Adedoyin, O. B., & Soykan, E. (2023). Covid-19 Pandemic and Online Learning: the Challenges and Opportunities. Interactive Learning Environments, 31(2), 863-875. https://doi.org/10.1080/10494820.2020.1813180
Antelmi, A., Malandrino, D., & Scarano, V. (2019). Characterizing the Behavioral Evolution of Twitter Users and the Truth Behind the 90-9-1 Rule. In Companion Proceedings of the 2019 World Wide Web Conference (pp. 1035-1038). ACM. https://doi.org/10.1145/3308560.3316705
Braun, V., & Clarke, V. (2021). To Saturate or Not to Saturate? Questioning Data Saturation as a Useful Concept for Thematic Analysis and Sample-size Rationales. Qualitative Research in Sport, Exercise and Health, 13(2), 201-216. https://doi.org/10.1080/2159676X.2019.1704846
Burnap, P., & Williams, M. L. (2015). Cyber Hate Speech on Twitter: an Application of Machine Classification and Statistical Modeling for Policy and Decision Making. Policy & Internet, 7(2), 223-242. https://doi.org/10.1002/poi3.85
Carmona, C. E. (2020). Hacia La Inclusión Educativa en La Universidad: Diseño Universal Para El Aprendizaje Y La Educación De Calidad. Ediciones Octaedro. https://go.revistacomunicar.com/NIPmPh
Carolan, B. V. (Ed.). (2013). Social Network Analysis and Education: Theory, Methods & Applications. Sage Publications. https://doi.org /10.4135/9781452270104
Carpenter, J. P., & Krutka, D. G. (2014). How and Why Educators Use Twitter: a Survey of the Field. Journal of Research on Technology in Education, 46(4), 414- 4 34. https://doi.org/10.1080/15391523.2014.925701
Carpenter, J. P., Morrison, S. A., Rosenberg, J. M., & Hawthorne, K. A. (2023). Using Social Media in Pre-service Teacher Education: the Case of a Program-wide Twitter Hashtag. Teaching and Teacher Education, 124, 104036. https://doi.org/10.1016/j.tate.2023.104036
Çeliktu?, M. F. (2018). Twitter Sentiment Analysis, 3-way Classification: Positive, Negative or Neutral? In 2018 IEEE International Conference on Big Data (Big Data) (pp. 2098-2103). IEEE. https://doi.org/10.1109/BigData.2018.8621970
Daly, A. J., Liou, Y.-H., Fresno, M. D., Rehm, M., & Bjorklund Jr, P. (2019). Educational Leadership in the Twitterverse: Social Media, Social Networks, and the New Social Continuum. Teachers College Record, 121(14), 1-2 0. https://doi.org/10.1177/016146811912101404
Díez Gutiérrez, E. J., Verdeja Muñiz, M., Sarrión Andaluz, J., Buendía, L., & Macías Tovar, J. (2022). Discurso Político De Odio De La Ultraderecha Desde Twitter en Iberoamérica. Comunicar: Revista Científica Iberoamericana De Comunicación Y Educación, 30(72), 101-113. https://doi.org/10.3916/C72-2022-08
Fernández Navas, M., Postigo Fuentes, A. Y., Pérez Granados, L., & Alcaraz Salarirche, N. (2022). Cómo Hacer Investigación Cualitativa en El Área De Tecnología Educativa. RiiTE Revista Interuniversitaria de Investigación en Tecnología Educativa, 9 3 -116. https://doi.org/10.6018/riite.547251
Fischer, C., Fishman, B., & Schoenebeck, S. Y. (2019). New Contexts for Professional Learning: Analyzing High School Science Teachers’ Engagement on Twitter. Aera Open, 5(4), 1–20. https://doi.org/10.1177/2332858419894252
Flick, U. (2004). Introducción a La Investigación Cualitativa. Morata. https://go.revistacomunicar.com/aYt61o
Gao, F., & Li, L. (2017). Examining a One?hour Synchronous Chat in a Microblogging?based Professional Development Community. British Journal of Educational Technology, 48( 2), 332 -3 47. https://doi.org/10.1111/bjet.12384
García, P. G. (2022). Las Redes Sociales en La Investigación Social. Miscelánea Comillas. Revista de Ciencias Humanas y Sociales, 80(157), 407-428. https://doi.org/10.14422/mis.v80.i157.y2022.009
Gee, J. P. (Ed.). (2004). Situated Language and Learning: a Critique of Traditional Schooling. Psychology Press. https://doi.org /10.4324/9780203594216Gee, J. P. (2017). Affinity Spaces and 21st Century Learning. Educational Technology, 57( 2), 2 7-31. https://go.revistacomunicar.com/U71Ehb
Gende, I. M. (2023). Aprendizaje informal en redes: Twitter y las #CharlasEducativas. Ediciones Octaedro. https://doi.org/10.36006/16414
Gomez, M., & Journell, W. (2017). Professionality, Preservice Teachers, and Twitter. Journal of Technology and Teacher Education, 25(4), 377- 412. https://go.revistacomunicar.com/BsCx0K
Greenhalgh, S. P. (2021). Differences Between Teacher-focused Twitter Hashtags and Implications for Professional Development. Italian Journal of Educational Technology, 29(1), 26 - 45. https://doi.org/10.17471/2499-4324/1161
Greenhalgh, S. P., Staudt Willet, K. B., Rosenberg, J. M., & Koehler, M. J. (2018). Tweet, and We Shall Find: Using Digital Methods to Locate Participants in Educational Hashtags. TechTrends, 62(5), 501-508. https://doi.org/10.1007/s11528-018-0313-6
