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1. Influence of Age, Gender and Years of Experience on Teachers in Promoting Strategies for Digital Sustainability and Data Protection

Author

Vázquez-Cano, Esteban, Sáez-López, José Manuel, Grimaldo-Santamaría, Rolando-Óscar, and Quicios-García, María del Pilar

Abstract

The aim of this research was to know how widespread the activities were, and to what extent they were being implemented, in relation to data protection and digital sustainability in Primary Education schools. This study also analyzed whether teachers' age, gender and years of experience in the profession influenced the development of this type of practices among students. To this end, the GAUBIPRO (4150516/6) questionnaire, registered at the Spanish Patent and Trademark Office, was sent out to 308 Spanish teachers in Primary Education in Spain. The investigation was conducted by applying three multivariate statistical procedures: chi-squared with Kendall's Tau-c coefficient, variance analysis using a single-factor ANOVA, and the HJ-Plot method, to find patterns of group behavior among the variables studied. The results showed that age, gender and years of experience were significant variables in the development of strategies for data protection and digital sustainability in Primary Education. For years of experience, the results showed that teachers with the highest mean number of years in the teaching profession were the least likely to apply data protection protocols. Male teachers were found to promote more general data protection strategies, while female teachers were more active in the design and use of activities in the classroom. In terms of age, the results clearly demonstrated that the higher the mean age of the teachers, the lower the rate of application of actions to promote data protection and digital security among young students, in three variables in particular: "foster strategies", "advise students" and "inform families".

Published
2023

3. The Negative Effects of Technology on Education: A Bibliometric and Topic Modeling Mapping Analysis (2008-2019)

Author

Vázquez-Cano, Esteban, Parra-González, Maria Elena, Segura-Robles, Adrián, and López-Meneses, Eloy

Abstract

This study aims to analyze the scientific research that has addressed the negative impact of technology in the educational field. The research is implemented from a methodological approach based on the bibliometric mapping of the scientific production registered in the Web of Science in the period 2008-2019. To do this, indicators of growth, production, impact, topics, keywords, journal references, and analysis of co-citations of authors and co-authors are analyzed. This bibliometric approach is complemented by the analysis of the density, frequency and degree of centrality of the main terms associated with the difficulties and problems of technology in education located in the abstracts and discussion of results in the period 2016-2019. For this purpose, graph theory is developed, using the sigma, cytoscape and graphology libraries. The results show that, among the most common disadvantages linked to the use of technology in education, are: privacy problems, discerning reliable and relevant information, the time required for the preparation of educational materials, the negative impact on academic performance of the students, the lack of resources for its implementation in the classrooms and the infoxication. Finally, it should be noted that in the last three years, the negative impact of technology in the psychosocial field and its impact on teaching-learning processes are beginning to be analyzed in greater depth.

Published
2022

4. Facebook or LMS in Distance Education? Why University Students Prefer to Interact in Facebook Groups

Author

Vázquez-Cano, Esteban and Díez-Arcón, Paz

Abstract

This article describes an investigation into the level of satisfaction among students at Spain's National Distance Education University (UNED) regarding use of Facebook groups as an environment for learning. Based on a structural equation methodology, the research analyzed the most relevant personal and socio-educational factors that affect satisfaction. The sample consisted of 418 undergraduate and master's degree students at UNED's Faculty of Education; participants were consulted in three semesters between September 2019 and January 2021. The results showed that students who participated in Facebook study groups achieved better results than those who did not, and that they interacted more frequently in these groups than in UNED's official learning management system. The main latent variables that influenced satisfaction with Facebook study groups were the perception of efficacy they elicited as a complement to distance learning by enabling greater interaction with other students, and the feeling of course companionship they provided. The absence of teacher control also influenced student satisfaction, which allowed students to focus on learning and achieving better results in tests and exams.

Published
2021

5. Socio-Family Context and Its Influence on Students' PISA Reading Performance Scores: Evidence from Three Countries in Three Continents

Author

Vázquez-Cano, Esteban, De la Calle-Cabrera, Ana María, Hervás-Gómez, Carlos, and López-Meneses, Eloy

Abstract

This investigation set out to analyse the relation between parents' academic qualifications, profession and role in educating their children and their children's level of efficacy in reading at the end of the adolescent stage, in three states with different socio-cultural contexts, namely Canada, Finland and Singapore. The study is carried out in three countries with differing socio-cultural contexts and uses multilevel analysis and binary logistic regression to measure the predictive value of socio-family skills in these three countries against a range of student reading ability profiles. The results show that the parents' academic qualifications, profession and educational role are the most influential aspect of the predictability in the variability of their children's reading skills. Parents with a low level of education predict poor student reading ability, but when it is the mother who has a medium or high level of education, the results of the students are better than when that level is only achieved by the father. Therefore, the educational role of mothers and fathers, as shown by the interest they take in their children's schoolwork, is a predictor of students' reading skills, regardless of the socio-cultural and academic context of the students.

Published
2020

6. Ubiquitous Educational Use of Mobile Digital Devices. A General and Comparative Study in Spanish and Latin America Higher Education

Author

Vázquez Cano, Esteban and Sevillano-García, Ma. Luisa

Abstract

This study conducted a general and comparative analysis of how university students use mobile digital devices for educational purposes in various places and spaces both inside and outside university facilities in Spain and Latin America. It analyses a total sample of 886 students (442 Spanish and 444 Latin American) corresponding to five Spanish and five Latin American universities. The research methodology was based on factorial analysis and comparison between groups with parametric and nonparametric tests. The results show that educational use of mobile digital devices in the Hispanic world concentrates on the use of smartphones and tablets inside university facilities; primarily in college cafeterias, corridors, classrooms and libraries. Spanish and Latin American students used tablets in and out of University facilities for storing and retrieving information, and smartphones for sharing educational information and content.

