientos en un entorno educativo superior. Se llevó a cabo bajo un enfoque cuantitativo, de tipo descriptivo, con una muestra de 80 estudiantes universitarios de diversas disciplinas. Se recopilaron los datos a través de cuestionarios estructurados que evaluaron la frecuencia y la naturaleza del uso de WhatsApp con fines educativos, así como la percepción de los estudiantes sobre su impacto en el aprendizaje. Los resultados revelaron que el 90% de los estudiantes utilizan WhatsApp como herramienta complementaria para discutir temas relacionados con sus cursos, compartir recursos educativos y formar grupos de estudio. Por ende, se concluyó que dicha herramienta tiene un impacto significativo en el ámbito educativo universitario.

Citizens have increasingly diversified their use of social media platforms, raising questions about which platforms are adopted and for what purposes. We use survey data from four countries (Canada, France, the United States, and the United Kingdom) gathered in 2019 and 2021 (n = 12,302) about Facebook, YouTube, Instagram, Twitter, Reddit, Snapchat, and WhatsApp. Political ideology predicts the adoption and political uses of all platforms, but Reddit, Snapchat, and WhatsApp are distinctive. Right-wing users are more likely to report exposure to and posting of political content on these platforms; this pattern is consistent across all four countries. We relate these findings to the distinct network features compared to other platforms. Our large sample size allows us to document a funnel process where large numbers adopt a platform, fewer see political content, and even fewer post. In this funnel process, ideological differences become larger. The findings have implications for the formation of homogeneous communities.

El discurso digital ―máxime en mensajería instantánea (MI) y otros medios digitales cuasisincrónicos― abunda en un conjunto de rasgos lingüísticos distintivos resultantes de la emulación de la interacción oral cara a cara, a los que denominamos oralizaciones. Al margen de condicionantes sociodemográficos, estos recursos se advierten ampliamente supeditados a factores contextuales e idiolectales. A fin de constatar empíricamente las causas de su variación en el plano diafásico (considerando, asimismo, la idiosincrasia discursiva de los hablantes), se emprende un análisis textual de interacciones mediante MI basado en una propuesta tipológica de oralizaciones. El corpus de trabajo se compila a partir de una serie de entrevistas realizadas a través de la aplicación de MI WhatsApp. Los resultados revelan importantes restricciones situacionales, principalmente asociadas a condiciones comunicativas coloquiales, así como una notable variación idiolectal en el uso de (los distintos tipos de) oralizaciones., Digital discourse―especially in instant messaging (IM) and other quasi-synchronous digital media―abounds in a set of distinctive linguistic features resulting from the emulation of face-to-face oral interaction, herein referred to as oralizations. Beyond sociodemographic factors, these resources are subject to contextual and idiolectal constraints. Aiming to empirically determine the causes of their variation at the diaphasic level (also considering the discursive idiosyncrasies of the speakers), a textual analysis of IM interactions is carried out upon the basis of a proposed typology of oralizations. The corpus for this study is compiled from a series of interviews conducted through the IM application WhatsApp. The results reveal major situational constraints mostly associated with colloquial communication conditions, as well as a large idiolectal variation in the use of (the different types of) oralizations.

El objetivo de este trabajo es abordar el problema de las funciones de los emojis en WhatsApp, adoptando una perspectiva holística y multimodal y utilizando herramientas pragmáticas, discursivas y no verbales para su análisis. Nuestro trabajo examinará, en primer lugar, las clasificaciones más importantes sobre las funciones de los emojis; y expondrá y ejemplificará, en segundo lugar, una nueva propuesta, basada en tres criterios fundamentales [+-asociación], [+-intensificación], [+-dialógico], que busca superar, en la medida de lo posible, algunos de los problemas que presentan las clasificaciones precedentes. El análisis de los ejemplos de nuestro corpus muestra que los emojis son polifuncionales, es decir, no presentan una asociación necesaria y suficiente entre forma y función. Su descripción funcional, por otra parte, debe realizarse en el seno de un contexto multimodal, es decir, no puede ser separada del resto de códigos (palabras, stickers, vídeos) que conforman el mensaje., The aim of this paper is to address the problem of the functions of emojis in WhatsApp, adopting a holistic and multimodal perspective and using pragmatic, discursive and non-verbal tools. Our paper will examine, firstly, the most important classifications of emoji functions; secondly, it will expose and exemplify a new proposal, based on three fundamental criteria [+-association], [+-intensification], [+-dialogical], which seeks to overcome, as far as possible, some of the problems that previous classifications present. The analysis of the examples in our corpus shows that emojis are polyfunctional, i.e. they do not present a necessary and sufficient association between form and function. Their functional description, on the other hand, must be carried out within a multimodal context, i.e. it cannot be separated from the rest of codes (words, stickers, videos) that make up the message.

Technology has made it easier to connect, interact, explore and learn. The smartphone is a unique and valuable device. WhatsApp is the most popular mobile app used for multiple purposes worldwide. The study aimed to get the teachers' views of the Public Colleges of Punjab, Pakistan, BS (Physics) regarding the pedagogical use of WhatsApp and their challenges. The study used an interpretative paradigm, qualitative method and phenomenological design. The data was collected through in-depth unstructured interviews and purposively analysed using a thematic coding inductive approach. The target population was all the teachers (Female/Male) of Public Colleges of Punjab, Pakistan, BS (Physics) Programme, and the sample was drawn from the target population purposively till saturation (12 college teachers =6 Females and 6 Males). The study recommended the pedagogical use of WhatsApp by determining some boundaries for students to interact.

I den här uppsatsen undersöks sociala medieverktyg. Syftet är att förstå vad sociala medieverktyg är och kan vara, och att med hjälp av denna kunskap kunna peka ut verktyg som är användbara för en specifik användargrupp. Begreppets (sociala medieverktyg) innebörd och olika varianter beskrivs. Det framgår att verktygen kan se väldigt olika ut och att de kan kategoriseras i olika sociala medieverktygs-kategorier. Två intervjuer genomfördes för att kunna förstå vad den aktuella användargruppen behöver och önskar i ett socialt medieverktyg. Det framgick bland annat att användarna behövde ett verktyg som möjliggjorde samtalsliknande text-kommunikation, samt ett verktyg för mer permanent information. Informationen från intervjuerna jämfördes därefter med ett antal idag existerande sociala medieverktyg. De verktyg som stämde bäst överens med användarnas önskemål – Facebook och WhatsApp – pekades därefter ut som de lämpligaste verktygen för den specifika användargruppen.

Technology has made it easier to connect, interact, explore and learn. The smartphone is a unique and valuable device. WhatsApp is the most popular mobile app used for multiple purposes worldwide. The study aimed to get the teachers' views of the Public Colleges of Punjab, Pakistan, BS (Physics) regarding the pedagogical use of WhatsApp and their challenges. The study used an interpretative paradigm, qualitative method and phenomenological design. The data was collected through in-depth unstructured interviews and purposively analysed using a thematic coding inductive approach. The target population was all the teachers (Female/Male) of Public Colleges of Punjab, Pakistan, BS (Physics) Programme, and the sample was drawn from the target population purposively till saturation (12 college teachers =6 Females and 6 Males). The study recommended the pedagogical use of WhatsApp by determining some boundaries for students to interact.

The widespread use of computer-mediated communication (CMC) among adolescents has favored the creation of a new written code called digitalk. This new code includes, among other characteristics, the use of foreign words as textisms, mainly anglicisms. These textisms also serve as a mark of identity among young speakers. The aim of this paper is twofold: firstly, to describe which are the more frequent anglicisms used by Spanish adolescents in their CMC and the code-mixing pathways of inclusion; secondly, to examine the possible influence between the use of anglicisms in the CMC of Spanish adolescents and their orthographic competence. Method: Based on an exploratory methodology, a corpus of interactions through WhatsApp of a group of adolescents attending Compulsory Secondary Education in a region of southern Spain has been analyzed. Data analysis: Sketch Engine software was used for corpus analysis, presenting the normalized frequency (1/1,000) of textisms, misspellings and multimodal elements. Finally, for the descriptive statistical analysis of the data and for the bivariate correlation analysis applying Pearson’s coefficient, IBM SPSS v.26 software was used. Findings: The results indicate that young people use English Code-Mixings (ECM) as discursive framers with an expressive aim and as a sign of belonging to a specific community of speakers. Moreover, no positive correlation is observed between the use of these ECMs and a lower orthographic competence. Implications: ECMs show an important pragmatic function in CMC among Spanish adolescents. Furthermore, they are one of the elements that have been incorporated into the digital norm of Spanish and can be used in Compulsory Education as a resource for the acquisition of communicative competence in adolescents along with other textisms. Originality: This is the first research that analyzes the frequency and function of anglicisms in Spanish CMC and their impact on the orthographic competence of Spanish adolescents

Die Schweizer Banken stehen aufgrund der fortschreitenden Digitalisierung und der gleichzeitigen Veränderung der Nutzung von Kommunikationskanälen vor einer immer grösseren Herausforderung, wenn es darum geht, mit ihren Kunden in Kontakt zu treten und deren Erwartungen an die Kommunikation zu erfüllen. Gleichzeitig hat die Nutzung von Messenger-Diensten im Kommunikationsbereich in der Gesellschaft in den letzten Jahren deutlich an Aufmerksamkeit und Beliebtheit gewonnen. Dies zeigt sich vor allem in der hohen Nutzung des Mobile Instant-Messengers WhatsApp. Eine Neuausrichtung der Kundenkommunikation bzw. der Kommunikationskanäle ist daher für Banken unerlässlich. Die Nutzung von WhatsApp als Kanal für die Kommunikation mit Kunden hat sich bei Unternehmen und insbesondere bei Banken bislang noch nicht durchgesetzt, weshalb die vorliegende Arbeit diesem Thema gewidmet ist. Hier steht die Frage im Fokus, welchen Nutzen die Integration von WhatsApp als Kommunikationskanal in der Bankbranche bringt und inwiefern sich die Customer-Experience dadurch beeinflussen bzw. verbessern lässt. Im Rahmen der Literaturrecherche werden die theoretischen Grundlagen des Conversational Marketings, insbesondere des Messenger-Marketings sowie das gesamte Ökosystem von WhatsApp und dessen Einsatzmöglichkeiten anhand von Use-Cases für die Kundenkommunikation identifiziert. Im Weiteren wird eine empirische Forschung durchgeführt, um die Perspektive und Einstellungen von Kunden und von Experten hinsichtlich der zugrunde liegenden Forschungsthematik zu untersuchen. Hierzu wurde zum einen im Zeitraum vom 17. März 2023 bis zum 1. April 2023 eine quantitative Online-Umfrage mit einer Gesamtstichprobe von 120 Teilnehmenden durchgeführt. Andererseits erfolgte im Zeitraum vom 5. April 2023 bis zum 19. April 2023 eine qualitative Forschung mit vier Experten. Die Ergebnisse der empirischen Untersuchungen zeigen, dass die Integration von WhatsApp sowohl für die Kunden als auch für die Banken einen erhe

