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This article is conducted under the framework of the research Project "Uses and Applications of Facebook at the University of Cuenca". We are very interested in determining whether Facebook has created learning scenarios to compliment the formal schooling processes or, on the other hand, it is a communication tool in the educative dynamics. The methodology consists in a survey applied to 375 students and 287 teachers at the Universidad de Cuenca, some focus groups and some in-depth interviews to teachers from different departments. This article analyzes this social network as a tool that mediates between teachers and students. It also addresses the need to establish more open processes in order to understand how the students communicate, learn and coexist at college, as it is a scenario where teacher-student and student-teacher interactions occur. It is also deemed as a space to start dialogues intended to gain shared insights. [ABSTRACT FROM AUTHOR]

Objective: To evaluate the performance of health care teachers who participated in a Training Program in Nonverbal Communication. Method: Descriptive, cross-sectional survey with a quantitative approach, carried out on the premises of a higher education institution located in Guaruja, Brazil. The course was taught for two classes (A and B), with 8-hour in both groups, and in a single day for the class A and 2 in days (4 hours each day) to the class B. The course content covered the functions and dimensions of nonverbal communication, the importance of feedback and principles of andragogy. For realization of the course active learning methodologies were used. To evaluate the performance of teachers were made pre- and post-course, composed of two instruments, a form with 14 aspects of nonverbal communication related to 2 designed movie scenes (with situations of teaching and learning between teachers and students) and a questionnaire with four questions about dimensions and functions of nonverbal communication. Results: In the sample of 13 teachers, for the analysis of scenes from the film, there was an increase of teacher perception 69.24% to 82.61%, compared to the perception of the researcher. In evaluative questions of the functions of non-verbal, there was also a quantitative increase in the responses of teachers. Conclusion: The program was adequate to increase the perception of teachers as to non-verbal cues and adequacy of communication strategies for the classroom in immediate evaluation after application. [ABSTRACT FROM AUTHOR]