Published
2018

8. Chatbot to Improve Learning Punctuation in Spanish and to Enhance Open and Flexible Learning Environments

Author

Vázquez-Cano, Esteban, Mengual-Andrés, Santiago, and López-Meneses, Eloy

Abstract

The objective of this article is to analyze the didactic functionality of a chatbot to improve the results of the students of the National University of Distance Education (UNED / Spain) in accessing the university in the subject of Spanish Language. For this, a quasi-experimental experiment was designed, and a quantitative methodology was used through pretest and posttest in a control and experimental group in which the effectiveness of two teaching models was compared, one more traditional based on exercises written on paper and another based on interaction with a chatbot. Subsequently, the perception of the experimental group in an academic forum about the educational use of the chatbot was analyzed through text mining with tests of Latent Dirichlet Allocation (LDA), pairwise distance matrix and bigrams. The quantitative results showed that the students in the experimental group substantially improved the results compared to the students with a more traditional methodology (experimental group/mean: 32.1346/control group/mean: 28.4706). Punctuation correctness has been improved mainly in the usage of comma, colon and periods in different syntactic patterns. Furthermore, the perception of the students in the experimental group showed that they positively value chatbots in their teaching-learning process in three dimensions: greater "support" and companionship in the learning process, as they perceive greater interactivity due to their conversational nature; greater "feedback" and interaction compared to the more traditional methodology and, lastly, they especially value the ease of use and the possibility of interacting and learning anywhere and anytime.

Published
2021
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9. Exploring social trends in cohousing and coliving discussions on X(Twitter) using NLP and Text Analysis Techniques.

Author

Sosa-Ramírez, Rafael, Vázquez-Cano, Esteban, Díaz-Díaz, Norberto, and López-Meneses, Eloy

Subjects
URBAN planning, SHARED workspaces, COOPERATIVE housing, SOCIAL networks, TREND analysis
Abstract

Copyright of Pixel-Bit, Revista de Medios y Educacion is the property of Pixel-Bit, Revista de Medios y Educacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Published
2024
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10. Analysis of PLEs' Implementation under OER Design as a Productive Teaching-Learning Strategy in Higher Education. A Case Study at Universidad Nacional de Educación a Distancia

Author

Vázquez-Cano, Esteban, Martín-Monje, Elena, and Castrillo de Larreta-Azelain, María Dolores

Abstract

This paper shows some research which analysed the didactic functionality of Personal Learning Environments (PLEs) and Open Educational Resources (OERs). They were created by students from the Master's Degree in Information and Communication Technologies applied to language teaching and processing, at Universidad Nacional de Educación a Distancia (UNED, Spain). A thorough analysis has been carried out based on a virtual ethnography methodological framework, with a twofold qualitative dimension: on the one hand, by using the Atlas-Ti program and on the other hand by following a reticular, category-based social network analysis with UCINET and yED Graph Editor. Results show that the joint use of PLEs and OERs designed by students improves their digital competence, mainly in capabilities such as: accessing and searching for online information; articulating information needs; finding relevant information; selecting resources effectively; navigating between online sources; and creating personal information strategies. Furthermore, the scrutiny of the forums using the reticular social network analysis shows how the main benefits of the implementation of PLEs and OERs are: a student-centric approach, the development of personal knowledge management strategies and the formation of a self-regulated learning model.

Published
2016

11. University Students' Digital Competence in Three Areas of the DigCom 2.1 Model: A Comparative Study at Three European Universities

Author

López-Meneses, Eloy, Sirignano, Fabrizio Manuel, Vázquez-Cano, Esteban, and Ramírez-Hurtado, José Manuel

Abstract

This study analysed the digital competence of 1,073 students at one Italian and two Spanish universities using the COBADI 2.0 (Basic Digital Competences/Registered Trademark 2970648) questionnaire. A quantitative methodology was applied to university students' use of, and competence in, three areas of DigCom 2.1: information and data literacy, communication and collaboration, and digital content creation. The results showed that these future graduates had an upper intermediate level of competence in information and digital literacy, and communication and collaboration, but a lower intermediate level in terms of digital content creation, particularly in the creation and dissemination of multimedia content using different tools. Two student profiles were identified for time spent online: those who dedicated a lot of their time to gaming or interacting on social media, and those who used most of their online time to searching for information and completing academic work.

Published
2020
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12. Analysis of Social Worker and Educator's Areas of Intervention through Multimedia Concept Maps and Online Discussion Forums in Higher Education

Author

Vázquez-Cano, Esteban, López Meneses, Eloy, and Sánchez-Serrano, José Luis Sarasola

Abstract

This diachronic study describes an innovative university experience consisting of the development of multimedia concept maps (MCM) in relation to social educators and social workers main intervention areas and an active discussion in online forums about the results obtained. These MCMs were prepared by students who attended the Information Technologies and Communication course as part of the Degree in Social Education and dual Degree in Social Education and Work during the academic years 2010-13 at Pablo Olavide University (Seville-Spain). Following a methodological framework based on virtual, collaborative action-research, a qualitative analysis is implemented to analyze 213 MCMs created by students and their interventions in ad hoc online discussion forums with a twofold methodological approach: firstly a qualitative analysis of word frequencies in MCM through the use of Atlas-Ti software and secondly a forum discussion categorization through a reticular, category based social network analysis using UCINET and yED Graph Editor. Among the most relevant conclusions, we can highlight that a combination of MCMs and discussion forums are highly interactive and collaborative digital resources and are especially beneficial when applied to social studies. Students were able to identify and categorize key areas of social and educational intervention, including: seniors, children, teens and drug dependence, people with disabilities, adults, mental health, socio-community care, and immigrants.