The widespread use of computer-mediated communication (CMC) among adolescents has favored the creation of a new written code called digitalk. This new code includes, among other characteristics, the use of foreign words as textisms, mainly anglicisms. These textisms also serve as a mark of identity among young speakers. The aim of this paper is twofold: firstly, to describe which are the more frequent anglicisms used by Spanish adolescents in their CMC and the code-mixing pathways of inclusion; secondly, to examine the possible influence between the use of anglicisms in the CMC of Spanish adolescents and their orthographic competence. Method: Based on an exploratory methodology, a corpus of interactions through WhatsApp of a group of adolescents attending Compulsory Secondary Education in a region of southern Spain has been analyzed. Data analysis: Sketch Engine software was used for corpus analysis, presenting the normalized frequency (1/1,000) of textisms, misspellings and multimodal elements. Finally, for the descriptive statistical analysis of the data and for the bivariate correlation analysis applying Pearson’s coefficient, IBM SPSS v.26 software was used. Findings: The results indicate that young people use English Code-Mixings (ECM) as discursive framers with an expressive aim and as a sign of belonging to a specific community of speakers. Moreover, no positive correlation is observed between the use of these ECMs and a lower orthographic competence. Implications: ECMs show an important pragmatic function in CMC among Spanish adolescents. Furthermore, they are one of the elements that have been incorporated into the digital norm of Spanish and can be used in Compulsory Education as a resource for the acquisition of communicative competence in adolescents along with other textisms. Originality: This is the first research that analyzes the frequency and function of anglicisms in Spanish CMC and their impact on the orthographic competence of Spanish adolescents

I den här uppsatsen undersöks sociala medieverktyg. Syftet är att förstå vad sociala medieverktyg är och kan vara, och att med hjälp av denna kunskap kunna peka ut verktyg som är användbara för en specifik användargrupp. Begreppets (sociala medieverktyg) innebörd och olika varianter beskrivs. Det framgår att verktygen kan se väldigt olika ut och att de kan kategoriseras i olika sociala medieverktygs-kategorier. Två intervjuer genomfördes för att kunna förstå vad den aktuella användargruppen behöver och önskar i ett socialt medieverktyg. Det framgick bland annat att användarna behövde ett verktyg som möjliggjorde samtalsliknande text-kommunikation, samt ett verktyg för mer permanent information. Informationen från intervjuerna jämfördes därefter med ett antal idag existerande sociala medieverktyg. De verktyg som stämde bäst överens med användarnas önskemål – Facebook och WhatsApp – pekades därefter ut som de lämpligaste verktygen för den specifika användargruppen.

Hipertensi adalah peningkatan tekanan darah sistolik lebih dari 140 mmHg dan tekanan darah diastolik lebih dari 90 mmHg. Kepatuhan adalah gambaran perilaku pasien dalam meminum obat dengan benar sesuai anjuran petugas kesehatan. Peningkatan kepatuhan dapat dilakukan dengan pemberian intervensi berupa whatsapp dan Leaflet. Penelitian ini bertujuan untuk mengetahui pengaruh pemberian pesan whatsapp Reminder dengan leaflet sebelum dan sesudah diberikan, serta melihat perbandingan tekanan darah antara kelompok perlakuan dan kelompok kontrol. Penelitian ini menggunakan metode pre and post design dengan intervensi melalui Whatsapp dan Leaflet, kemudian diambil data kepatuhan setelah 14 hari dengan metode MMAS-8 dan nilai tekanan darah. Jumlah sampel sebesar 54 orang. Hasil penelitian nilai kepatuhan pada kelompok perlakuan pre dan post sebesar 18,5% dan 77,8%.  Hasil nilai tekanan darah kelompok perlakuan pre dan post adalah 158/96 mmHg dan 141/84 mmHg. Sedangkan hasil nilai tekanan darah kelompok kontrol pre dan post adalah 164/99 mmHg dan 152/91 mmHg. Kesimpulan terdapat pengaruh pemberian whatsapp dan leaflet terhadap peningkatan kepatuhan pasien hipertensi dengan nilai p value < 0,05 yaitu 0,000, serta ada perbedaan tekanan darah sistolik dan diastol antara kelompok perlakuan dan kelompok kontrol dengan nilai p value < 0,05 yaitu 0,044 dan 0,033.

Hipertensi adalah peningkatan tekanan darah sistolik lebih dari 140 mmHg dan tekanan darah diastolik lebih dari 90 mmHg. Kepatuhan adalah gambaran perilaku pasien dalam meminum obat dengan benar sesuai anjuran petugas kesehatan. Peningkatan kepatuhan dapat dilakukan dengan pemberian intervensi berupa whatsapp dan Leaflet. Penelitian ini bertujuan untuk mengetahui pengaruh pemberian pesan whatsapp Reminder dengan leaflet sebelum dan sesudah diberikan, serta melihat perbandingan tekanan darah antara kelompok perlakuan dan kelompok kontrol. Penelitian ini menggunakan metode pre and post design dengan intervensi melalui Whatsapp dan Leaflet, kemudian diambil data kepatuhan setelah 14 hari dengan metode MMAS-8 dan nilai tekanan darah. Jumlah sampel sebesar 54 orang. Hasil penelitian nilai kepatuhan pada kelompok perlakuan pre dan post sebesar 18,5% dan 77,8%.  Hasil nilai tekanan darah kelompok perlakuan pre dan post adalah 158/96 mmHg dan 141/84 mmHg. Sedangkan hasil nilai tekanan darah kelompok kontrol pre dan post adalah 164/99 mmHg dan 152/91 mmHg. Kesimpulan terdapat pengaruh pemberian whatsapp dan leaflet terhadap peningkatan kepatuhan pasien hipertensi dengan nilai p value < 0,05 yaitu 0,000, serta ada perbedaan tekanan darah sistolik dan diastol antara kelompok perlakuan dan kelompok kontrol dengan nilai p value < 0,05 yaitu 0,044 dan 0,033.

Traffic classification refers to the processes used to categorize traffic based on features in the traffic and in accordance with specific classification objectives. In general, there are numerous forests, fields, and aims in the classification of internet traffic. Internet service providers must be aware of the types of traffic that are sent across their network Classifying Internet applications that are carried by computer networks is the specific goal, create a hybrid software classifier that can be applied to the classification of Internet traffic. Internet service providers (ISPs) attempt to boost bandwidth as a result of rising Internet traffic, but at the same time, more bandwidth is needed for Internet applications. Problems arise from the exponential growth of new internet applications using unregistered ports. The new programs may also contain a lot of viruses and dangerous code. In recent years, traffic classification has drawn more and more attention. With the help of direct and passive observation of the individual packets or stream of packets moving over the network, it seeks to provide the capability of automatically identifying the program that created a specific stream of packets. Data mining (DM) is a method for sifting through enormous databases in search of fresh, obscured, and practical information patterns. The knowledge discovery process includes the DM idea. This study employs a variety of techniques and functions as a hybrid classification. The foundation of many essential network monitoring and controlling jobs, such as billing, quality of service, security, and trend analyzers, is the classification of networks flows by their application type. Identification of Internet traffic is a crucial tool for network management. It enables operators to more accurately forecast upcoming traffic patterns and demand, and it enables security staff to spot unusual conduct.

SUMARIO: I. INTRODUCCIÓN. II. LA CONVOCATORIA DE LA JUNTA GENERAL DE SOCIOS. 1. Formas de convocatoria 2. La admisibilidad de las comunicaciones electrónicas como forma. de convocatoria. 2.1. Preliminar. 2.2. La convocatoria de la junta general por medio del correo electrónico. 2.3. La convocatoria de la junta general por medio de aplicaciones de mensajería instantánea. Especial consideración al WhatsApp. III. EL PROBLEMA DE LA PRUEBA DE LA RECEPCIÓN DE LA CONVOCATORIA. IV. CONCLUSIÓN. V. BIBLIOGRAFÍA.

