El Método Delphi en La Investigación Actual en Educación: Una Revisión Teórica Y Metodológica

Gómez, Ernesto López

doi:10.5944/educxx1.20169

Cited by 131 publications

(137 citation statements)

References 49 publications

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“…The Delphi method has been used in many studies on education. Recently, it has been used in subjects related to the field of educational technology and higher education (López‐Gómez, ). One can cite, eg, the study on the main research topics related to Technology‐Enhanced Learning (Plesch, Kaendler, Rummel, Wiedmann, & Spada, ), the validation of the TPACK‐Practical model (Yeh et al , ), the analysis of competency‐based learning models (McIntyre‐Hite, ), the identification of a framework of good practices for online teachers’ professional development (Mohr & Shelton, ) and the development and assessment of the guiding principles of interaction in adaptive online learning environments (Çetinkaya, & Keser, ).…”

Section: Methodsmentioning

confidence: 99%

Key components of learning ecologies: A Delphi assessment

Sanmamed¹,

Carril²,

Caamaño³

2019

Brit J Educational Tech

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The educational landscape has changed in recent years, requiring reflection about new pedagogical methods and theories. There are three important perspectives as drivers of pedagogical reflection: lifelong and life‐wide learning, the idea of learning as a social construct in which internal elements and changing external factors converge, and the recognition of technology as a resource that can promote ubiquitous and expanded learning. Learning ecology has been proposed as a conceptual and empirical framework, but its still emergent nature along with its multidimensionality and complexity require further exploration. The Delphi study we present as part of a broader research project aims to identify the components of learning ecologies. Three panel rounds with international experts were carried out, after which two important dimensions emerged in the structure of learning ecologies. The first is related to intrinsic “learning dispositions,” which is made up of three categories: the subject's ideas about learning, their motivations and expectations. The second dimension, called “learning processes,” comprises four components: relationships, resources, actions and context. The identification of the components of learning ecologies and their influence on formal, non‐formal and informal training processes will provide guidance for educational policies and help to better organize training programmes.

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Section: Methodsmentioning

confidence: 99%

Key components of learning ecologies: A Delphi assessment

Sanmamed¹,

Carril²,

Caamaño³

2019

Brit J Educational Tech

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“…One of the strategies used in educational research is the so-called "expert judgment", with a "Delphi" modality application, which is one of the most used methods to configure the content validity of a scale or a questionnaire (López-Gómez, 2018;Pérez-Pérez, Gómez, & Sebastián, 2018). As Gil-Gómez and Pascual-Ezama (2012) point out: "the Delphi methodology is a technique framed within the methods of experts that is used to obtain the most consensual opinion possible from a group of people, considered experts, in relation to a certain research objective".…”

Section: Research Strategymentioning

confidence: 99%

Difficulties in the Incorporation of Augmented Reality in University Education: Visions from the Experts

Osuna

Castillo

Cejudo

et al. 2019

J. New Approaches Educ. Res.

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“Augmented reality” (AR) is presented as technology that harmonizes, in real time and with user collaboration, digital information with physical information through different technological supports. Such are AR possibilities, that when it is incorporated into teaching, students show high satisfaction rates and positive attitudes for its use, but at the same time, a series of limitations and obstacles can be noticed. As an attempt to investigate the technical, curricular and organizational difficulties of AR incorporation in training contexts, an instrument “AR obstacle questionnaire” (CORA) was designed, which in turn was administered to a total of 264 subject experts for validation through the Delphi method, subsequently applying the “K coefficient” (K = ½ Kc (knowledge coefficient) + Ka (argumentation coefficient)), selecting those experts who obtained a ≥ 0,8 score in the coefficient. Among the results obtained in the study we manage to point out the main obstacles involving AR implementation into university education: the lack of teacher training and improvement, the few educational experiences found, lack of conceptual foundation, limited educational research and lack of institutional support.

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“…The expert group was asked to rate, from 1-4 on a Likert scale (nothing-a lot) and in different phases, the adequacy of the instrument's information, the efficiency of the questionnaire measurement, and the comprehension and writing of the items (Mérida et al 2015). This was done by email, in which the initial instrument was sent, together with the research plan and a record sheet, to collect demographic data and the quantitative and qualitative responses (López 2018).…”

Section: Population and Samplementioning

confidence: 99%

Educational Environments with Cultural and Religious Diversity: Psychometric Analysis of the Cyberbullying Scale

2019

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The objective of this research is to adapt and validate a useful instrument to diagnose cyberbullying, provoked by intolerance towards cultural and religious diversity, identifying the profile of the aggressor and the victim. The study was carried out using the Delphi technique, exploratory factor analysis (EFA), and confirmatory factor analysis (CFA). The selected sample was composed of 1478 adolescents, all students from Compulsory Secondary Education of Spain. The instrument items were extracted from relevant scales on the topic. The initial questionnaire was composed of 52 items and three underlying constructs. After validation with EFA (n = 723), the structure was checked, and the model was later corroborated with CFA (n = 755) through structural equations (RMSEA = 0.05, CFI = 0.826, TLI = 0.805). The reliability and internal consistency of the instrument were also tested, with values for all dimensions being higher than 0.8. It is concluded that this new questionnaire has 38 items and three dimensions. It has an acceptable validity and reliability, and can be used to diagnose cyberbullying caused by the non-acceptance of cultural and religious diversity in Compulsory Secondary Education students.

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El Método Delphi en La Investigación Actual en Educación: Una Revisión Teórica Y Metodológica

Cited by 131 publications

References 49 publications

Key components of learning ecologies: A Delphi assessment

Key components of learning ecologies: A Delphi assessment

Difficulties in the Incorporation of Augmented Reality in University Education: Visions from the Experts

Educational Environments with Cultural and Religious Diversity: Psychometric Analysis of the Cyberbullying Scale

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