Published
2015

13. Analysis of Risks in a Learning Management System: A Case Study in the Spanish National University of Distance Education (UNED)

Author

Vázquez-Cano, Esteban and Sevillano García, Ma. Luisa

Abstract

This article presents a research that examines the university students' risk perception when using a Learning Management System called "aLF" and implemented by the Spanish National University of Distance Education (UNED) for the development of its university distance studies. The development of comprehensive Learning Management Systems for teaching-learning distance practices in the European Higher Education Area (EHEA) is a challenge for universities all around Europe. For this reason, it is necessary to analyze not only the benefits that involve these environments but the risks perceived by its users to improve teaching methods and design better user interfaces. Through a quantitative method, we test 588 students' opinions about their risks perceptions when using this LMS to study the University degree in Pedagogy. Results show that main risks are concentrated in two dimensions: dimension 1 "basic or general" with high incidence of "fear of making mistakes" and "ignorance of the course content"; and dimension 2 "own and beyond students' circumstances" where it is important to stand out the risks not directly controlled by the students: "warning from the authorities for not developing the program", "isolation from teachers" and "delegation of control".

Published
2015

14. Mobile Distance Learning with Smartphones and Apps in Higher Education

Author

Vázquez-Cano, Esteban

Abstract

In this paper, the results of researcher' ongoing activities regarding the use of smartphones and a specific subject-app used at the Spanish National University of Distance Education (UNED) have been reported. The purpose of this trial is to assess the app's didactic use and potential to enhance student learning in university subjects in ubiquitous environments and developing generic competencies according to the European Higher Education Area (EHEA). To this end, a scale has been developed and validated to identify these factors based on the participation of 388 students from the class "Curriculum design and innovation" within the "University Degree in Pedagogy" program. This study has been developed through two perspectives; the first being through a descriptive methodology in which the current researcher has detailed the creation process of an app. The second perspective being through a quantitative methodology in which students' perceptions regarding the capabilities of smartphones and apps for improving learning processes in university subjects were assessed. The conclusions indicate that the use of apps developed specifically for following university subjects is highly valued by students as a new format which both supports and enhances learning practices while also providing not only further opportunities to establish connections and relations with their subjects, but also fostering collaborative work among students and professors. Therefore, it is recommended that universities continue developing new didactic strategies to connect both formal-informal and face-to-face ubiquitous learning settings.

Published
2014

20. Gamifying Machine Teaching: Human-in-the-Loop Approach for Diphthong and Hiatus Identification in Spanish Language

Author

Mosqueira-Rey, E., Fernández-Castaño, Sergio, Alonso Ríos, David, Vázquez-Cano, Esteban, López-Meneses, Eloy, Mosqueira-Rey, E., Fernández-Castaño, Sergio, Alonso Ríos, David, Vázquez-Cano, Esteban, and López-Meneses, Eloy

Abstract

[Abstract]: Human-in-the-Loop Machine Learning (HITL-ML) is a set of techniques that attempt to actively involve experts into the learning loop of machine learning (ML) models. One of these techniques is Machine Teaching (MT) which tries to apply techniques that come from the world of didactics within machine learning (ML), such as sorting the dataset according to its difficulty and presenting the cases to the model in incremental levels of complexity. In this work we propose a new twist to MT: since its foundation is to bring didactic techniques to ML, why not use this technique as a didactic method itself? In this case we propose the creation of an ML model for the identification of diphthongs and hiatuses in the Spanish language. The first step is to develop a deep learning model to identify diphthongs and hiatuses using Curriculum Learning (CL) and a sorted dataset that identifies simple and complex cases. The accuracy of this model identifies the upper limit of efficiency that we can obtain by training the model. The next step is to reset the weights of the model but retain its architecture and offer the model to the students for its training. The idea is that students use MT techniques to make the model learn again, but the ultimate goal is that students learn by teaching in an informal and gamified learning environment. The results show how a HITL strategy can make a model learn iteratively to identify diphthongs and hiatuses and a workflow is proposed to include this technique in the classroom.

Published
2023

21. Influence of age, gender and years of experience on teachers in promoting strategies for digital sustainability and data protection

Author

Vázquez Cano, Esteban, Sáez López, José Manuel, Grimaldo Santamaría, Rolando Óscar, Quicios García, María del Pilar, Vázquez Cano, Esteban, Sáez López, José Manuel, Grimaldo Santamaría, Rolando Óscar, and Quicios García, María del Pilar