Digitaliserings framväxt har lett till att användning av digitala medier har vuxit markant och inte minst användning av digitala kommunikationsplattformar. Samtidigt växer utbudet och tillgänglighet av applikationer snabbt. WhatsApp är en applikation för snabbmeddelanden tillgänglig på både Android och iPhone. Den används för att skicka textmeddelanden till andra användare eller grupp. För att använda WhatsApp behöver man endast en internetanslutning, tjänsten är kostnadsfri. WhatsApp erbjuder stort utbud av funktioner till användare förutom textmeddelande erbjuds röstsamtal, videosamtal, inspelade röstsamtal. Dessutom är WhatsApp end to end krypterad vilket innebär att meddelanden som skickas med tjänsten är endast läsbara av den avsedda mottagaren. i samband med den ökad användning av mobilapplikationer finns det ett behov för dessa applikationer att behålla sin funktioner intakta så att användarna inte går över till andra alternativ. Användbarhet är ett nödvändigt krav för att överleva på webben. Den gör att användaren återvänder till applikationen så det är viktig att ha ett lämpligt gränssnitt. Denna studie har till syfte att undersöka användbarheten av applikation WhatsApp baserade på Nielsens 5 kvalitetskomponenter som definierar användbarhet: lärbarhet, effektivitet, minnesvärdhet, fel och tillfredställelse. Data i denna studie är i form av användarnas recensioner till applikationen WhatsApp som har inhämtats från hemsida capterr.com. På grund av uppsatsens begränsade tidsram behandlats 50 recensioner med användarlängd mellan 1 och 2 år. Till denna uppsats används tematisk innehållsanalys, en metod för att analysera recensionerna av WhatsApp appliaktionen. Jag har gått igenom de valda recensionernas rubrik och innehåll för WhatsApp applikationen för att sedan analysera och identifiera koder i dess data. Dessa koder relaterades sedan till tema för att kunna svara på studiens syfte. Slutsatsen av studien visar att användarna lyfter förljande teman i sina re

BackgroundSouth Asians, inclusive of individuals originating in India, Pakistan, Maldives, Bangladesh, Sri Lanka, Bhutan, and Nepal, comprise the largest diaspora in the world, with large South Asian communities residing in the Caribbean, Africa, Europe, and elsewhere. There is evidence that South Asian communities have disproportionately experienced COVID-19 infections and mortality. WhatsApp, a free messaging app, is widely used in transnational communication within the South Asian diaspora. Limited studies exist on COVID-19-related misinformation specific to the South Asian community on WhatsApp. Understanding communication on WhatsApp may improve public health messaging to address COVID-19 disparities among South Asian communities worldwide.ObjectiveWe developed the COVID-19-Associated misinfoRmation On Messaging apps (CAROM) study to identify messages containing misinformation about COVID-19 shared via WhatsApp.MethodsWe collected messages forwarded globally through WhatsApp from self-identified South Asian community members between March 23 and June 3, 2021. We excluded messages that were in languages other than English, did not contain misinformation, or were not relevant to COVID-19. We deidentified each message and coded them for one or more content categories, media types (eg, video, image, text, web link, or a combination of these elements), and tone (eg, fearful, well intentioned, or pleading). We then performed a qualitative content analysis to arrive at key themes of COVID-19 misinformation.ResultsWe received 108 messages; 55 messages met the inclusion criteria for the final analytic sample; 32 (58%) contained text, 15 (27%) contained images, and 13 (24%) contained video. Content analysis revealed the following themes: "community transmission" relating to misinformation on how COVID-19 spreads in the community; "prevention" and "treatment," including Ayurvedic and traditional remedies for how to prevent or treat COVID-19 infection; and messaging attemp

The integration of information and communications technology in teaching and learning is growing at an exponential rate due to many factors we have observed lately, such as the outbreak of COVID-19. The unprecedented outbreak of COVID-19 took the world by surprise. Many sectors such as health and education were left shattered due to the outbreak of COVID-19. The outbreak compelled the educational sector to come up with alternative majors to keep the teaching and learning process alive as the physical classes were suspended as means to curb the spread of COVID-19. In an attempt to investigate different ways Engineering Graphics and Design teachers used to conduct lessons during the COVID-19 lockdown, this study employed a qualitative approach. Data was collected through semi-structured interviews and analysed using thematic analysis. The findings of this study indicate that COVID-19 did influence the way teachers are teaching post-COVID-19. The study findings further reveal that WhatsApp was the tool most teachers relied on to keep teaching and learning alive, however, some teachers were experiencing problems. The study recommends that teachers should continue using WhatsApp as a way of extending lessons during home hours.

Knowing they use that public employees give to WhatsApp, social networks and smartphones during workinghours, is a topic that must be opened to generate discussion about the effects that these technological toolshave inside the mayoralties. The objective of this work is to determine a model that provides information onthe use made of the WhatsApp application, social networks and smartphones by the administrative staff ofthe mayor’s office of Manizales, Colombia during their workday. An instrument consisting of 15 questionswas applied to 164 workers who work in this public service office, regarding the massive use of thesetechnologies. To observe how the variables are combined, an Exploratory Factorial Analysis was carried outand to corroborate the contingency between the factors, a Confirmatory Factorial Analysis was carried outemploying structural equations., Conocer el uso que los empleados públicos dan al WhatsApp, a las redes sociales y a los teléfonos inteligentes durante el horario laboral, es un tema que se debe abrir para generar la discusión sobre los efectos que tienen estas herramientas tecnológicas en el interior de las alcaldías. El objetivo del presente trabajo es determinar un modelo que brinde información sobre el uso que hace de la aplicación WhatsApp, de las redes sociales y de los teléfonos inteligentes el personal administrativo de la alcaldía de Manizales, Colombia durante su jornada de trabajo. Se aplicó un instrumento compuesto por 15 preguntas a 164 trabajadores que laboran en esta oficina de servicio público, con respecto al uso masivo de estas tecnologías. Para observar cómo se conjuntan las variables se realizó un Análisis Factorial Exploratorio y para corroborar la contingencia entre los factores se llevó a cabo un Análisis Factorial Confirmatorio por medio de ecuaciones estructurales.

La aplicación WhatsApp se ha convertido en todo un fenómeno social. Todo el mundo se relaciona por WhatsApp, enviando mensajes multimedia y, en ocasiones, memes. Piezas verbo-visuales surgidas en la cultura digital y que pretenden la risa de sus receptores. Este artículo explora un repertorio de memes capturados durante seis meses en un grupo de WhatsApp, formado por mujeres asalariadas con edades comprendidas entre 50 y 55 años. El análisis comienza con una caracterización de la gramática del meme tipo para, a continuación, examinar las temáticas e interpretar el sentido de los contenidos humorísticos distribuidos. Los resultados sugieren que el humor es algo más que divertimento y que la risa también está mediada por la estructura social, desprendiendo destellos de una cultura que mantiene sesgos de género, orientados indistintamente a mujeres y hombres., WhatsApp has become a social phenomenon. Everyone talks on WhatsApp!Users sending multimedia messages and sometimes memes: a visual-verbal joke emerged in digital culture to induce humorous responses in its receivers. This article analyzes a selection of memes captured for six months in a group of employed women aged between 50 and 55 years. The analysis begins with a characterization of prototypical meme. Then examines the topics and interprets the meaning of content distributed humorous. The results suggest that humor is more than laughter and humor is mediated by the social structure. Memes reflects the androcentric culture but now women and men are mocked equally, Depto. de Sociología: Metodología y Teoría, Fac. de Ciencias Políticas y Sociología, TRUE, pub

This study investigates the adoption of WhatsApp among Small and Medium-Sized Enterprises (SMEs) in Buloba, Wakiso district, Uganda, and its impact on business performance as a means to help attain some aspects of the Sustainable Development Goals (SDGs). The research reveals a high level of WhatsApp adoption, particularly in skilled usage, platform following, customer engagement, product marketing, and customer ordering. Positive correlations between WhatsApp adoption and SME performance indicate its potential role in enhancing business outcomes. Multiple regression analysis demonstrates that approximately 20.6% of SME performance variance is explained by WhatsApp adoption, with customer engagement showing a marginally significant positive relationship. The findings emphasize the role of WhatsApp, especially in customer engagement, for SME success. Recommendations include prioritizing customer engagement, providing SME training, and further research to delve into specific influencing factors. The study contributes valuable insights into the budding landscape of SMEs in Buloba, emphasizing the need for strategic use of WhatsApp for sustained business success.

Las aplicaciones de mensajería instantánea integradas en los teléfonos inteligentes han favorecido el surgimiento de nuevos sistemas de escritura digital, que se caracterizan por emplear grafías específicas denominadas textismos. Este estudio analiza la relación entre el uso de textismos y las faltas de ortografía en textos académicos. La metodología aplicada ha sido de carácter descriptivo, basado en el análisis de contenido dirigido. La muestra la integran 270 estudiantes de tercero y cuarto de Educación Secundaria Obligatoria matriculados en doce institutos públicos de la Comunidad Autónoma Andaluza. Los datos se obtuvieron a partir de textos reales aportados por el alumnado participante en el estudio, extraídos por un lado de mensajes de WhatsApp de sus teléfonos inteligentes y por otro de textos académicos elaborados como actividad del aula de Secundaria. Los resultados obtenidos a partir de los análisis descriptivos y los análisis de correlación bivariada (coeficiente de Pearson) permiten afirmar que el promedio de textismos en WhatsApp de la muestra es muy superior al de faltas de ortografía en los textos escolares; lo que confirma que los textismos son discrepancias intencionadas con la norma académica en el contexto digital. En consecuencia, no pueden ser considerados como faltas de ortografía que se producen por desconocimiento de la lengua española, sino nuevas formas de lenguaje generadas por el uso de las tecnologías digitales., Instant messaging applications integrated in smartphones have favored the emergence of new digital writing systems, which are characterized by the use of specific spellings called textisms. This study analyses the relationship between the use of textisms and spelling mistakes in academic texts. The methodology applied was descriptive, based on a directed content analysis. The sample consisted of 270 students in the third and fourth years of compulsory secondary education enrolled in twelve public high schools in the autonomous community of Andalusia. Data were obtained from real texts provided by the students participating in the study, extracted, on the one hand, from WhatsApp messages from their smartphones, and, on the other, from academic texts produced as an activity in the secondary school classroom. The results obtained from the descriptive analyses and the bivariate correlation analyses (Pearson coefficient) allow us to affirm that the average number of textisms in WhatsApp of the sample is much higher than the number of misspellings in school texts, which confirms that textisms are intentional discrepancies with the academic norm in the digital context. Consequently, they cannot be considered as misspellings that occur due to a lack of knowledge of the Spanish language, but rather as new forms of language generated by the use of digital technologies.

In Yus (2022a, 2022b), a corpus of humorous interactions on the messaging app WhatsApp was analysed, aiming to isolate their recurrent turn-taking variations. The analysis yielded several patterns depending on the quality of the first turn in the messaging conversation: (a) humorous text, (b) humorous text plus emoji, (c) non-humorous text, (d) non-humorous text plus emoji, (e) image, (f) image plus humorous text; (g) image plus non-humorous text; and (h) video. The objective of the present study is to compare these humorous interactions with those carried out in a different cultural environment (China), and a different messaging application (WeChat). The analysis will first focus on the (dis)similarities in the “interface affordances” of these two applications and then will address the ways in which the users from these cultures (Spain, China) carry out their humorous messaging interactions.

