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Copyright of Doxa Comunicación is the property of Fundacion Universitaria San Pablo - CEU and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of GeSec: Revista de Gestao e Secretariado is the property of Sindicato das Secretarias e Secretarios do Estado de Sao Paulo (SINSESP) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Cientifica Multidisciplinaria Mikarimin is the property of Revista Cientifica Multidisciplinaria Mikarimin and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Dilemas Contemporáneos: Educación, Política y Valores is the property of Dilemas Contemporaneos: Educacion, Politica y Valores and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Hachetetepé: Revista Científica de Educación y Comunicación is the property of Universidad de Cadiz and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Imagens da Educação is the property of Universidade Estadual de Maringa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Iberoamericana de la Educación is the property of Instituto Corporativo Edwards Deming and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Profesorado: Revista de Currículum y Formación del Profesorado is the property of Profesorado: Revista de Curriculum y Formacion del Profesorado and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article originated when I put forward the possibility of self-actualizing the gaze through the productive practice of the autobiographical audiovisual story from a situational point of view. However, the reflection now goes beyond to propose autopoiesis or the generation of reflective consciousness through various modes of automediality, expressed in multiple forms of subjectivity while producing the autobiographical audiovisual story. This process allows self-hacking the narcosis of the narcissistic look of which Mc-Luhan spoke in the last century, but in today's "media and digital caverns," to become conscious of oneself, self-alienation, and self-exploitation in the era of the normative individualism of the I-company, which emerged in the last century during the formation of the neoliberal subject and its most elaborate product: the prosumer. [ABSTRACT FROM AUTHOR]

Copyright of Revista Médica de Risaralda is the property of Universidad Tecnologica de Pereira and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Anagramas is the property of Editorial Universidad de Medellin and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Pacha: Revista de Estudios Contemporáneos del Sur Global is the property of PACHA REVISTA DE ESTUDIOS CONTEMPORANEOS DEL SUR GLOBAL and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Hachetetepé: Revista Científica de Educación y Comunicación is the property of Universidad de Cadiz and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Education & Law Review / Revista de Educación y Derecho is the property of Revista de Educacion y Derecho and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The research carried out as part of the postdoctoral internship at PPGMPE-UFES objectively mapped the possibilities for expanding education in networks of know-how mediated by communication technologies. It uses the everyday method in the perspectives of Certeau, Ferraço and Alves in consonance with Morin's complexity hermeneutics, in order to experiment with technologies in networks, as ways to promote education in networks, as well as to bring back the learning created in this texture to a classroom. We conclude that mediation spaces such as the podcast, Tiktok, Youtube, Instagram, Linkedin, Pinterest infographics, Whatsapp, as well as the printed book and academic events are some, among many, technologies capable of attracting attention and people's hearts for education, while re-signifying everyday practices, providing differences over repetitions, often (un) learned in pedagogical routines. [ABSTRACT FROM AUTHOR]

This study aims to present the extent to which online education influenced the level of empathy displayed by university students. The research relies on a self-evaluated applied survey in two European countries: Portugal and Romania. The participants in this research are 1,085 students enrolled in Communication Studies programs. The purpose of this study is to unfold the connection between gender, exposure to digital technology, empathy level according to the Basic Empathy Scale applied to young adults, and online education self-perception that involves the use of webcams. Empathy can have positive effects on students’ satisfaction and increase students’ outcomes. The shift from a physical environment to a digital one brought significant challenges that most students and teachers were not ready for. The digital environment influences how empathy is expressed. The present research found evidence of a relationship between exposure to technology usage, emotional contagion, and gender. This suggests that understanding the emotions of others might be inhibited during digital education. Also, the most relevant factor of empathy variation in online education is gender. The findings of the present research may contribute to the design of activities or programs that could foster empathy expression during online education for young adults. [ABSTRACT FROM AUTHOR]