Abstract

The aim of this research was to know how widespread the activities were, and to what extent they were being implemented, in relation to data protection and digital sustainability in Primary Education schools. This study also analyzed whether teachers’ age, gender and years of experience in the profession influenced the development of this type of practices among students. To this end, the GAUBIPRO (4150516/6) questionnaire, registered at the Spanish Patent and Trademark Office, was sent out to 308 Spanish teachers in Primary Education in Spain. The investigation was conducted by applying three multivariate statistical procedures: chi-squared with Kendall’s Tau-c coefficient, variance analysis using a single-factor ANOVA, and the HJ-Plot method, to find patterns of group behavior among the variables studied. The results showed that age, gender and years of experience were significant variables in the development of strategies for data protection and digital sustainability in Primary Education. For years of experience, the results showed that teachers with the highest mean number of years in the teaching profession were the least likely to apply data protection protocols. Male teachers were found to promote more general data protection strategies, while female teachers were more active in the design and use of activities in the classroom. In terms of age, the results clearly demonstrated that the higher the mean age of the teachers, the lower the rate of application of actions to promote data protection and digital security among young students, in three variables in particular: “foster strategies”, “advise students” and “inform families”., El objetivo de esta investigación era conocer la difusión y el grado de implantación de las actividades relacionadas con la protección de datos y la sostenibilidad digital en los colegios de Educación Primaria. Este estudio también analizó si la edad, el género y los años de experiencia en la profesión de los docentes influían en el desarrollo de este tipo de prácticas entre los estudiantes. Para ello, se empleó el cuestionario GAUBIPRO (4150516/6), registrado en la Oficina Española de Patentes y Marcas, con una muestra de 308 docentes españoles de Educación Primaria. La investigación se realizó aplicando tres procedimientos estadísticos multivariantes: chi-cuadrado con coeficiente Tau-c de Kendall, análisis de varianza mediante ANOVA de un factor y el método HJ-Plot, para encontrar patrones de comportamiento grupal entre las variables estudiadas. Los resultados mostraron que la edad, el género y los años de experiencia fueron variables significativas en el desarrollo de estrategias de protección de datos y sostenibilidad digital en Educación Primaria. En cuanto a los años de experiencia, los resultados mostraron que los profesores con mayor número de años en la profesión docente eran los menos propensos a aplicar protocolos de protección de datos. Se observó que los docentes varones promovían estrategias de protección de datos más generales, mientras que las profesoras eran más activas en el diseño y uso de actividades específicas en el aula. En cuanto a la edad, los resultados mostraron claramente que cuanto mayor era la edad media de los docentes, menor era la tasa de aplicación de acciones para promover la protección de datos y la seguridad digital entre los jóvenes estudiantes, en tres variables en particular: "fomentar estrategias", "asesorar a los estudiantes " e "informar a las familias".

Published
2023

22. The Impact of Digital Mobile Devices in Higher Education

Author

Sevillano-García, M.ª Luisa and Vázquez-Cano, Esteban

Abstract

This research examined the acceptance, incidence, and use of digital mobile devices (tablets and smartphones) among university students in the European Higher Education Area (EHEA). The research was contextualized in a sample of 419 students from three Spanish public universities. Through a quantitative methodology, we identified the factors and variables that condition and favor the use of digital mobile devices in university studies. The factor-based structure enabled a holistic view of ICT innovation in universities across three key areas: Teaching model (face-to-face/distance), area of study, and generic competencies. The outcomes could be used as means to forecast, explain, and improve the integration of these digital mobile devices for fostering learning activities and generic competencies in the Higher Education context.

Published
2015

23. Exploring Application, Attitudes and Integration of Video Games: MinecraftEdu in Middle School

Author

Sáez-López, José-Manuel, Miller, John, Vázquez-Cano, Esteban, and Domínguez-Garrido, María-Concepción

Abstract

The aim of this study is to assess the use of MinecraftEdu in classroom practice analyzing the outcomes and attitudes of all members of the educational community through a quasi-experimental approach. The research presents three dimensions oriented to assessing the use of this application in a didactic unit "History and Architecture" compared through statistical inference ("t"-student) to a control group that develops the same unit with slides and traditional expositional methods. The second dimension values the attitudes of teachers, students and parents regarding the implementation of video games in formal education using descriptive analysis and nonparametric statistical inference through the Jonckheere-Terpstra test and the Kruskal-Wallis test, which allows each group ranks to be compared. The third dimension analyzes interactions in a virtual learning environment related to the implementation of MinecraftEdu. Although there are no significant improvements regarding academic outcomes and some parents hold negative attitudes, it is noteworthy that the majority of the sample considered that MinecraftEdu is fun, enhances creativity, develops discovery and is a good application for creating and exploring immersive historical environments.

Published
2015

24. Comparison of Learning Content Representations to Improve L2 Vocabulary Acquisition Using m-learning.

Author

Rodríguez-Arce, Jorge, Vázquez-Cano, Esteban, Cobá Juárez-Pegueros, Juan Pablo, and González-García, Salvador

Subjects
*SECOND language acquisition, *MOBILE learning, *COURSE content (Education), *SELF-regulated learning, *LEARNING strategies, *VOCABULARY education
Abstract

Previous works reveal that there is potential in the use of mobile devices as a useful tool to help learn new vocabulary and it allows the learning materials can be displayed with different Learning Content Representation (LCR) types. Nevertheless, there are no conclusive results about which LCR type is better to improve L2 vocabulary acquisition using m-learning. The purpose of this study was to explore the effects of improving the students' academic performance using two LCR types that promote different learning strategies in a vocabulary learning task. A mobile application with two LCR types was implemented and tested: the SRL type based on a self-regulated learning strategy, and the NSRL type based on a non-self-regulated learning strategy. Quantitative analyses indicated that there is a relationship between the LCR types and the word recall on vocabulary learning. The SRL type seems to be effective in improving the students' learning abilities and students in this experimental group exhibited significantly better academic performance. The results are meant to draw that LCR-SRL types must be used in m-learning to L2 vocabulary acquisition. Future studies should focus on how to integrate these strategies in m-learning and understand their effects on improving students' vocabulary acquisition. Plain Language Summary: Exploring mobile learning approaches for better second language vocabulary learning Mobile devices have emerged as promising tools for facilitating vocabulary learning, offering the flexibility to present learning materials in various formats known as Learning Content Representation (LCR) types. However, the question of which LCR type is most effective in enhancing L2 vocabulary acquisition in mobile learning remains unanswered. This study aimed to investigate the influence of two distinct LCR types, each promoting different learning strategies, on students' academic performance in vocabulary learning tasks. To accomplish this, a mobile application featuring two LCR types was developed and tested. The first LCR type, Self-Regulated Learning (SRL), encouraged learners to employ self-regulation strategies, while the second LCR type, Non-Self-Regulated Learning (NSRL), guided learners through a non-self-regulated approach. Quantitative analyses of the data revealed a significant relationship between LCR types and word recall in vocabulary learning. Notably, the SRL-based LCR type demonstrated effectiveness in improving students' word recall abilities, resulting in significantly better academic performance for the experimental group. These findings emphasize the importance of incorporating LCR-SRL types in mobile learning environments to enhance L2 vocabulary acquisition. Future research should delve deeper into the integration of these strategies within mobile learning platforms and explore their broader impact on students' vocabulary acquisition. This study underscores the potential for optimizing mobile learning tools to foster effective language acquisition strategies in educational contexts. [ABSTRACT FROM AUTHOR]