Ever since the days of SMS texts people have been using a progressively abbreviated language, which further from looking like a deformation of the language itself, follows a unique and special code which has ‘’evolved’’ among the active users of the ‘’new’’ social networks. This work is scoped towards determining the degree of remembrance in shortened Whatsapp messages out of a 32 participant sample, divided as young (age 20-25) and adult (age 45-55). Similarly, it is also investigated the cognitive costs of the reading of a shortened message with emoticons as opposed to a non-shortened which follows the regulations of RAE. Out of this analysis several main conclusions are obtained. The first one being that the abbreviated language is capable of transmitting the most outstanding information at the expense of a greater reading time, despite the subjects looking competent enough. Secondly, there is a bigger quantity of main ideas in adult men and young women. Lastly, there is a bigger number of distorted ideas among adults of the abbreviated condition and among the youth of the non-shortened one. All of these concepts provide the language with the characteristics and purpose that make it be a unique and living language., Desde el uso de los mensajes SMS se ha venido utilizando un lenguaje escrito cada vez más abreviado, que lejos de parecer una deformación del lenguaje, sigue un código único y especial que ha “evolucionado” entre los usuarios activos de las “nuevas” redes sociales. En este trabajo se busca determinar el grado de recuerdo en los mensajes abreviados de Whatsapp en una muestra de 32 participantes, divididos en jóvenes (20-25 años) y adultos (45-55 años). De igual forma, se investiga el coste cognitivo que supone la lectura de un mensaje abreviado con emoticonos frente a uno no abreviado siguiendo la normativa de la RAE. De este análisis se obtienen varias conclusiones principales. La primera es que el lenguaje abreviado es capaz de transmitir la información más destacada a costa de un mayor tiempo de lectura, aunque los sujetos se vean competentes. Segundo, hay mayores ideas principales en hombres adultos y mujeres jóvenes. Tercero, hay un mayor número de ideas distorsionadas para los adultos de la condición abreviada y jóvenes sin abreviar. Todo esto hace que este lenguaje tenga unas características y finalidad que lo hace ser un lenguaje vivo y único.

The context of the pandemic has modified communicative processes in early childhood education. Starting from the experiences lived by the authors, this study aims to reflect on the adoption of WhatsApp as communication support between schools and families during the suspension of face-to-face classes and the resulting changes in practices. It is a qualitative analysis based on a documental investigation of state and municipal legislation followed by participant observation in two public schools in São Paulo and Diadema. The analysis of the results has as theoretical support the school culture, based on authors such as Dominique Julia and Faria Filho. Imprecision and disagreement between state and municipal legislation related to regulating communication between schools and families were recognized. Incorporating the WhatsApp application as a communication support from the suspension to the resumption of face-to-face classes led to greater agility and efficiency in exchanging messages and in the interaction between the cultures of the family and the school. In this immediate insertion of WhatsApp, there is a narrowing in the subjective processes of these social groups around the pedagogical practices carried out in promoting childhood culture., A pandemia modificou os processos comunicativos na educação infantil. Partindo das experiências das autoras, este estudo objetiva refletir sobre a adoção do WhatsApp como suporte de comunicação entre escola e famílias durante a suspensão das aulas presenciais e as mudanças das práticas decorrentes. Trata-se de uma análise qualitativa com base em investigação documental da legislação estadual e municipal seguida da observação participante em duas escolas públicas. A análise dos resultados tem como aporte teórico a cultura escolar, fundamentada em autores como Dominique Julia e Faria Filho. A incorporação do aplicativo WhatsApp como suporte de comunicação desde a suspensão até o restabelecimento presencial das aulas ocasionou maior eficiência na troca de mensagens e na interação entre as culturas da família e da escola. Nesta imediata inserção do WhatsApp, destaca-se um estreitamento nos processos subjetivos desses grupos sociais em torno das práticas pedagógicas realizadas a serviço da promoção da cultura da infância., El contexto de la pandemia ha modificado los procesos comunicativos en la educación infantil. A partir de las experiencias vividas por las autoras, este estudio tiene como objetivo reflexionar sobre la adopción de WhatsApp como soporte de comunicación entre la escuela y las familias durante la suspensión de las clases presenciales y los cambios de prácticas resultantes. Se trata de un análisis cualitativo basado en la investigación documental de la legislación estatal y municipal seguida de observación participante en dos escuelas públicas ubicadas en São Paulo y Diadema. El análisis de los resultados tiene como soporte teórico la cultura escolar, a partir de autores como Dominique Julia y Faria Filho. Se reconoció la imprecisión y discrepancia entre la legislación estatal y municipal relacionada con la regulación de la comunicación entre escuelas y familias. La incorporación de la aplicación WhatsApp como soporte de comunicación desde la suspensión hasta la reanudación de las clases presenciales propició una mayor agilidad y eficiencia en el intercambio de mensajes y en la interacción entre las culturas de la familia y la escuela. En esta inserción inmediata de WhatsApp, se produce un estrechamiento en los procesos subjetivos de estos grupos sociales en torno a las prácticas pedagógicas realizadas al servicio de la promoción de la cultura infantil.

Knowing they use that public employees give to WhatsApp, social networks and smartphones during workinghours, is a topic that must be opened to generate discussion about the effects that these technological toolshave inside the mayoralties. The objective of this work is to determine a model that provides information onthe use made of the WhatsApp application, social networks and smartphones by the administrative staff ofthe mayor’s office of Manizales, Colombia during their workday. An instrument consisting of 15 questionswas applied to 164 workers who work in this public service office, regarding the massive use of thesetechnologies. To observe how the variables are combined, an Exploratory Factorial Analysis was carried outand to corroborate the contingency between the factors, a Confirmatory Factorial Analysis was carried outemploying structural equations., Conocer el uso que los empleados públicos dan al WhatsApp, a las redes sociales y a los teléfonos inteligentes durante el horario laboral, es un tema que se debe abrir para generar la discusión sobre los efectos que tienen estas herramientas tecnológicas en el interior de las alcaldías. El objetivo del presente trabajo es determinar un modelo que brinde información sobre el uso que hace de la aplicación WhatsApp, de las redes sociales y de los teléfonos inteligentes el personal administrativo de la alcaldía de Manizales, Colombia durante su jornada de trabajo. Se aplicó un instrumento compuesto por 15 preguntas a 164 trabajadores que laboran en esta oficina de servicio público, con respecto al uso masivo de estas tecnologías. Para observar cómo se conjuntan las variables se realizó un Análisis Factorial Exploratorio y para corroborar la contingencia entre los factores se llevó a cabo un Análisis Factorial Confirmatorio por medio de ecuaciones estructurales.

Instant messaging applications integrated in smartphones have favored the emergence of new digital writing systems, which are characterized by the use of specific spellings called textisms. This study analyses the relationship between the use of textisms and spelling mistakes in academic texts. The methodology applied was descriptive, based on a directed content analysis. The sample consisted of 270 students in the third and fourth years of compulsory secondary education enrolled in twelve public high schools in the autonomous community of Andalusia. Data were obtained from real texts provided by the students participating in the study, extracted, on the one hand, from WhatsApp messages from their smartphones, and, on the other, from academic texts produced as an activity in the secondary school classroom. The results obtained from the descriptive analyses and the bivariate correlation analyses (Pearson coefficient) allow us to affirm that the average number of textisms in WhatsApp of the sample is much higher than the number of misspellings in school texts, which confirms that textisms are intentional discrepancies with the academic norm in the digital context. Consequently, they cannot be considered as misspellings that occur due to a lack of knowledge of the Spanish language, but rather as new forms of language generated by the use of digital technologies., Las aplicaciones de mensajería instantánea integradas en los teléfonos inteligentes han favorecido el surgimiento de nuevos sistemas de escritura digital, que se caracterizan por emplear grafías específicas denominadas textismos. Este estudio analiza la relación entre el uso de textismos y las faltas de ortografía en textos académicos. La metodología aplicada ha sido de carácter descriptivo, basado en el análisis de contenido dirigido. La muestra la integran 270 estudiantes de tercero y cuarto de Educación Secundaria Obligatoria matriculados en doce institutos públicos de la Comunidad Autónoma Andaluza. Los datos se obtuvieron a partir de textos reales aportados por el alumnado participante en el estudio, extraídos por un lado de mensajes de WhatsApp de sus teléfonos inteligentes y por otro de textos académicos elaborados como actividad del aula de Secundaria. Los resultados obtenidos a partir de los análisis descriptivos y los análisis de correlación bivariada (coeficiente de Pearson) permiten afirmar que el promedio de textismos en WhatsApp de la muestra es muy superior al de faltas de ortografía en los textos escolares; lo que confirma que los textismos son discrepancias intencionadas con la norma académica en el contexto digital. En consecuencia, no pueden ser considerados como faltas de ortografía que se producen por desconocimiento de la lengua española, sino nuevas formas de lenguaje generadas por el uso de las tecnologías digitales.

In recent years, studies about trades training and use of Information and Communication Technologies as tools to learning have achieved notoriety in the field of Educational Psychology. The aim of the paper is to describe the skills that are built collaboratively from the mediation of WhatsApp in four trades training. A multiple-case study was conducted. Interviews, observations of the meetings, and analysis of the interactions in instant messaging applications were conducted for data collection. The results allow us to recognize the potential of WhatsApp in trades learning, mainly with regard to the collaborative construction of specific and socio-emotional skills. The conclusions highlight the importance of making progress in the study of the peculiarities that the use of technologies acquires in various contexts of learning for work., En los últimos años los estudios acerca de las capacitaciones en oficios y el empleo de las Tecnologías de la Información y la Comunicación como herramientas para aprender, alcanzaron notoriedad en el campo de la Psicología Educacional. El objetivo del escrito consiste en describir las habilidades que se construyen colaborativamente a partir de la mediación de WhatsApp en cuatro capacitaciones en oficios. Se realizó un estudio de caso múltiple. Para la recolección de datos se efectuaron entrevistas, observaciones de los encuentros y análisis de las interacciones en aplicaciones de mensajería instantánea. Los resultados permiten reconocer las potencialidades de WhatsApp en el aprendizaje de oficios, principalmente en lo referido a la construcción colaborativa de habilidades específicas y socioemocionales. En las conclusiones se destaca la importancia de avanzar en el estudio de las particularidades que adquiere el empleo de las tecnologías en diversos contextos de aprendizaje para el trabajo.

