Persona:
Santoveña Casal, Sonia María

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Dirección de correo electrónico
ssantovena@edu.uned.es
ORCID
0000-0002-9761-6148
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Proyectos de investigación
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Puesto de trabajo
Apellidos
Santoveña Casal
Nombre de pila
Sonia María
Nombre

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2004 - 200922020 - 202617
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Mostrando 1 - 10 de 19
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    Realfooders Influencers on Instagram: from followers to consumers
    (MDPI, 2021-02-08) Gil Quintana, Javier; Santoveña Casal, Sonia María; Romero Riaño, Efrén; https://orcid.org/0000-0003-0326-2535; https://orcid.org/0000-0002-9761-6148; https://orcid.org/0000-0002-3627-9942
    (1)Background: Realfooders have positioned themselves in social networks such as Instagram by posting photographs of recipes, advises, habits and nutritional behaviours which are advertised as reliable nutritional patterns and by their self-promotion as highly trained people in the field of nutrition which sometimes jeopardises the health of digital citizenry. (2) Methods: In this article, we develop a quantitative study for analysing the influence of selected Realfooders on 2,866,980 followers on Instagram, taking into account channel variables (gender, location, interests and motivations), followers’ variables (engagement, interaction and consumption) and some variables related to the message of 54 posts about breakfast. (3) Results: Selected Realfooders concentrate their followers in Spain, mostly women between 18 and 24 and between 35 and 44 years old who link their interests on food to the cult of the body and recreational areas. On the other hand, the content generated by Realfooders has been increasing its impact using advertising and marketing techniques for awaking consumer’s interest. (4) Conclusions: Educational and social agents are facing the challenge of low health literacy in young population. Therefore, it is necessary to design and implement strategies for developing critical thinking that allow them to assess the content generated by Realfooders and identify which recommendations can be harmful or beneficial to their health.
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    Creación de contenido digital y comunicación audiovisual con IA [Programa de curso MOOC]
    (2026-01-01) Santoveña Casal, Sonia María; Gómez Méndez, Rubén; Díaz de Robles Badía, María
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    Píldoras de Innovación Educativa en Contextos Universitarios
    (Octaedro, 2023-01) Iniesta Alemán, Isabel; Recio Moreno, David; Santoveña Casal, Sonia María; Gómez Méndez, Rubén; Quintas Hijós, Alejandro; Latorre Cosculluela, Cecilia; Latre Navarro, Lorena; López, Susana Regina; Rodríguez Simón, Alejandro; Rubio Pascual Muerte, Adolfo; Pedroche Santoveña, Itziar; Cantillo Valero, Carmen; Hueso Romero, José Javier; Osuna Acedo, Sara; Gil Quintana, Javier
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    Introducción a la IA y su aplicación en la vida rural [Programa de curso MOOC]
    (2026-01-01) Santoveña Casal, Sonia María; Susana Regina López; Rodríguez Simon, Alejandro Ignacio; Bravo Torres, Jack Fernando
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    Sustainable Distance Education: Comparison of Digital Pedagogical Models
    (MDPI, 2020-10-31) Santoveña Casal, Sonia María; Fernández Pérez, María Dolores; Universidad Nacional de Educación a Distancia, UNED
    The literature shows strong evidence of how different learning models influence learning. The kind of model used is a basic variable that can either help or hinder sustainable education. The objective of this research is to analyse how digital pedagogical models of three kinds (collaborative, social, and independent) influence the learning experience. The study is based on a design that combines triangulation, a theoretical model, quantitative methods (descriptive analysis and contrast of means), and qualitative methods (discourse analysis, following the principles of grounded theory). The importance of social and collaborative models in sustainable education is proved; both types of models promote a positive learning experience. They strengthen inter-student relationships, a feeling of belonging to a community with shared interests, and feelings of membership and cohesion. An independent model may hamper students’ perception of current knowledge and development of collaborative competences, in contrast to the more-interactive model. These results can be assessed in greater depth through future research exploring independent models’ possible potential for analysing environmental problems and their tie-in to personal decisions.
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    Red de Innovación Docente Red a Distancia de Tecnología Educativa (RADTE I)
    (UNED, 2009-09) Sevillano García, María Luisa; Ortega Sánchez, Isabel; Santoveña Casal, Sonia María
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    Digital citizens’ feelings in national #Covid 19 campaigns in Spain
    (Elsevier, 2021-10-08) Santoveña Casal, Sonia María; Gil Quintana, Javier; Ramos, Laura; Agencia Estatal de Investigación. España
    Background In 2020 Spain launched an official campaign, #EsteVirusLoParamosUnidos, aimed at uniting the entire country through citizen cooperation, in order to combat Covid-19. The objective of this research has been to analyse how this Twitter campaign revealed the feelings expressed by Spanish citizens. Methods The research is based on a composite design that triangulates, from a theoretical model, a quantitative analysis and a qualitative analysis. Results Of the 7,357 tweets in the sample, 72.32% were found to be retweets. Four content families were extracted which relate to politics, education, messages to society and the defence of occupational groups. The feelings expressed ranged from those of unity, admiration and support to those of discontent and criticism of issues regarding the health situation. Conclusions The development of networked socio-political and technical measures, which enabled citizen participation, facilitated the development of new patterns of interaction between national or regional governments and digital citizens. This increased citizens’ possibilities of influencing the public agenda and, therefore, strengthening citizen engagement regarding specific situations.
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    Mapping of digital pedagogies in higher education
    (Springer, 2023-06-07) Santoveña Casal, Sonia María; López, Susana Regina
    The purpose of this research is to analyse the evolution and trends of research into digital pedagogy in higher education through the application of bibliometric analysis and systematic review of scientific output. For the bibliometric analysis, the built-in functions of WoS were used, including Analyze results and Citation report. The VOSviewer software was employed to construct bibliometric maps. The analysis focuses on studies about digitalisation, university education and education quality, three categories that are grouped around digital pedagogies and methodologies. The sample contains 242 scientific publications, including articles (65.7%), publications published in the United States (17.7%) and publications financed by the European Commission (3.71%). Barber, W., and Lewin, C., are the authors with the greatest impact. The scientific output forms three networks: the “social network” (2000–2010), the “digitalisation network” (2011–2015) and the “network of the expansion of digital pedagogy” (2016–2023). The most-mature research (2005–2009) concerns the integration of technologies in education. The research with the greatest impact (2020–2022) looks at digital pedagogy and its implementation during the situation created by COVID-19. This research shows that digital pedagogy has come a long way over the last twenty years, but it is at the same time a topical area today. The paper opens up future paths for research such as the development of more-flexible pedagogies that can be adapted to different pedagogical scenarios.
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    Informe metodológico del programa formativo. Mujeres rurales frente a la inteligencia artificial generativa (humanista): análisis situacional y propuesta formativa (MujerRural-IAHu)
    (2026-01-01) Santoveña Casal, Sonia María; Soto Martínez, Gloria; Roldan Roldán, Mª Jesús; Román García, María del Mar; Díaz Esterri, Jorge; Gómez Méndez, Rubén; Agencia Estatal de Investigación (AEI)