Published
2023
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28. Implication of previous training and personal and academic habits of use of the Internet in the development of different blocks of basic digital 2.0 competencies in university students

Author

Concepción, Juan David, López-Meneses, E., Vázquez Cano, Esteban, and Crespo-Ramos, Samuel

Subjects
Internet, Web 2.0 training, Higher education, COBADI, Social networks
Abstract

El objetivo del presente estudio ha sido analizar la relación de diferentes variables como la posible formación previa en web 2.0 y software social, o el número de horas de exposición y navegación en internet y uso académico de plataformas virtuales universitarias por estudiantes de los cursos 18-19 y 19-20 procedentes de la Universidad Pablo de Olavide y la Universidad Nacional de Educación a Distancia de Graduado en Educación Social y Pedagogía respectivamente, en cuanto al grado de formación mostrado en competencias digitales de estudiantes en estos contextos universitarios. Se ha empleado para ello un instrumento didáctico denominado COBADI_2_0 (competencias básicas digitales 2.0 de los estudiantes universitarios) con marca registrada 29.706.648 en la OEMP (España), y formando parte el presente estudio del Proyecto de Innovación “Innovación docente 2.0 con Tecnologías de la Información y la Comunicación (Tic) en el Espacio Europeo de Educación Superior”, situado en el marco de la Acción 2 de Proyectos de Innovación y Desarrollo Docente subvencionados por el Vicerrectorado de Docencia y Convergencia Europea de la Universidad Pablo de Olavide (Sevilla). Se efectuaron análisis multivariados de la varianza, pruebas t, pruebas chi-cuadrado, así como descriptivos de prueba de cajas y bigotes con las distintas variables referidas. En primer lugar y con respecto a la formación previa en web 2.0 y software social, los resultados mostraron tanto en la Universidad Pablo Olavide como la UNED durante los cursos 18-19 y 19-20, una correlación significativa, entre esta formación y las competencias básicas digitales demostradas en el uso de las TIC para la búsqueda y tratamiento de la información (bloque II). No obstante, posteriores pruebas t student, mostraron igualmente que, con respecto al alumnado sin esta formación anterior en web 2.0, no se evidencia una diferencia significativa en ningún bloque de competencias digitales adquiridas. En segundo lugar se constató en la muestra de estudiantes de ambas universidades, que una mayor exposición y navegación internet, estaba relacionada con una ligera mayor demostración de todos los bloques de competencias básicas digitales, aunque solo se evidenció una relación significativa de esta exposición a internet con la adquisición de competencias básicas digitales del bloque IV (herramientas virtuales y de comunicación social de la Universidad), en los estudiantes de la UNED, de ambos cursos. Por último, las pruebas realizadas de cajas y bigotes evidenciaron poca relevancia o impacto del citado tiempo de exposición del estudiante en internet para la adquisición o demostración de competencias básicas digitales del bloque I y bloque III (conocimiento y uso de las TIC en la comunicación social y competencias interpersonales en el uso de las TIC en el contexto universitario, respectivamente). En cambio, dicha exposición sí se mostró significativa para las competencias de los bloques II y IV (competencias de uso de las TIC para la búsqueda y tratamiento de la información y herramientas virtuales y de comunicación social de la Universidad, respectivamente), especialmente para los niveles de exposición bajo y medio. Finalmente, se discuten los resultados y sus posibles implicaciones prácticas., The objective of this study has been to analyze the relationship of different variables such as possible previous training in web 2.0 and social software, or the number of hours of exposure and browsing on the internet and academic use of university virtual platforms by students of courses 18- 19 and 19-20 from the Pablo de Olavide University and the National Distance Education University of Graduate in Social Education and Pedagogy respectively, in terms of the degree of training shown in digital skills of students in these university contexts. For this purpose, a didactic instrument called COBADI_2_0 (basic digital skills 2.0 of university students) has been used with registered trademark 29,706,648 in the OEMP (Spain), and the present study of the Innovation Project "Teaching Innovation 2.0 with Technologies of Information and Communication (ICT) in the European Higher Education Area”, located within the framework of Action 2 of Innovation and Teaching Development Projects subsidized by the Vice-Rector's Office for Teaching and European Convergence of the Pablo de Olavide University (Seville) . Multivariate analyzes of variance, t tests, chi-square tests as well as descriptive box and whisker tests were carried out with the different variables referred to. In the first place and with respect to previous training in web 2.0 and social software, the results showed both at the Pablo Olavide University and the UNED during courses 18-19 and 19-20, a significant correlation between this training and the competences basic digital data demonstrated in the use of ICTs for the search and processing of information (block II). However, subsequent t-student tests also showed that, with respect to students without this previous training in web 2.0, no significant difference is evidenced in any block of acquired digital skills. Secondly, in the sample of students from both universities, it was found that greater exposure and Internet browsing was related to a slightly higher demonstration of all blocks of basic digital skills, although only a significant relationship was evidenced for this exposure to the Internet. with the acquisition of basic digital skills of block IV (virtual tools and social communication of the University), in the students of the UNED, of both courses. Finally, the tests carried out on boxes and whiskers showed little relevance or impact of the aforementioned time of exposure of the student on the Internet for the acquisition or demonstration of basic digital skills of block I and block III (knowledge and use of ICT in social communication and interpersonal skills in the use of ICTs in the university context, respectively). On the other hand, said exposure was significant for the competences of blocks II and IV (competences of use of ICTs for the search and treatment of information and virtual and social communication tools of the University, respectively), especially for the low and medium exposure levels. Finally, the results and their possible practical implications are discussed., Universidad Pablo de Olavide