The inclusion of technological tools is frequently seen as a landmark of online study programs. However, the use of technological advancements per se does not guarantee students’ success. Interaction among peers and with the teacher are important success factors often linked to students’ motivation. Skills for autonomous learning are also crucial in the context of online learning. The purpose of this study was to highlight factors of academic success and to investigate the impact of instant messaging tools like WhatsApp, to humanize the learning experience of higher education students enrolled in online programs. Our results show that autonomous learning, the structure of the course, and the flexibility of mentoring sessions are key academic success factors. The amount of interaction student-student and student-teacher interaction favored by the use of WhatsApp influenced to a large degree students’ motivation. In addition, students showed a greater consumption of self-directed content and larger participation in collaborative activities. Altogether these factors contributed to the humanization of online education., La inclusión de herramientas tecnológicas es frecuente y un referente del sistema de estudios de educación superior en línea, aunque no garantiza el éxito estudiantil, son importantes la interacción y acompañamiento docente, la motivación y autonomía del estudiante. La finalidad del estudio es determinar factores de éxito académico e impacto del uso de mensajería instantánea (WhatsApp) como herramienta de apoyo académico para humanizar la experiencia de aprendizaje de estudiantes de educación superior, estudios en línea. Se utilizó el enfoque metodológico de orden cuantitativo. Los principales resultados dan cuenta que, el aprendizaje autónomo, la estructura del curso y la flexibilidad de la tutoría, son factores del éxito académico de mayor influencia. La interacción lograda (profesor estudiante) a través del WhatsApp, influye en la motivación, además, se evidenció mayor actividad en la utilización de contenidos auto dirigidos y actividades colaborativas que en conjunto, estimulan la humanización de la educación en línea.

Este artículo aborda el uso de dispositivos móviles en el proceso de aprendizaje. Muestra, a partir de una actividade-capacitación que la aplicación de comunicación virtual whatsapp, puede usarse como un potenciador en las clases de posgrado, permitiendo el intercambio de información entre ellos, enviando texto, video, audio. e imágenes, algo versátil para acceder a la participación de estudiantes graduados con conocimiento formal y entre ellos, el maestro (facilitador), de una manera dinámica e innovadora, utilizando este recurso como estrategia de enseñanza en clases extra-clase. Discute la interactividad en una propuesta de aula invertida ‘whatsaula’(Alves, Porto, & Oliveira,2019) que involucra el debate de dos videos en varios momentos interactivos en un curso de posgrado Strictu sensu. Analiza las contribuciones de whatsapp como una aplicación de apoyo para los procesos de aprendizaje y ‘whatsaula’ como una propuesta pedagógica viable en contextos extra-clase

Las aplicaciones de mensajería instantánea integradas en los teléfonos inteligentes han favorecido el surgimiento de nuevos sistemas de escritura digital, que se caracterizan por emplear grafías específicas denominadas textismos. Este estudio analiza la relación entre el uso de textismos y las faltas de ortografía en textos académicos. La metodología aplicada ha sido de carácter descriptivo, basado en el análisis de contenido dirigido. La muestra la integran 270 estudiantes de tercero y cuarto de Educación Secundaria Obligatoria matriculados en doce institutos públicos de la Comunidad Autónoma Andaluza. Los datos se obtuvieron a partir de textos reales aportados por el alumnado participante en el estudio, extraídos por un lado de mensajes de WhatsApp de sus teléfonos inteligentes y por otro de textos académicos elaborados como actividad del aula de Secundaria. Los resultados obtenidos a partir de los análisis descriptivos y los análisis de correlación bivariada (coeficiente de Pearson) permiten afirmar que el promedio de textismos en WhatsApp de la muestra es muy superior al de faltas de ortografía en los textos escolares; lo que confirma que los textismos son discrepancias intencionadas con la norma académica en el contexto digital. En consecuencia, no pueden ser considerados como faltas de ortografía que se producen por desconocimiento de la lengua española, sino nuevas formas de lenguaje generadas por el uso de las tecnologías digitales., Instant messaging applications integrated in smartphones have favored the emergence of new digital writing systems, which are characterized by the use of specific spellings called textisms. This study analyses the relationship between the use of textisms and spelling mistakes in academic texts. The methodology applied was descriptive, based on a directed content analysis. The sample consisted of 270 students in the third and fourth years of compulsory secondary education enrolled in twelve public high schools in the autonomous community of Andalusia. Data were obtained from real texts provided by the students participating in the study, extracted, on the one hand, from WhatsApp messages from their smartphones, and, on the other, from academic texts produced as an activity in the secondary school classroom. The results obtained from the descriptive analyses and the bivariate correlation analyses (Pearson coefficient) allow us to affirm that the average number of textisms in WhatsApp of the sample is much higher than the number of misspellings in school texts, which confirms that textisms are intentional discrepancies with the academic norm in the digital context. Consequently, they cannot be considered as misspellings that occur due to a lack of knowledge of the Spanish language, but rather as new forms of language generated by the use of digital technologies.

The problem in this study is about the low intensity of student in the WhatsApp group. This affects the need for student affiliation. Many students who rarely open messages in the WhatsApp group. The purpose of this study was to determine the intensity of WhatsApp usage among students at STP Don Bosco Tomohon and to determine the effect of the group. This study used a quantitative method, with 100 students as a population and  sample of 80 students. In the calculation, the researcher uses the slovin formula. The instrument used is a questionnaire. Respondents only put a checkmark on the answer they considered correct. Then the researcher will manage the collected data using the IBM SPSS 25 for windows application. Hypothesis Testing 1, the use of the WhatsApp communication medium at STP Don Bosco Tomohon is very good. Hypothesis 2, the need for student affiliation at STP Don Bosco Tomohon is high. The use of the WhatsApp communication medium has quite a 35% influence on the affiliation needs of STP Don Bosco Tomohon students, although the effect is less strong (low) and 65% is influenced by other factors. The intensity of the use of communication media Whatsapp at STP Don Bosco Tomohon is very good, with an R Count coefficient of 0.82, and an R Count coefficient on Student Affiliation Needs in the good category, with a value of 0.73. From the results of this study, based on the results of the correlation analysis that the WhatsApp communication media has a less strong and significant effect on the affiliate needs of STP Don Bosco Tomohon students.

Las aplicaciones de mensajería instantánea integradas en los teléfonos inteligentes han favorecido el surgimiento de nuevos sistemas de escritura digital, que se caracterizan por emplear grafías específicas denominadas textismos. Este estudio analiza la relación entre el uso de textismos y las faltas de ortografía en textos académicos. La metodología aplicada ha sido de carácter descriptivo, basado en el análisis de contenido dirigido. La muestra la integran 270 estudiantes de tercero y cuarto de Educación Secundaria Obligatoria matriculados en doce institutos públicos de la Comunidad Autónoma Andaluza. Los datos se obtuvieron a partir de textos reales aportados por el alumnado participante en el estudio, extraídos por un lado de mensajes de WhatsApp de sus teléfonos inteligentes y por otro de textos académicos elaborados como actividad del aula de Secundaria. Los resultados obtenidos a partir de los análisis descriptivos y los análisis de correlación bivariada (coeficiente de Pearson) permiten afirmar que el promedio de textismos en WhatsApp de la muestra es muy superior al de faltas de ortografía en los textos escolares; lo que confirma que los textismos son discrepancias intencionadas con la norma académica en el contexto digital. En consecuencia, no pueden ser considerados como faltas de ortografía que se producen por desconocimiento de la lengua española, sino nuevas formas de lenguaje generadas por el uso de las tecnologías digitales., Instant messaging applications integrated in smartphones have favored the emergence of new digital writing systems, which are characterized by the use of specific spellings called textisms. This study analyses the relationship between the use of textisms and spelling mistakes in academic texts. The methodology applied was descriptive, based on a directed content analysis. The sample consisted of 270 students in the third and fourth years of compulsory secondary education enrolled in twelve public high schools in the autonomous community of Andalusia. Data were obtained from real texts provided by the students participating in the study, extracted, on the one hand, from WhatsApp messages from their smartphones, and, on the other, from academic texts produced as an activity in the secondary school classroom. The results obtained from the descriptive analyses and the bivariate correlation analyses (Pearson coefficient) allow us to affirm that the average number of textisms in WhatsApp of the sample is much higher than the number of misspellings in school texts, which confirms that textisms are intentional discrepancies with the academic norm in the digital context. Consequently, they cannot be considered as misspellings that occur due to a lack of knowledge of the Spanish language, but rather as new forms of language generated by the use of digital technologies.