The new technologies have contributed to increased autonomy for people with disabilities and to the reduction of their technological gap through the acquisition of digital skills, which has enhanced their dignity in society and reinforced inclusive social values. Moreover, there continues to be a gap between the personal identity of people with disabilities and their own social construction. Although the negative image conveyed by the media in the past has nearly disappeared, the dichotomous depiction of people with disabilities as either heroes or victims continues to obstruct their inclusion in the public sphere. Despite this situation, we see on social networks how the self-portrayal of people with disabilities is starting to promote diversity in the fields of beauty and fashion. These achievements, together with the additional impetus provided by both educational innovation programs and corporate purpose initiatives of organisations, have led to new employment opportunities that go beyond the stereotyped professions traditionally assigned to people with disabilities. The acquisition of digital skills is vital in meeting the challenges that are work-related, cultural, and social, which are being posed by the current digital environment. [ABSTRACT FROM AUTHOR]

Copyright of CEDOTIC Journal / Revista CEDOTIC is the property of CEDOTIC Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Comunicar (English Edition) is the property of Oxbridge Publishing House and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista de Enfermagem e Atenção à Saúde (REAS) is the property of Revista de Enfermagem e Atencao a Saude - Reas and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of REDER: Revista de Estudios Latinoamericanos sobre Reducción del Riesgo de Desastres is the property of Corporacion Gestion de Riesgos y Desastres (GRID-Chile) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Papeles: Revista de la Facultad de Educación Universidad Antonio Nariño is the property of Universidad Antonio Narino and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Alteridad: Revista de Educación is the property of Universidad Politecnica Salesiana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Previous investigations focused on web 2.0 communication in Spanish universities reach contradictory conclusions, although they agree on the existence of problems in their use of social networks. The present work delves into this field, expanding the limits of the number of universities, social networks and statistical analyses of prior studies. A descriptive quantitative research is carried out using multiple linear regression models with the aim of explaining and predicting the number of followers and reactions that universities obtain on social networks based on independent variables. Thereby, the communication of the 83 Spanish universities on Facebook, Instagram, Twitter and YouTube is analysed for 14 weeks. The results show that the exposed regression models manage to predict a fundamental part of the followers that Spanish universities have on Facebook and Twitter networks, and a more discreet part on Instagram. Likewise, the regression models manage to predict a significant part of the weekly interaction that universities achieve on Instagram, Facebook and Twitter. Finally, they moderately explain the interaction per post on Instagram and Twitter. On YouTube the models do not work, so other variables should be investigated. [ABSTRACT FROM AUTHOR]

Copyright of Question (1669-6581) is the property of Universidad Nacional de La Plata and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Cuadernos del Centro de Estudios de Diseño y Comunicación is the property of Cuadernos del Centro de Estudios de Diseno y Comunicacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Students, teachers and citizens know the truths and realities through media products, with aggravating circumstances such as misrepresentation, falsification, spectacularization and decontextualization. The general objective of this research is to analyze the developments, approaches and challenges of the use and appropriation of technology - communication - education interaction for media comprehension in the virtual or face-to-face classroom. In this research it was found that educational systems today raise media literacy and revive educommunication without considering that technology says how, what and why it should be apprehended. [ABSTRACT FROM AUTHOR]

In the transformative and assurance processes in the educational quality of the Universities, it is important to consider aspects that allow the development and increase of the indicators in the educational programs of the Universities. This document describes in particular a case study of a Public University in Mexico, in terms of the insertion and development of actions and strategies of audio visual reality applied to undergraduate and postgraduate educational programs, in dialogue with the academic, research and administrative processes, resulting in a progressive advance that is required. [ABSTRACT FROM AUTHOR]

