The assessment of teaching quality in blended learning modalities has become a key element in the context of higher education. However, current evaluation systems present certain limitations. Behavioral scales overcome many of these limitations, offering an alternative for this task. This study describes the process of constructing an assessment instrument with behavioral scales to evaluate university teachers in blended learning modalities, following the BARS (Behavioral Anchored Rating Scales) methodology. The design process included interviews and surveys involving a total of 477 students, as well as a panel of professors who were experts in this teaching modality. The behavioral scales in the final instrument highlight the importance of certain particularly significant teaching-related aspects of blended learning models, namely: teacher-student communication; learning resources; course design; and the teacher’s technical competencies. The authors conclude that the final instrument provides clear and unambiguous feedback, enables the teacher to take specific corrective measures, and reinforces the formative purpose of evaluation in these modalities.

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This article addresses the design and validation of an updated questionnaire that makes it possible to understand the use patterns and attitudes of university youth on social networks. The authors utilized a panel of 20 judges who were social media experts and a sample of 640 university students. The exploratory factor analysis (EFA) explained 66.523% of the total variance. The confirmatory factor analysis (CFA), carried out to verify the dimensional structure of the instrument, reflected the appropriate parameters. The reliability study showed a Cronbach’s alpha of 0.864. These data corroborated the development of a robust and reliable questionnaire. The resulting instrument did not contain items alluding to specific social networks (Facebook, Twitter, Instagram, or LinkedIn), but rather students’ usage patterns of them. The exclusion of items that referred to particular social networks during the research demonstrated a convergence in behavior on social media regardless of the nuances of each platform. This fact suggested that the platform was of secondary importance in the context of a new paradigm in which the type of use (viewing, posting, participating, or interacting) took precedence over the name of the network itself.

Se analizan 106 estudios científicos, extraídos de Web of Science (WoS), sobre la estrategia de contenidos de marca en los medios sociales con el propósito de examinar el estado, la evolución y los diseños metodológicos del ámbito. Para ello se realiza un análisis bibliométrico cuantitativo y descriptivo. Los principales hallazgos son los indicios de madurez científica, como demuestran el predominio de estudios empíricos, la diversidad de actores, unidades de análisis y métodos de investigación, que facilitan nuevas vías de investigación en el área de la comunicación organizacional en entornos digitales.

This paper investigates spreading behavior of branded content, within an online brand community. A total of 41.392 pieces of content were gathered to analyze the activity of 45 Twitter brands, in the Spanish food industry, during one-year period. The study uses an Exploratory Factor Analysis (EFA) to reveal the structure of that spreading behavior, addressing two key constructs: propagation and sharing. In addition, multiple regression analysis is conducted to identity the influence of the independent variables controlled by the company, which predict that spreading action on the proposed structural model. Findings indicate the significant effect of variables such as: mentions made by the brand, posting time or volume of tweets, in predicting audience spreading behavior. Controversially, results suggest that brand use of the retweet function generates a negative influence on audience response. The research also innovates exploring the impact of sentiment expressions used by the brand on audience spreading behavior.