In Brazil, in the midst of the pandemic caused by COVID-19, educational institutions put Emergency Remote Teaching (ERE) into action, a temporary and strategic solution that enabled the school community to maintain, within the possible circumstances, the realization of teaching activities . Teachers, as a matter of urgency, worked with content previously developed in person, in a totally new reality, making Digital Information and Communication Technologies (TDIC) an important resource during this pandemic period. Thus, the objective of this article is to analyze the use of the WhatsApp application as a pedagogical resource in ERE, in Early Childhood Education, the challenges and learning for teachers. We methodologically opted for an experience report, with a qualitative approach, using as an instrument for data construction observations recorded in an extracurricular internship, in a public preschool class, in the interior of the State of Bahia, with children from Pre 1, age group of 04 to 05 years. We concluded that the use of WhatsApp during Emergency Remote Teaching with young children showed difficulties that have long permeated the reality of public Early Childhood Education and the need to invest not only in the infrastructure of schools, but in the continuing education of teachers., En Brasil, en medio de la pandemia provocada por el COVID-19, las instituciones educativas pusieron en marcha la Enseñanza a Distancia de Emergencia (ERE), una solución temporal y estratégica que permitió a la comunidad escolar mantener, dentro de las circunstancias posibles, la realización de las actividades docentes. . Los docentes, con carácter de urgencia, trabajaron con contenidos previamente desarrollados de manera presencial, en una realidad totalmente nueva, haciendo de las Tecnologías Digitales de la Información y la Comunicación (TDIC) un recurso importante durante este período de pandemia. Así, el objetivo de este artículo es analizar el uso de la aplicación WhatsApp como recurso pedagógico en ERE, en Educación Infantil, los retos y aprendizajes para los docentes. Optamos metodológicamente por un relato de experiencia, con enfoque cualitativo, utilizando como instrumento para la construcción de datos observaciones registradas en una pasantía extracurricular, en una clase de preescolar pública, en el interior del Estado de Bahía, con niños de Pre 1, grupo de edad de 04 a 05 años. Concluimos que el uso de WhatsApp durante la Enseñanza Remota de Emergencia con niños pequeños mostró dificultades que han permeado durante mucho tiempo la realidad de la Educación Infantil pública y la necesidad de invertir no solo en la infraestructura de las escuelas, sino en la formación continua de los docentes., Resumo: Em meio à pandemia provocada pela COVID-19,as instituições de ensino no Brasil colocaram em ação o Ensino Remoto Emergencial - ERE, solução temporária e estratégica, que possibilitou a comunidade escolar realizar, dentro das circunstâncias possíveis, as atividades de ensino. Os professores, em caráter de urgência, trabalharam com conteúdos até então desenvolvidos presencialmente, em uma realidade totalmente nova, tornando as Tecnologias Digitais de Informação e Comunicação - TDIC como um importante recurso durante este período pandêmico. Objetivo deste relato é analisar o uso do aplicativo WhatsApp como recurso pedagógico no ERE, na Educação Infantil, os desafios e aprendizados para os docentes. Optamos metodologicamente por um relato de experiência, com abordagem qualitativa, tendo como instrumento para construção dos dados observações registradas durante um estágio extracurricular, numa turma de pré-escola da rede pública, no interior do Estado da Bahia, com crianças do Pré 1, da faixa etária de 04 a 05 anos. Concluímos que o uso do WhatsApp durante o Ensino Remoto Emergencial com crianças pequenas evidenciou dificuldades que há tempos permeiam a realidade da Educação Infantil pública e a necessidade do investimento não só na infraestrutura das escolas, mas, na formação continuada dos docentes.

This research analyzes the negative impoliteness strategies used by customers of Muara Bungo Home Credit through WhatsApp text messages and how the strategies function in delivering the impoliteness between the customers and the employees of Home Credit. The purposes of this research are (1) to analyze the negative of impoliteness strategies used by customers of Muara Bungo Home Credit; (2) to analyze the functions of impoliteness strategies aimed by customers of Muara Bungo Home Credit. The analysis applied Culpeper’s (1996) theory on impoliteness strategy and Culpeper’s (2011) theory on impoliteness function. The research also applied descriptive qualitative method, with the customers’ WhatsApp text messages as the source of the data. The result of this research shows that, (1) there are negative impoliteness (6 data) which occurred in the research; (2) all 6 data of negative impoliteness strategies used by the customers had different functions, which are affective (3 data),  and coercive (3 data).

Berdasarkan pengalaman peneliti selama mengajar daring di kelas IX B SMP Negeri 8 Palangka Raya bahwa siswa sudah mulai terbiasa dengan pembelajaran daring akan tetapi tentu saja harus di dukung dengan media pembelajaran daring yang memadai seperti aplikasi WhatsApp, Google classroom dan lain-lain. Kegagapan pembelajaran daring masih nampak terlihat di SMP Negeri 8 Palangka Raya. Oleh karenanya guru yang disini berperan sebagai peneliti hendak menggunakan media whatsapp dan google form untuk meningkatkan prestasi belajar bahasa inggris materi report text Penelitian tindakan kelas ini dilaksanakan di SMP Negeri 8 Palangka Raya kelas IX B.. Tehnik pengumpulan data dalam penelitian ini adalah metode observasi, wawancara dan dokumentasi. Berdasarkan hasil tindakan kelas, observasi, analisis dan pembahasan yang telah di dilaksanakan dalam dua siklus sebagaimana dikemukakan diatas dapat ditarik kesimpulan bahwa dengan menggunakan media whatsapp dan google form dapat meningkatkan prestasi belajar bahasa inggris Kelas IX B semester 1 SMP Negeri 8 Palangka Raya tahun pelajaran 2020/2021, terbukti dengan adanya peningkatan persentase ketuntasan pembelajaran, sebelum tindakan sebesar 27,58% (8 siswa) menjadi 65,51% (19 siswa) pada siklus I, dan pada siklus II meningkat menjadi 100% (29 siswa). Pada awal siklus terdapat beberapa kelemahan dalam proses pembelajaran daring, tetapi setelah diadakan refleksi dan perbaikan maka proses pembelajaran daring pada siklus II dapat mencapai keberhasilan sesuai target yang diharapkan. Jadi semua indikator kinerja telah tercapai, maka dengan mengggunakan media whatsapp dan google form dapat meningkatkan prestasi belajar bahasa inggris Kelas IX B semester 1 SMP Negeri 8 Palangka Raya tahun pelajaran 2020/2021.

Berdasarkan pengalaman peneliti selama mengajar daring di kelas IX B SMP Negeri 8 Palangka Raya bahwa siswa sudah mulai terbiasa dengan pembelajaran daring akan tetapi tentu saja harus di dukung dengan media pembelajaran daring yang memadai seperti aplikasi WhatsApp, Google classroom dan lain-lain. Kegagapan pembelajaran daring masih nampak terlihat di SMP Negeri 8 Palangka Raya. Oleh karenanya guru yang disini berperan sebagai peneliti hendak menggunakan media whatsapp dan google form untuk meningkatkan prestasi belajar bahasa inggris materi report text Penelitian tindakan kelas ini dilaksanakan di SMP Negeri 8 Palangka Raya kelas IX B.. Tehnik pengumpulan data dalam penelitian ini adalah metode observasi, wawancara dan dokumentasi. Berdasarkan hasil tindakan kelas, observasi, analisis dan pembahasan yang telah di dilaksanakan dalam dua siklus sebagaimana dikemukakan diatas dapat ditarik kesimpulan bahwa dengan menggunakan media whatsapp dan google form dapat meningkatkan prestasi belajar bahasa inggris Kelas IX B semester 1 SMP Negeri 8 Palangka Raya tahun pelajaran 2020/2021, terbukti dengan adanya peningkatan persentase ketuntasan pembelajaran, sebelum tindakan sebesar 27,58% (8 siswa) menjadi 65,51% (19 siswa) pada siklus I, dan pada siklus II meningkat menjadi 100% (29 siswa). Pada awal siklus terdapat beberapa kelemahan dalam proses pembelajaran daring, tetapi setelah diadakan refleksi dan perbaikan maka proses pembelajaran daring pada siklus II dapat mencapai keberhasilan sesuai target yang diharapkan. Jadi semua indikator kinerja telah tercapai, maka dengan mengggunakan media whatsapp dan google form dapat meningkatkan prestasi belajar bahasa inggris Kelas IX B semester 1 SMP Negeri 8 Palangka Raya tahun pelajaran 2020/2021.

The anti-vaccine community has on the social media one of the main channels for the dissemination of fake news and disinformation. This represents a challenge for governments during health crises. This study analyzes the behavior of social media users in relation to COVID-19 vaccination through a national survey including 1800 representatives of the Spanish population. WhatsApp, Facebook and Instagram users were the most vaccinated. However, TikTok and YouTube hosted the highest percentage of the unvaccinated. In relation to the booster dose, most users show a positive attitude, with Facebook users standing out, while YouTube users show the highest rejection. In addition, users who have spent more time on social networks were less vaccinated with booster doses, had a higher percentage of unvaccinated. Concrete data are provided to develop communication strategies such as segmentation and social listening to be carried out during a crisis., La comunidad antivacuna encuentra en las redes sociales uno de los principales canales para la difusión de desinformación. Esto supone un reto para los gobiernos durante las crisis sanitarias. Este estudio analiza el comportamiento de usuarios de redes sociales en relación con la vacunación COVID-19 mediante una encuesta nacional desarrollada a 1800 personas representativa de la población española. Los usuarios de WhatsApp, Facebook e Instagram fueron los más vacunados. Sin embargo, TikTok y YouTube albergan el mayor porcentaje de no vacunados. En cuanto a la dosis de refuerzo, la mayoría de los usuarios muestra una actitud positiva, destacando los de Facebook, mientras que los usuarios de YouTube son los que más rechazo presentan. Además, los usuarios que pasaron más tiempo en las redes sociales se vacunaron menos con las dosis de recuerdo, además presentaron un porcentaje mayor de no vacunados. Se ofrecen datos concretos para elaborar estrategias de comunicación como segmentación y escucha social que deben realizarse durante una crisis.

The shift to online learning in universities prompted by the COVID-19 pandemic impacted field learning, an important component in nature conservation qualifications. Academics used video resources as an alternative approach to mitigate related challenges. This case study critically reflects on students’ experiences and views on the use of an internet video and WhatsApp text messaging to complete a groupwork task in a conservation module offered at a university in South Africa. The video content focused on threats to rare indigenous plant species in South Africa. Data were collected using an online electronic questionnaire (n=26) and through the analysis of five group-discussion text-messaging transcripts. Mixed-method analysis was used to analyse the data. Descriptive analysis was used to analyse the closed questions in the questionnaire, and qualitative analysis was used for the open questions and transcripts. Ethical protocols were followed, with anonymity and confidentiality maintained. The findings, amongst others, indicate that overall, students agreed that the video promoted their understanding of threats to rare indigenous plants (76.9%); most students watched the video more than three times (84.6%); students had a positive response to the use of text messaging for group discussions (91.6%); and evident in the transcripts was active group engagement. Overall, WhatsApp text messaging facilitated student discussions in the asynchronous group work video analysis task. This reinforces underlying social constructivist pedagogy, which facilitates the integration of course content with group interaction and promotes critical thinking and problem-solving in a post-COVID-19 society.