Greenhow, C., & Lewin, C. (2016). Social Media and Education: Reconceptualizing the Boundaries of Formal and Informal Learning. Learning, Media and Technology, 41(1), 6 -3 0. https://doi.org/10.1080/17439884.2015.1064954
Greenhow, C., Staudt Willet, K. B., & Galvin, S. (2021). Inquiring Tweets Want to Know:# Edchat Supports for# Remoteteaching During Covid?19. British Journal of Educational Technology, 52(4), 14 34-1454. https://doi.org/10.1111/bjet.13097
Heller, M. (2005). Discourse and Interaction. In The Handbook of Discourse Analysis (pp. 250-264). Wiley. https://doi.org /10.1002/9780470753460
Kadushin, C. (2012). Understanding Social Networks. Oxford University Press. https://bit.ly/473Q8w5
Konikoff, D. (2021). Gatekeepers of Toxicity: Reconceptualizing Twitter’s Abuse and Hate Speech Policies. Policy & Internet, 13(4), 502-521. https://doi.org/10.1002/poi3.265
Li, G., & Liu, F. (2014). Sentiment Analysis Based on Clustering: a Framework in Improving Accuracy and Recognizing Neutral Opinions. Applied Intelligence, 40(3), 441-452. https://doi.org/10.1007/s10489-013-0463-3
Luo, T., Freeman, C., & Stefaniak, J. (2020). “Like, comment, and share”—professional development through social media in higher education: A systematic review. Educational Technology Research and Development, 68(4), 1659-1683. https://doi.org/10.1007/s11423-020-09790-5
Marcelo-Martínez, P., & Marcelo, C. (2022). Espacios de afinidad docente en Twitter: El caso del hashtag #Claustrovirtual. Revista de Educación a Distancia (RED), 22(70), 1-30. https://doi.org/10.6018/red.510951
Marcelo, C., & Marcelo, P. (2021). Educational Inf luencers on Twitter. Analysis of Hashtags and Relationship Structure. Comunicar, 29(69), 73-83. https://doi.org/10.3916/C68-2021-06
Maxwell, J. A. (2012). Qualitative Research Design:An Interactive Approach. Sage Publications. https://go.revistacomunicar.com/NUpyhu
Miller, E. M., Jolly, J. L., Latz, J. N., & Listman, K. (2022). Inf luencers and Major Themes in a Gifted Education Community of Practice on Twitter. Journal of Advanced Academics, 33(3), 469-504. https://doi.org/10.1177/1932202X221099590
Moreno-Fernández, O., & Gómez-Camacho, A. (2023). Impact of the Covid-19 Pandemic on Teacher Tweeting in Spain: Needs, Interests, and Emotional Implications. Educación XX1, 26(2), 185-208. https://doi.org/10.5944/educxx1.34597
Prestridge, S. (2019). Categorising Teachers’ Use of Social Media for Their Professional Learning: a Self-generating Professional Learning Paradigm. Computers & Education, 129, 14 3 -158. https://doi.org/10.1016/j.compedu.2018.11.003
Rosenberg, J. M., Greenhalgh, S. P., Koehler, M. J., Hamilton, E. R., & Akcaoglu, M. (2016). An Investigation of State Educational Twitter Hashtags (Seths) as Affinity Spaces. E-learning and Digital Media, 13(1-2), 24- 44. https://doi.org/10.1177/2042753016672351
Sangrà Morer, A., & Wheeler, S. (2013). Nuevas formas de aprendizaje informales: ¿o estamos formalizando lo informal? RUSC, Universities & Knowledge Society, 10(1), 28 6 -293. https://doi.org/10.7238/rusc.v10i1.1689
Shea, D., Alemu, D. S., & Visser, M. J. (2020). A Social Network Study of Transformational Teacher Inf luence. Teacher Development, 24(5), 603-625. https://doi.org/10.1080/13664530.2020.1818614
Singh, L. (2020). A Systematic Review of Higher Education Academics’ Use of Microblogging for Professional Development: Case of Twitter. Open Education Studies, 2(1), 6 6 - 81. https://doi.org/10.1515/edu-2020-0102
Stake, R. F. (2010). Investigación De Estudios De Casos. Morata. https://bit.ly/3ObAHco
Tracy, S. (2021). Calidad Cualitativa: Ocho Pilares Para Una Investigación Cualitativa De Calidad. Márgenes Revista De Educación De La Universidad De Málaga, 2(2), 173 -2 01. https://doi.org/10.24310/mgnmar.v2i2.12937
Visser, R. D., Evering, L. C., & Barrett, D. E. (2014). #TwitterforTeachers: The Implications of Twitter as a Self-Directed Professional Development Tool for K–12 Teachers. Journal of Research on Technology in Education, 46(4), 396 - 413. https://doi.org /10.1080/15391523.2014.925694
Wagh, R., & Punde, P. (2018). Survey on Sentiment Analysis Using Twitter Dataset. In 2018 Second International Conference on Electronics, Communication and Aerospace Technology (ICECA) (pp. 208-211). IEEE. https://doi.org/10.1109/ICECA.2018.8474783
Wagner, C. J., & González-Howard, M. (2018). Studying Discourse as Social Interaction: the Potential of Social Network Analysis for Discourse Studies. Educational Researcher, 47(6), 375-383. https://doi.org/10.3102/0013189X18777741
Wojcik, S., & Hughes, A. (2019). Sizing Up Twitter Users. Pew Research Center. https://go.revistacomunicar.com/HL0roj
Wu, Q., Qi, X., Fuller, E., & Zhang, C.-Q. (2013). “Follow the Leader”: a Centrality Guided Clustering and Its Application to Social Network Analysis. The Scientific World Journal, 2013, 368568 https://doi.org/10.1155/2013/368568