Published
2022

30. Análisis e implicaciones del impacto del movimiento MOOC en la comunidad científica: JCR y Scopus (2010-13) = Analysis and Implications of the Impact of MOOC Movement in the Scientific Community: JCR and Scopus (2010-13)

Author

Román-Graván, Pedro, Vázquez-Cano, Esteban, and López-Meneses, Eloy

Subjects
C. Users, literacy and reading.
Abstract

The emergence of massive open online course (MOOCs) has been a turning point for the academic world and, especially, in the design and provision of training courses in Higher Education. Now that the first moments of the information explosion have passed, a rigorous analysis of the effect of the movement in high-impact scientific world is needed in order to assess the state of the art and future lines of research. This study analyzes the impact of the MOOC movement in the form of scientific article during the birth and explosion period (2010-2013) in two of the most relevant databases: Journal Citation Reports (WoS) and Scopus (Scimago). We present, through a descriptive and quantitative methodology, the most significant bibliometric data according to citation index and database impact. Furthermore, with the use of a methodology based on social network analysis (SNA), an analysis of the article’s keyword co-occurrence is presented through graphs to determine the fields of study and research. The results show that both the number of articles published and the citations received in both databases present a medium-low significant impact, and the conceptual network of relationships in the abstracts and keywords does not reflect the current analysis developed in general educational media.

Published
2015
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31. Estudio Bibliometrico de Pixel-Bit, revista de medios y de educación (2000-2013)

Author

López Meneses, Eloy, Vázquez Cano, Esteban, and Sarasola Sánchez-Serrano, José Luis

Subjects
BB. Bibliometric methods, GH. Education.
Abstract

A bibliometric analysis of the journal Pixel-Bit, Revista de Medios y Educación was performed in order to analyze 42 volumes and 345 articles published between 2000 and 2013. The information was obtained from the electronic version of the journal and the following bibliometric indicators wer e established: number of articles according to publication year, methodology, topic, authorship index, authors' institutional affiliation, and pr oductivity by country. For the development of this research, data were categorizated and filtered fromGoogle Scholar and the Journal Citations Report.

Published
2015

33. Dificultades y retos para el acceso y el desempeño profesional inicial del inspector de educación en España

Author

Vázquez-Cano, Esteban and Campos Barrionuevo, Blas

Subjects
Inspection, Quality in education, Network analysis, Challenges, Inspection comparison, Access, Educational system
Abstract

This article presents research that analyzed the most significant needs, difficulties and problems for admission into Spain's school inspectorates, the expectations of new inspectors and the challenges they face in their assessment of different school settings in the Spanish educational system. Firstly, the research addressed the central questions of school inspection and supervision in the European Union, then a methodology was applied based on virtual ethnography and the reticular-categorical approach to network analysis, with matrix representations and social graphs devised using UCINET and yED Graph Editor visor. This methodological approach was used to analyze the opinions of 140 students between 2017 and 2019 enrolled on the only Masters course in Spain dedicated to schools inspection and supervision, delivered by UNED (Spain's National Distance Education University). Their open responses to a questionnaire, and course forum interaction, were analyzed from the Social Network Analysis perspective. The results show that the main difficulties, challenges and needs coalesced around four central nodes: the politicization of tribunals and the entrance exam format, the lack of training courses for potential inspectors, the absence of a national study pathway for potential inspectors as an entry requirement, and the need for training in supervision techniques to perform their functions as inspectors., Presentamos en este articulo una investigación en la que se analizan cuáles son las necesidades, dificultades y problemáticas más relevantes para el acceso al Cuerpo de Inspectores de Educación en España, así como los retos y expectativas del futuro inspector novel en el desempeño de la función inspectora en las distintas enseñanzas que conforman el sistema educativo español. Se analizaron, en primer lugar, las cuestiones centrales de la inspección educativa en el marco de la Unión Europea; para posteriormente, implementar una metodología con base en la etnográfica virtual y el enfoque reticular-categorial del análisis de redes con representaciones matriciales y grafos sociales y para el que se empleó UCINET y el visor yED Graph Editor.Desde este enfoque metodológico, se analizó la percepción y opinión de 140 estudiantes durante dos cursos académicos (2017-2019) del único Máster a nivel nacional que desarrolla la temática de la inspección y supervisión educativa y que se imparte en la UNED. Se realizó un análisis de sus respuestas abiertas en cuestionarios junto con los mensajes en foros desde la perspectiva del Análisis de Redes Sociales. Los resultados muestran que las principales dificultades, retos y necesidades se concentran en cuatro nodos centrales: lapolitización de los tribunales y el formato de la prueba de acceso, la escasa oferta formativa para formarse como inspector y la ausencia de un procedimiento formativo nacional exigible como requisito de acceso, así como la necesidad de formación en técnicas de supervisión para el desarrollo de las funciones inspectoras., Universidad Pablo de Olavide