Knowing they use that public employees give to WhatsApp, social networks and smartphones during workinghours, is a topic that must be opened to generate discussion about the effects that these technological toolshave inside the mayoralties. The objective of this work is to determine a model that provides information onthe use made of the WhatsApp application, social networks and smartphones by the administrative staff ofthe mayor’s office of Manizales, Colombia during their workday. An instrument consisting of 15 questionswas applied to 164 workers who work in this public service office, regarding the massive use of thesetechnologies. To observe how the variables are combined, an Exploratory Factorial Analysis was carried outand to corroborate the contingency between the factors, a Confirmatory Factorial Analysis was carried outemploying structural equations., Conocer el uso que los empleados públicos dan al WhatsApp, a las redes sociales y a los teléfonos inteligentes durante el horario laboral, es un tema que se debe abrir para generar la discusión sobre los efectos que tienen estas herramientas tecnológicas en el interior de las alcaldías. El objetivo del presente trabajo es determinar un modelo que brinde información sobre el uso que hace de la aplicación WhatsApp, de las redes sociales y de los teléfonos inteligentes el personal administrativo de la alcaldía de Manizales, Colombia durante su jornada de trabajo. Se aplicó un instrumento compuesto por 15 preguntas a 164 trabajadores que laboran en esta oficina de servicio público, con respecto al uso masivo de estas tecnologías. Para observar cómo se conjuntan las variables se realizó un Análisis Factorial Exploratorio y para corroborar la contingencia entre los factores se llevó a cabo un Análisis Factorial Confirmatorio por medio de ecuaciones estructurales.

Instant messaging applications integrated in smartphones have favored the emergence of new digital writing systems, which are characterized by the use of specific spellings called textisms. This study analyses the relationship between the use of textisms and spelling mistakes in academic texts. The methodology applied was descriptive, based on a directed content analysis. The sample consisted of 270 students in the third and fourth years of compulsory secondary education enrolled in twelve public high schools in the autonomous community of Andalusia. Data were obtained from real texts provided by the students participating in the study, extracted, on the one hand, from WhatsApp messages from their smartphones, and, on the other, from academic texts produced as an activity in the secondary school classroom. The results obtained from the descriptive analyses and the bivariate correlation analyses (Pearson coefficient) allow us to affirm that the average number of textisms in WhatsApp of the sample is much higher than the number of misspellings in school texts, which confirms that textisms are intentional discrepancies with the academic norm in the digital context. Consequently, they cannot be considered as misspellings that occur due to a lack of knowledge of the Spanish language, but rather as new forms of language generated by the use of digital technologies., Las aplicaciones de mensajería instantánea integradas en los teléfonos inteligentes han favorecido el surgimiento de nuevos sistemas de escritura digital, que se caracterizan por emplear grafías específicas denominadas textismos. Este estudio analiza la relación entre el uso de textismos y las faltas de ortografía en textos académicos. La metodología aplicada ha sido de carácter descriptivo, basado en el análisis de contenido dirigido. La muestra la integran 270 estudiantes de tercero y cuarto de Educación Secundaria Obligatoria matriculados en doce institutos públicos de la Comunidad Autónoma Andaluza. Los datos se obtuvieron a partir de textos reales aportados por el alumnado participante en el estudio, extraídos por un lado de mensajes de WhatsApp de sus teléfonos inteligentes y por otro de textos académicos elaborados como actividad del aula de Secundaria. Los resultados obtenidos a partir de los análisis descriptivos y los análisis de correlación bivariada (coeficiente de Pearson) permiten afirmar que el promedio de textismos en WhatsApp de la muestra es muy superior al de faltas de ortografía en los textos escolares; lo que confirma que los textismos son discrepancias intencionadas con la norma académica en el contexto digital. En consecuencia, no pueden ser considerados como faltas de ortografía que se producen por desconocimiento de la lengua española, sino nuevas formas de lenguaje generadas por el uso de las tecnologías digitales.

In this paper we present a proposal for defining «the new conversation» which is recorded by the popular messenger application WhatsApp, and it transforms the classic structures of the dialogue. We label it as ‘hyperconversation’ and attach the features of accessible, complex, spontaneous, extensible, interactive and multi-code to it through an analysis of the theoretical framework. The variables are drawn from an analysis of the user experiences of 23 people in their practices with WhatsApp and the conversation modes from structured interviews which have been systematised using Atlas.ti software. Following the inductive methodological approach based on Grounded Theory (Strauss & Corbin, 2002: 21-22), we obtained 28 features related to the temporality, spatiality, communicative formats and the social and subjective characters of the application-mediated conversations. In this case, we conclude that the messenger popular technology contributes to setting up community by reinforcing interpersonal relationships (Giang, 2019) and offering other temporal and spatial opportunities for new ways of communication. We highlight the complexity of the reading itineraries (channels, times, spaces) of the «hyperconversation» and how it is composed of parallel and simultaneous conversations, sometimes even asynchronous, occupying the entire on-life experience. It presents a new communication style which is characterised by its mundanity and ubiquity through new formats and multi-codes that make it infinite and extensible. Hence, it appears to be a new culture of conversation that responds to meanings, speaking turns, the duration and overlap of dialogues, the inclusion of interlocutors and even silence., Este artículo presenta una propuesta de definición de la nueva conversación que se registra a través de la aplicación de chat WhatsApp, y transforma la estructura del diálogo clásico. La calificamos de ‘hiperconversación’ y, a partir del análisis propuesto en el marco teórico, le atribuimos las características de accesible, compleja, espontánea, extensible, interactiva y multicódigo. Estas variables surgen del análisis de la experiencia usuaria de 23 personas sobre el uso de la aplicación y los modos de conversación, a través de entrevistas estructuradas. Se ha utilizado una metodología inductiva basada en la Teoría Fundamentada (Strauss y Corbin, 2002: 21-22) para un análisis asistido con el software Atlas.ti hasta obtener por saturación 28 características relacionadas con la temporalidad, la espacialidad, los formatos comunicativos, así como el carácter social y subjetivo del diálogo mediado por la aplicación. Se concluye que la hiperconversación, por cuanto la tecnología facilita otras oportunidades temporales y espaciales, es cotidiana, refuerza las relaciones (Giang, 2019) y contribuye a la creación de comunidad. En su nuevo estilo presenta diferentes formatos y, por tanto, es multicódigo, es tanto sincrónica como asincrónica, en presencia o en ausencia, enriquecida, infinita y extensible. Es compleja en itinerarios de lectura, en canales, en tiempos y espacios, son conversaciones paralelas y simultáneas e incluso asíncronas, y ocupan toda la experiencia onlife. La nueva cultura de la conversación trata de responder a los significados, turnos de palabra, la duración de los diálogos, la inclusión de personas interlocutoras, al solapamiento de diálogos e incluso al silencio.

The inclusion of technological tools is frequently seen as a landmark of online study programs. However, the use of technological advancements per se does not guarantee students’ success. Interaction among peers and with the teacher are important success factors often linked to students’ motivation. Skills for autonomous learning are also crucial in the context of online learning. The purpose of this study was to highlight factors of academic success and to investigate the impact of instant messaging tools like WhatsApp, to humanize the learning experience of higher education students enrolled in online programs. Our results show that autonomous learning, the structure of the course, and the flexibility of mentoring sessions are key academic success factors. The amount of interaction student-student and student-teacher interaction favored by the use of WhatsApp influenced to a large degree students’ motivation. In addition, students showed a greater consumption of self-directed content and larger participation in collaborative activities. Altogether these factors contributed to the humanization of online education., La inclusión de herramientas tecnológicas es frecuente y un referente del sistema de estudios de educación superior en línea, aunque no garantiza el éxito estudiantil, son importantes la interacción y acompañamiento docente, la motivación y autonomía del estudiante. La finalidad del estudio es determinar factores de éxito académico e impacto del uso de mensajería instantánea (WhatsApp) como herramienta de apoyo académico para humanizar la experiencia de aprendizaje de estudiantes de educación superior, estudios en línea. Se utilizó el enfoque metodológico de orden cuantitativo. Los principales resultados dan cuenta que, el aprendizaje autónomo, la estructura del curso y la flexibilidad de la tutoría, son factores del éxito académico de mayor influencia. La interacción lograda (profesor estudiante) a través del WhatsApp, influye en la motivación, además, se evidenció mayor actividad en la utilización de contenidos auto dirigidos y actividades colaborativas que en conjunto, estimulan la humanización de la educación en línea.

This study aims to explore the extent to which the character education program through visual media in the WhatsApp application is effective for higher grade levels in the elementary school. The goal is to strengthen character education in accordance with the principles of law. The method of this research uses a qualitative approach with a case study design to explore the phenomenon under investigation. Data was collected from both teachers and a select group of students through in-depth interviews. The process of enhancing character education at SDN 7 Rindingallo comprises three key phases: planning involving a student needs analysis, curriculum assessment, character value selection, and the creation of discussion spaces both offline and online; implementations which includes sharing images/videos depicting character values before lessons, collaborating with school principals and parents; evaluation and monitoring, employing tests and attitude journals. Nevertheless, the implementation of Character Education through visual media on the WhatsApp application has encountered challenges, primarily due to limited internet availability and insufficient parental or familial support. To address these issues, solutions have been proposed, such as providing teachers with Indihome WiFi access and encouraging students to study with peers who have data access while actively engaging in conversations to educate parents and garner their support for the character education program

