Análisis de los recursos, usos y competencias tecnológicas del profesorado universitario para comprender y mejorar el proceso de aprendizaje del alumnado

Osuna, Julio Barroso; Alcántara, Vissy Yanet Matos; Gavira, Sonia Aguilar

doi:10.35362/rie8013466

Cited by 5 publications

(11 citation statements)

References 7 publications

(7 reference statements)

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“…As far as professional engagement is concerned, eight studies (Ardıç & Çiftçi, 2019;Barrera et al, 2018;Barrios et al, 2018;Barroso et al, 2019;Mirabal et al, 2015;Montoya & González, 2019;Montoya et al, 2018;Nakaznyi et al, 2016), emphasise the insufficient use of bibliographic managers, which highlights the lack of creation and publication of their own personal libraries, such as, RefWorks, Mendeley, Zotero, etc.…”

Section: Analysis Of the Selected Articlesmentioning

confidence: 99%

“…Other eleven works (Barrera et al, 2018;Barrios et al, 2018;Barroso et al, 2019;Mirabal et al, 2015;Montoya & González, 2019;Montoya et al, 2018;Nakaznyi et al, 2016;Sysoyev & Evstigneev, 2015;Ríos et al, 2018;Ventayen, 2019;Viloria et al, 2018) stress the importance of using bibliographic managers, databases, cloud storage, digital repositories, etc., as well as sharing them to encourage creation through cooperation and collaboration.…”

Section: Analysis Of the Selected Articlesmentioning

confidence: 99%

“…Twelve papers (Barrera et al, 2018;Barroso et al, 2019;Mirabal et al, 2015;Montoya et al, 2018;Ventayen, 2019;Viloria et al, 2018;Bossolasco & Chiecher, 2015;Habibi et al, 2019;Noskova et al, 2019;Rodríguez & Del Carmen, 2019;Tobar, 2017;Suarez-Carballo, 2020) mention that digital resources are used to communicate with other lecturers and thus share information, experiences, concerns and so on. Among these tools are forums, virtual debates and blogs that are highly valued by the university teaching community.…”

Section: Analysis Of the Selected Articlesmentioning

confidence: 99%

“…With regard to the area of digital resources, seven works should be highlighted (Ardıç & Çiftçi, 2019;Habibi et al, 2019;Mirabal et al, 2015;Montoya & González, 2019;Montoya et al, 2018;Ríos et al, 2018;Ventayen, 2019), which indicate that university professors have a high level of competence in searching information and organising themselves using different online information sources. Eight studies point out that lecturers use other tools, programs and applications to collect or divulge the necessary information, such as Kahoot, Wix and similar (Barrera et al, 2018;Barroso et al, 2019;Habibi et al, 2019;Mirabal et al, 2015;Montoya & González, 2019;Montoya et al, 2018;Ríos et al, 2018;Ventayen, 2019) Concerning the third area, teaching and learning, some studies highlight the use by lecturers of the implementation of digital resources, with the consequent improvement of their strategies in the teaching-learning processes. According to nine studies, the most widely used resource is Moodle platform, which is closely followed by Virtual Campus, a teaching support platform (Barrera et al, 2018;Barroso et al, 2019;Grinsztajn et al, 2019;Hidalgo-Durán, 2019;Mirabal et al, 2015;Montoya & González, 2019;Nakaznyi et al, 2016;Noskova et al, 2019;Ventayen, 2019).…”

Section: Analysis Of the Selected Articlesmentioning

confidence: 99%

“…Thirteen are the studies that promote different learning techniques and methodologies to improve the teaching of educational processes that encourage the use of technological competences, among others, techniques for collaborative learning, cooperative learning, project learning, problem-based learning, debates, and self-management (Barrios et al, 2018;Barroso et al, 2019;Bossolasco & Chiecher, 2015;Habibi et al, 2019;Montoya & González, 2019;Montoya et al, 2018;Nakaznyi et al, 2016;Noskova et al, 2019;Petelin et al, 2019;Ríos et al, 2018;Rodríguez & Del Carmen, 2019;Sandí & Sanz, 2020;Viloria et al, 2018).…”

Section: Analysis Of the Selected Articlesmentioning

confidence: 99%

See 4 more Smart Citations

A systematic literature review about the level of digital competences defined by DigCompEdu in higher education

Aiastui¹,

Arruti

Morillo

2021

AULA_ABIERTA

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Nowadays, we are facing a historical moment in which education practices are being transformed mainly due to the increase of technologies and their massive use at all levels of society, thus it is necessary to integrate them in educational contexts. In this context, the aim of this paper is to: analyse the level of technological competences of university professors. To this end, a systematic literature review based on the PRISMA methodology is carried out. The search was focused on WoS and SCOPUS databases. Initially, 815 documents have been retrieved and after applying the exclusion criteria 30 papers have been selected. The selected papers have been analysed in detail and the final conclusions have been structured according to DigCompEdu digital competence framework. The results show that the level of Digital Competences of University Professors (DCUP) is moderate and highlight aspects to improve: Reflective Practice is not cited in any article and Learner´s Empowerment and Facilitating Students' Digital Competence are the least referred. These aspects should be considered for future research. For this reason, it is recommended to carry out continuous training for university professors supported by the DigCompEdu framework.