Published
2022

36. The influence of emotional intelligence on internships in higher Education

Author

Universidad de Sevilla. Departamento de Economía Financiera y Dirección de Operaciones, Ramírez Hurtado, José Manuel, González Zamora, María del Mar, Vázquez Cano, Esteban, Universidad de Sevilla. Departamento de Economía Financiera y Dirección de Operaciones, Ramírez Hurtado, José Manuel, González Zamora, María del Mar, and Vázquez Cano, Esteban

Abstract

Internships are temporary jobs that provide real-time work and experience for students. They are well appreciated not only by students, but also by academics and companies. Despite the importance and growth of internship programmes in higher education, little is known about the influence of Emotional Intelligence (EI) on them. We attempt to address this gap relating the effect of EI on internships, employability and satisfaction with these internships. A questionnaire was designed for this purpose, and it was sent online to students from two Spanish universities. For this, a structural equation model was applied to a sample of 240 students. Our results indicate that EI directly influences doing university students’ internships. The results also enable us to state that EI has an indirect influence on the improvement of employability and the students’ level of satisfaction with the internships. These findings can assist universities, academics, faculties and host companies for the improvement of the design of internship programmes in higher education., Las prácticas consisten en trabajos temporales que brindan experiencia en tiempo real a los estudiantes. Estas prácticas son especialmente valoradas no solo por los estudiantes, sino también por el profesorado y las empresas. A pesar de la importancia y el crecimiento de los programas de prácticas profesionales en la educación superior, no se ha estudiado suficientemente la influencia de la Inteligencia Emocional (IE) en estos programas. Este estudio pretende abordar esta carencia por medio del análisis de la relación del efecto de la IE con en el periodo de prácticas, la empleabilidad y la satisfacción de los estudiantes. Para este propósito se diseñó un cuestionario que fue enviado de modo online a estudiantes de dos universidades españolas. Para ello, se aplicó un modelo de ecuaciones estructurales a una muestra de 240 estudiantes. Los resultados indican que la IE influye directamente en las prácticas de los estudiantes universitarios. Los resultados también nos permiten afirmar que la IE tiene una influencia indirecta en la mejora de la empleabilidad y en el nivel de satisfacción de los estudiantes con las prácticas. Estos hallazgos pueden ayudar a universidades, profesorado, facultades y a las empresas anfitrionas a mejorar el diseño de los programas de prácticas en la educación superior.

Published
2022

37. Protección de datos y uso ético de la tecnología para una didáctica sostenible

Author

Vázquez Cano, Esteban, Pascual Moscoso, Carolina, Vázquez Cano, Esteban, and Pascual Moscoso, Carolina

Abstract

This article presents an investigation that analyzes teachers' knowledge of data protection procedures and ethical and responsible use of technology within the parameters established by the European Union for the sustainable use of technology in Education. The study has been approached from a double quantitative and qualitative approach that aims to assess the knowledge and the importance that teachers give to data protection procedures, copyright, the ethical and safe use of digital devices in the processes of teaching-learning and the importance of teacher training in these four previous dimensions. The results show that training is the only determining variable to promote sustainable teaching. Likewise, among other relevant aspects, the teachers consider that they do not have sufficient knowledge of the protocols and regulations for the use of digital devices and programs to guarantee data protection and the rights of minors in digital environments. In this sense, it is also considered that the unsustainable use of digital devices can cause different psycho-emotional damages in students that should be worked on transversally in the different school subjects to promote its prevention., Este artículo presenta una investigación en la que se analiza el conocimiento del profesorado sobre procedimientos de protección de datos y uso ético y responsable de la tecnología dentro los parámetros establecidos por la Unión Europea para un uso sostenible de la tecnología en la Educación. El estudio se ha abordado desde un doble enfoque cuantitativo y cualitativo que pretende valorar el conocimiento y la importancia que otorga el profesorado a los procedimientos de protección de datos, de derechos de autor, al uso ético y seguro de los dispositivos digitales en los procesos de enseñanza-aprendizaje y a la importancia de la formación del profesorado en estas cuatro dimensiones anteriores. Los resultados muestran que la formación es la única variable determinante para promover una didáctica sostenible. Asimismo, entre otros aspectos relevantes, el profesorado considera que no tiene un conocimiento suficiente de los protocolos y las normas de uso de dispositivos y programas informáticos para garantizar la protección de datos y los derechos del menor en entornos digitales. En este sentido, también se considera que el uso poco sostenible de los dispositivos digitales puede provocar en los estudiantes diferentes perjuicios psicoemocionales que deberían trabajarse de forma transversal en las diferentes áreas para fomentar su prevención.