Digitaliserings framväxt har lett till att användning av digitala medier har vuxit markant och inte minst användning av digitala kommunikationsplattformar. Samtidigt växer utbudet och tillgänglighet av applikationer snabbt. WhatsApp är en applikation för snabbmeddelanden tillgänglig på både Android och iPhone. Den används för att skicka textmeddelanden till andra användare eller grupp. För att använda WhatsApp behöver man endast en internetanslutning, tjänsten är kostnadsfri. WhatsApp erbjuder stort utbud av funktioner till användare förutom textmeddelande erbjuds röstsamtal, videosamtal, inspelade röstsamtal. Dessutom är WhatsApp end to end krypterad vilket innebär att meddelanden som skickas med tjänsten är endast läsbara av den avsedda mottagaren. i samband med den ökad användning av mobilapplikationer finns det ett behov för dessa applikationer att behålla sin funktioner intakta så att användarna inte går över till andra alternativ. Användbarhet är ett nödvändigt krav för att överleva på webben. Den gör att användaren återvänder till applikationen så det är viktig att ha ett lämpligt gränssnitt. Denna studie har till syfte att undersöka användbarheten av applikation WhatsApp baserade på Nielsens 5 kvalitetskomponenter som definierar användbarhet: lärbarhet, effektivitet, minnesvärdhet, fel och tillfredställelse. Data i denna studie är i form av användarnas recensioner till applikationen WhatsApp som har inhämtats från hemsida capterr.com. På grund av uppsatsens begränsade tidsram behandlats 50 recensioner med användarlängd mellan 1 och 2 år. Till denna uppsats används tematisk innehållsanalys, en metod för att analysera recensionerna av WhatsApp appliaktionen. Jag har gått igenom de valda recensionernas rubrik och innehåll för WhatsApp applikationen för att sedan analysera och identifiera koder i dess data. Dessa koder relaterades sedan till tema för att kunna svara på studiens syfte. Slutsatsen av studien visar att användarna lyfter förljande teman i sina re

This study investigated the Grade 10 English First Additional Language (EFAL) learners’ extent of meaning distortion they commit in their academic essay writing due to obsessive exposure to communication in WhatsApp language. This follows the researcher’s observations that most Grade 10 EFAL learners’ essay writing tasks in Kgakotlou Circuit are riddled with informal English register and a range of other language errors associated to the use of WhatsApp language. These include the use of slang, numerous spelling errors, fragmented sentences, and gross grammatical errors. In order to get a better understanding of the problem studied, a qualitative case study research design was employed. Data were successfully gathered from a sample of 4 educators and 22 learners. The participants were purposively selected from the Capricorn District’s rural-based high school. The following data collection tools were used to collect data; participant observation, document analysis, focus-group discussions, and the semi-structured interviews. The collected data helped to address the problem investigated. Data were triangulated and analysed using two data analysis methods, namely; content analysis for observation and the thematic data analysis for the interview and focus-group discussion data sets. This study revealed that the learners’ level of exposure to the WhatsApp language they use for informal communication makes them commit language errors that result in the deformation, omission, and substitution of the key words or phrases that help construct meaning in their academic essays. Secondly, the study established that learners perceive the use of WhatsApp language in academic writing as an effective tool to help them cope with the writing challenges they experience when communicating in English. Learners do not understand the academic writing concept. Thirdly, teachers need better and effective language error-correction strategies since their use of dictation is evidently ineffecti

This paper examines the politeness theory in the light of Austin & Searle’s speech act theory as reflected in CMC between students and their lecturers or supervisors. Thus politeness aspects were analyzed as enacted in the five categories such as: Assertives, commisives, directives, expressives, and declaratives. The paper also examined politeness in other language aspects that are usually present in any form of communication, such as: Address phrases, meeting requests, request for reply, and adjunct phrases. The objective of this article was to shed light on the politeness strategies employed by the lecturers and students in their e-communication through Whatsapp and SMS (short messages or text messages) platforms. Fifty communications were downloaded from the lecturers’ phones through their permission and the students’, which were used as data for this study. Five lecturers and seven postgraduate students made the population of this study. The findings indicated that students seem to be comfortable using this mode of communication, and it is important to understand how students and lecturers make choices and how these choices affect the perception of the cultural appropriateness of CMCs. The results also revealed that elements of politeness greatly decrease in the follow-up messages, that is, messages that require some kind of response. From the study, lecturers adhered to formal language use as compared to the students in their communication.

Agerikoa da, XX. mendeko erdialdean emandako iraultza teknologikoaren ondoren, gure egunerokotasunean teknologiak duen pisua. Aurrerapen teknologiko geldiezin horrek gizarte osoari eragiten badio ere, gutxi batzuk baino ez dira konturatzen teknologiak zuzenbidean duen eraginaz. Horregatik, teknologiak zigor prozeduraren froga-fasean zer eragin dituen aztertuko dugu lan honetan, frogaldiaren fase ezberdinetan froga digitalak, whatsappak zehazki, sortu ditzakeen arazoak plazaratuz. Gaur egun, gizartearen beste eremu askotan bezala, zuzenbidean ere, teknologiaren erabilera esanguratsua da zenbait ekintza aurrera eramateko. Kasu, prozesu judizialetan aldez aurretik egiten den ikerketa lanetan, edo frogak biltzearen fasean egintzak errazteko. Hala ere, teknologiaren erabilera okerra ere egin daiteke, hala nola, delituak burutzeko eta delituen egitea errazteko tresna moduan. Gailu teknologikoez baliatzea alegatutako egitateak egiazkoak direla egiaztatzeko, hots, tresna digitalak froga bezala erabiltzea, gero eta ohikoagoa da edozein prozedura judizialetan. Halaber, tentu handiz tratatu beharreko frogetaz ari gara hitz egiten, zenbaitetan berme prozesalak eta prozesuan parte hartzen duten alde ezberdinen oinarrizko eskubideak eta askatasunak murriz ditzaketelako1 . Froga digital guztien artean Whatsapp aplikazioan jarri dugu arreta, txataplikazioaren elkarrizketen edukiak (mezuak, argazkiak, bideoak, audioak, etab.) auzitegietan nola aurkeztu eta bere segurtasun-protokoloa zein den aztertu dugu hain zuzen ere

Las aplicaciones de mensajería instantánea integradas en los teléfonos inteligentes han favorecido el surgimiento de nuevos sistemas de escritura digital, que se caracterizan por emplear grafías específicas denominadas textismos. Este estudio analiza la relación entre el uso de textismos y las faltas de ortografía en textos académicos. La metodología aplicada ha sido de carácter descriptivo, basado en el análisis de contenido dirigido. La muestra la integran 270 estudiantes de tercero y cuarto de Educación Secundaria Obligatoria matriculados en doce institutos públicos de la Comunidad Autónoma Andaluza. Los datos se obtuvieron a partir de textos reales aportados por el alumnado participante en el estudio, extraídos por un lado de mensajes de WhatsApp de sus teléfonos inteligentes y por otro de textos académicos elaborados como actividad del aula de Secundaria. Los resultados obtenidos a partir de los análisis descriptivos y los análisis de correlación bivariada (coeficiente de Pearson) permiten afirmar que el promedio de textismos en WhatsApp de la muestra es muy superior al de faltas de ortografía en los textos escolares; lo que confirma que los textismos son discrepancias intencionadas con la norma académica en el contexto digital. En consecuencia, no pueden ser considerados como faltas de ortografía que se producen por desconocimiento de la lengua española, sino nuevas formas de lenguaje generadas por el uso de las tecnologías digitales., Instant messaging applications integrated in smartphones have favored the emergence of new digital writing systems, which are characterized by the use of specific spellings called textisms. This study analyses the relationship between the use of textisms and spelling mistakes in academic texts. The methodology applied was descriptive, based on a directed content analysis. The sample consisted of 270 students in the third and fourth years of compulsory secondary education enrolled in twelve public high schools in the autonomous community of Andalusia. Data were obtained from real texts provided by the students participating in the study, extracted, on the one hand, from WhatsApp messages from their smartphones, and, on the other, from academic texts produced as an activity in the secondary school classroom. The results obtained from the descriptive analyses and the bivariate correlation analyses (Pearson coefficient) allow us to affirm that the average number of textisms in WhatsApp of the sample is much higher than the number of misspellings in school texts, which confirms that textisms are intentional discrepancies with the academic norm in the digital context. Consequently, they cannot be considered as misspellings that occur due to a lack of knowledge of the Spanish language, but rather as new forms of language generated by the use of digital technologies.

Um die Frage zu beantworten, ob und wie stark die Reaktion auf Online Hate Speech (OHS) von spezifischen situativen und personenbezogenen Merkmalen abhängt, ist ein mehrstufiges Verfahren mit Mixed-Methods-Ansatz geplant und teilweise schon umgesetzt. In diesem Beitrag werden Zwischenergebnisse aus der ersten Teiluntersuchung vorgestellt. Es wurde eine reale Situation, in der Studierende in einem WhatsApp-Gruppenchat mit antisemitischen Posts konfrontiert gewesen sind, retrospektiv analysiert. Zu diesem Zweck wurden problemzentrierte Interviews mit Gruppenmitgliedern durchgeführt (n = 6) sowie eine standardisierte Umfrage unter den Gruppenmitgliedern deskriptiv ausgewertet (n = 115). Deutlich wurde, dass die Mehrheit der befragten Studierenden als Reaktion auf OHS geschwiegen hat und dass diese Reaktionsweise massgeblich mit dem Diskussionsverlauf begründet wurde. Personen, die sich zu Wort gemeldet haben, beziehen sich in ihrer Begründung stärker auf die OHS selbst. Die Ergebnisse veranlassen dazu, die bisherigen theoretischen Bezüge zur Erklärung des Schweigens in einer solchen Situation kritisch in den Blick zu nehmen. Schlussfolgerungen für den Hauptteil der Studie werden abschliessend diskutiert., In order to answer the question whether and to what extent the reaction to Online Hate Speech (OHS) depends on specific situational and personal characteristics, a multi-level procedure with a mixed-methods approach is planned and partly already implemented. This paper presents some interim results from the preliminary investigation. Here, a real-life situation in which students had been confronted with antisemitic posts within a WhatsApp group chat was retrospectively analyzed. Problem-centered interviews with group members were conducted (n = 6) and a standardized survey among group members was analyzed descriptively (n = 115). It was found that the majority of students surveyed remained silent in response to OHS and that this mode of response was largely justified by the discussion process. Individuals who did speak up related more to OHS itself in their rationale. The findings lead us to take a critical look at previous theoretical references to explain silence in such a situation. Conclusions for the main part of the study are discussed.