Introduction: Educommunication and online education, increase their presence in the university stage, but the risks of digital gaps and failure are significant. Through this study, it is proposed whether virtual education, through screens and technological tools, puts at risk emotional aspects, considered fundamental for students' learning, and a reflection on the use of methodologies linked to edutainment is initiated. Methodology: This is an exploratory and descriptive research, after a bibliographic review to know the development of the impact of the generalized use of ICT, online education, questioning which skills have remained undeveloped and a study of the use of new methodologies especially those linked to edutaiment in the development of educommunication. Emotional aspects are analyzed and a validation questionnaire of virtual teaching is generated. Results: based on the surveys elaborated in the questionnaires on emotional skills of teachers and students that have been lost and should be developed, satisfaction, evaluation of education on screens, and the incidence of edutainment. Dangers linked to the loss of the emotional sphere and the spectacularization of education are noted. Discussion: It has been found that teachers and students, after the evolution of the massive use of screens and new tools, value short-term advantages of ICT, such as the development of new methodologies, but feel the loss of emotions, such as empathy, and the relationship and exchange with others and it is perceived that the risk of spectacularization opens through edutainment with the use and abuse of ICT. Conclusions: In order to reduce in the educational field the risks of the spectacularization of communication, interdisciplinary research in education and communication should be encouraged to give rise to a deep and critical debate regarding new tools, technologies and methodologies in the educational field. [ABSTRACT FROM AUTHOR]

Introduction: Media and information literacy seems to be necessary in the formation of citizens capable of using information critically. The growing phenomena of misinformation, as well as the effects of the media and especially social media on certain groups, impels us to analyze how this type of education helps to create critical thinking. Method: This study offers a systematic review of the published scientific literature on the intersection of critical thinking and media and information literacy. Results: We analyzed the databases of the Core Collection of the Web of Science and Scopus. A sample of 65 articles was analyzed after a screening based on pre-established inclusion and exclusion criteria. The analysis considered both the main bibliometric characteristics of the scientific production and the emerging themes. Discussion: The results showed that most of the scientific production has an empirical nature following three thematic patterns: the scope of application; instruments and assessment; and limits and difficulties. Conclusion: In conclusion, the review suggests that including media and information literacy in education improves critical ability. [ABSTRACT FROM AUTHOR]

The French philosopher Gilbert Simondon is known for his critique of the way in which the substantialist and hylomorphic perspectives conceive individuation. For Simondon, individuation is not thought as an achieved plenitude but as a process in which the individual is constantly being constituted, both individually and collectively. In this way, he shows the shift from a theory of relation to a theory of individuation processes in which ontology gives way to ontogenesis. This article intends to show how Simondon's thought on education is closely related to the way individuation is presented as a process and not as a result. If education is relationship, it occurs within a process of individuation instead of being the event of an encounter between already constituted individuals. Basically, the school, like individuation, is a field of tensions and potentialities. Simondon is optimistic that an education that improves communication conditions within educational processes will have restorative effects on the social fabric. This text will contribute not only to a greater knowledge of Simondon's educational ideas, but also to think about education as an articulating axis of a more supportive and liberating society. [ABSTRACT FROM AUTHOR]

This article aims to understand the interrelation between Theology, Communication and Education, starting from a comparative analysis between Liberation Theology and Prosperity Theology. The foundations of each theological current that respond to the needs of different Latin American and Brazilian contexts are presented. The analysis carried out also highlights educational and communicational movements and practices that emerge from these two epistemological cores, demonstrating in a practical way the importance of theological reflection in today's society. [ABSTRACT FROM AUTHOR]

Copyright of CEDOTIC Journal / Revista CEDOTIC is the property of CEDOTIC Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Anagramas is the property of Editorial Universidad de Medellin and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Apuntes Universitarios: Revista de Investigación is the property of Universidad Peruana Union Filiar Tarapoto and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Temas de Comunicacion is the property of Biblioteca Central de la Universidad Catolica Andres Bello (UCAB) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Human Review is the property of Eagora Science and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Human Review is the property of Eagora Science and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

As a result of the dizzying evolution of digital media, the image has proliferated and there is easy access to the production of visual materials. Video, as a learning object, is a powerful tool, however, the lack of visual literacy has reduced the quality of the graphic materials produced. The general objective of this research is to analyze how and why the application of Visual Language standards in didactic videos optimizes and contributes positively to their understanding and to their function as a teaching and learning tool. [ABSTRACT FROM AUTHOR]