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Section: Analysis Of the Selected Articlesmentioning

confidence: 99%

Section: Analysis Of the Selected Articlesmentioning

confidence: 99%

Section: Analysis Of the Selected Articlesmentioning

confidence: 99%

Section: Analysis Of the Selected Articlesmentioning

confidence: 99%

Section: Analysis Of the Selected Articlesmentioning

confidence: 99%

See 3 more Smart Citations

A systematic literature review about the level of digital competences defined by DigCompEdu in higher education

Aiastui¹,

Arruti

Morillo

2021

AULA_ABIERTA

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Actitudes del profesorado ante el uso y manejo de las TIC en la formación eficiente

Ovalles¹,

Urbano²

2022

Cienc. soc. educ.

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La actitud del docente en el uso y manejo de las tecnologías de la información y las comunicaciones (TIC) es fundamental para brindar una formación exitosa en sus estudiantes; la misma debe fortalecerse por medio de una preparación académica y una motivación positiva que brinde una formación sólida a los estudiantes y a las futuras generaciones. El objetivo principal de este artículo es “describir la actitud de los docentes en el uso y manejo de las TIC”. Para alcanzar este objetivo optamos por una investigación no experimental,de corte descriptico ex post facto, y adaptamos los cuestionarios de Agrada, Hinojo y Sola (2016), a los cuales incorporamos los ítems necesarios según la teoría analizada. La población es de noventa y dos profesores, de los cuales aplicamos el cuestionario a una muestra de ochenta docentes de la Facultad de Humanidades de la Pontificia Universidad Católica Madre y Maestra (PUCMM) (Santo Domingo, República Dominicana). La información obtenida fue procesada en el programa estadístico Statictical Packge for the Social Sciences (SPSS); luego procedimos a extraer la información para su análisis y discusión; finalmente presentamos las conclusiones de interés, las cuales muestran las actitudes fundamentales en los docentes universitarios para lograr que sus estudiantes adquieran conocimientoseducativos que les permita ser exitosos en los procesos de aprendizaje y ser profesionales exitosos en la sociedad.

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Teachers’ digital competences in higher education in Portugal and Spain

Dias-Trindade,

Moreira,

García Huertas

et al. 2023

CONT ED TECHNOLOGY

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The potential of DTIC has brought new and emerging challenges to teachers, making it essential to acquire digital competences, especially in virtual learning environments and online technologies. In this sense, based on the <i>DigCompEdu CheckIn</i> self-assessment questionnaire, validated for the Portuguese population by earlier studies, this research aims to identify the most fragile and robust areas of digital competences of Portuguese and Spanish university teachers. The quantitative methodological approach emphasizes teachers’ perception of their digital competences in three dimensions: teachers’ professional competences, teachers’ pedagogical competences and students’ competences and involved 347 teachers from Portugal and Spain. The results show that teachers of the two institutions have an overall moderate level of digital proficiency–level B1 and B2–and that the differences encountered between Portuguese and Spanish teachers (for example, Portuguese teachers have level A2 in area 4–assessment–, while Spanish teachers are already at level B2) highlight the need to invest in specific training that may address specific frailties, and therefore allow for the promotion of their digital competences. Results relating to teaching experience and age show that there is no direct relation between either factor or being digitally competent. Regarding gender, results reveal that men had slightly better results than women. Overall, what the results show is the need for teachers to increase the level of digital competence through specific training, prepared according to the specificities of each institution, and the importance of developing public policies that prepare teachers for a more digital education.

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Análisis de los recursos, usos y competencias tecnológicas del profesorado universitario para comprender y mejorar el proceso de aprendizaje del alumnado

Cited by 5 publications

References 7 publications

A systematic literature review about the level of digital competences defined by DigCompEdu in higher education

A systematic literature review about the level of digital competences defined by DigCompEdu in higher education

Actitudes del profesorado ante el uso y manejo de las TIC en la formación eficiente

Teachers’ digital competences in higher education in Portugal and Spain

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