Copyright of Roca: Revista Científico-Educacional de la Provincia de Granma is the property of Universidad de Granma, Departamento Editorial and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Media competence involves the mastery of knowledge, skills and attitudes oriented to the production, management, and analysis of media content with and from different environments that promote critical thinking. This article gathers the findings of a research conducted in four countries -Colombia, Ecuador, Argentina, and Bolivia-where a quantitative measurement instrument of media competence was applied to a sample of 1,730 undergraduate students from eight universities. The research was limited to two social networks, YouTube, and Instagram, where user participation acquires greater relevance. The results indicate that in the use of these social networks there is a predominance of colloquial language and a limited production of content, focused on entertainment and personal tastes. At the same time, however, there is a growing use linked to learning, of an informal nature, through the production of video tutorials, especially in the case of YouTube. Likewise, the need for greater digital and audiovisual literacy is identified, allowing young people to use these networks in a pedagogical way, so that they become educational scenarios that promote greater participation, discussion, and expression of students. [ABSTRACT FROM AUTHOR]

Rescuing the Latin American contribution to studies on the relationship between Education and Communication--which resulted in the identification and consolidation of Educommunication, as a new field of knowledge--this article resumes the "Areas of Intervention", as historical modalities of application of the practice educommunicative, already identified in the first researches on the concept (Soares, 1999), in order to deepen the analysis of a new area called "Education for Transcendence", identified and implemented by educators involved in integral formation processes as a space of action expressly aimed at understanding the human being as a relational being, open to different forms of communication, in search of meaning for what he does, learns and experiences. [ABSTRACT FROM AUTHOR]

Copyright of Question (1669-6581) is the property of Universidad Nacional de La Plata and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Human Review is the property of Eagora Science and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The study proposes a theoretical framework for constructing a new perspective on Education based on the advances stemming from creativity research. In the first part of the research, we present a theoretical framework that allows us to rigorously approach the concept of creativity from an educational perspective. In the social framework, we look at the creative contexts needed in the teaching and learning process. We propose a model of educational context that responds to the needs of students. Finally, we propose the didactic framework, which addresses the new challenges and challenges of this education. [ABSTRACT FROM AUTHOR]

The ability to communicate effectively is a crucial aspect of education. For college students, learning how to speak in public is essential for their academic and professional future. However, many students report fear of speaking in public, the so-called Public Speaking Anxiety (PSA). This study aims to implement a training program using Virtual Reality (VR) with distractors to reduce the college students’ anxiety. Anxiety was measured with two methods: electrodermal activity and self-report. We also analyze gender differences. There were an experimental and a control group. Both groups had to deliver the same speech twice: pre-test (before training); and post-test (after the training program) while participants’ electrodermal activity was measured. Only the experimental group was trained with VR. Students also completed the Public Speaking Anxiety Scale and a survey to examine their experience. The results showed that the VR training reduced the anxiety levels significantly in the experimental group, but there were no significant differences in the control group. The data also revealed a higher level of anxiety in male than in female students. Finally, participants reported a positive impression of the VR training. These results showed the effectiveness of Virtual Reality software with distractors to reduce public speaking anxiety. [ABSTRACT FROM AUTHOR]

As part of the accelerated development of telecommunications, social networks have decisively broken into the lives of the inhabitants of the planet; Among them, Facebook stands out, for which it constitutes a very important means of communication among students. The study deals with Facebook and its use as a pedagogical resource; In this sense, the objective of the research is to explain, based on interpretations, the perception that teachers and students of basic education have in a district of Cusco in Peru, regarding the social network Facebook and its pedagogical use. The research was developed with a qualitative approach, in which the information was collected through an interview guide that was applied to 10 teachers and 5 students of the aforementioned district. The results show that teachers and students agree that Facebook is the most important social network and that it is possible to use it in learning activities. It is concluded that it is feasible to make a pedagogical use of the Facebook social network due to its ease of use and the fact that it allows the development of activities leading to improve the skills of students, but prior to this, the activities must be planned by the teacher. [ABSTRACT FROM AUTHOR]