Published
2022

40. The Negative Effects of Technology on Education: A Bibliometric and Topic Modeling Mapping Analysis (2008-2019)

Author

Vázquez Cano, Esteban, Parra González, María Elena, Segura Robles, Adrián, and López Meneses, Eloy

Subjects
Technology, Bibliometrics, Problems, Disadvantages, Education
Abstract

This research has been developed with the support of the I+D+I Project entitled: ‘‘Gamification and ubiquitous learning in Primary Education. Development of a map of teaching, learning and parental competences and resources “GAUBI”. (RTI2018-099764-B-100) (MICINN/FEDER) financed by FEDER (European Regional Development Fund) and Ministry of Science, Innovation and Universities of Spain., This study aims to analyze the scientific research that has addressed the negative impact of technology in the educational field. The research is implemented from a methodological approach based on the bibliometric mapping of the scientific production registered in the Web of Science in the period 2008-2019. To do this, indicators of growth, production, impact, topics, keywords, journal references, and analysis of co-citations of authors and co-authors are analyzed. This bibliometric approach is complemented by the analysis of the density, frequency and degree of centrality of the main terms associated with the difficulties and problems of technology in education located in the abstracts and discussion of results in the period 2016-2019. For this purpose, graph theory is developed, using the sigma, cytoscape and graphology libraries. The results show that, among the most common disadvantages linked to the use of technology in education, are: privacy problems, discerning reliable and relevant information, the time required for the preparation of educational materials, the negative impact on academic performance of the students, the lack of resources for its implementation in the classrooms and the infoxication. Finally, it should be noted that in the last three years, the negative impact of technology in the psychosocial field and its impact on teaching-learning processes are beginning to be analyzed in greater depth., Ministerio de Ciencia, Innovación y Universidades, Secretaría de Estado de Investigacion, Desarrollo e Innovacion RTI2018-099764-B-100, Ministerio de Ciencia e Innovación, European Regional Development Fund

Published
2022

41. The influence of emotional intelligence on internships in higher Education

Author

Ramírez Hurtado, José Manuel, González Zamora, María del Mar, Vázquez Cano, Esteban, and Universidad de Sevilla. Departamento de Economía Financiera y Dirección de Operaciones

Subjects
Satisfacción, Educación superior, Satisfaction, Internship, Prácticas, Employability, Higher Education, Empleabilidad, Inteligencia Emocional, Emotional Intelligence
Abstract

Internships are temporary jobs that provide real-time work and experience for students. They are well appreciated not only by students, but also by academics and companies. Despite the importance and growth of internship programmes in higher education, little is known about the influence of Emotional Intelligence (EI) on them. We attempt to address this gap relating the effect of EI on internships, employability and satisfaction with these internships. A questionnaire was designed for this purpose, and it was sent online to students from two Spanish universities. For this, a structural equation model was applied to a sample of 240 students. Our results indicate that EI directly influences doing university students’ internships. The results also enable us to state that EI has an indirect influence on the improvement of employability and the students’ level of satisfaction with the internships. These findings can assist universities, academics, faculties and host companies for the improvement of the design of internship programmes in higher education. Las prácticas consisten en trabajos temporales que brindan experiencia en tiempo real a los estudiantes. Estas prácticas son especialmente valoradas no solo por los estudiantes, sino también por el profesorado y las empresas. A pesar de la importancia y el crecimiento de los programas de prácticas profesionales en la educación superior, no se ha estudiado suficientemente la influencia de la Inteligencia Emocional (IE) en estos programas. Este estudio pretende abordar esta carencia por medio del análisis de la relación del efecto de la IE con en el periodo de prácticas, la empleabilidad y la satisfacción de los estudiantes. Para este propósito se diseñó un cuestionario que fue enviado de modo online a estudiantes de dos universidades españolas. Para ello, se aplicó un modelo de ecuaciones estructurales a una muestra de 240 estudiantes. Los resultados indican que la IE influye directamente en las prácticas de los estudiantes universitarios. Los resultados también nos permiten afirmar que la IE tiene una influencia indirecta en la mejora de la empleabilidad y en el nivel de satisfacción de los estudiantes con las prácticas. Estos hallazgos pueden ayudar a universidades, profesorado, facultades y a las empresas anfitrionas a mejorar el diseño de los programas de prácticas en la educación superior.

Published
2022

42. The Videoarticle: New Reporting Format in Scientific Journals and its Integration in MOOCs

Author

Vázquez-Cano, Esteban

Subjects
EB. Printing, electronic publishing, broadcasting.
Abstract

The new training context in higher education is moving toward a new model of massive, open and free education through a methodology based on video simulation and students’ collaborative work. Using a descriptive methodology, we analyze the formats and Web content presentation of 72 journals indexed in the journal Citation Reports® (2013) in the field of communication, and their presence in the development of massive open online courses (MOOCs) at the leading global platform, «Coursera». The findings show that the vast majority of scientific journals in the field of communication offer few disclosure formats and are difficult to embed in new massive, ubiquitous and collaborative movements which use the self-created «audiovisual pill». Therefore, the integration of articles of international scientific journals in MOOCs is almost nonexistent. Journals are not taking advantage of the great potential of these courses for scientific divulgation, probably because its unique disclosure format is written text. Thus, we propose a new model for scientific publication which shares writing text format with the video article, social media outreach and new formats supported by mobile digital devices to foster greater international visibility of scientific development and social progress in an everyday, more interconnected and visual society.

Published
2013
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45. Estudio Bibliometricos de "Profesorado. Revista de Curriculum y Formacion del Porfesorado" (1997-2013)

Author

Vázquez Cano, Esteban, López Meneses, Eloy, and Cobos Sanchiz, David

Subjects
BB. Bibliometric methods, GH. Education.
Abstract

This article presents a bibliometric analysis of the Journal Profesorado. Revista de currículum y formación del profesorado since its founding in 1997 until the last issue of 2013. We analyzed 553 articles corresponding to volumes ranging between 1.1 and 17.3. The information was obtained from the electronic version of the journal and the following bibliometric indicators were established: number of articles according to publication year, methodology, topic, authorship index, authors' institutional affiliation, and productivity by country. For the development of this research, data were categorized and filtered from Google Scholar and the Journal Citations Report.

Published
2014

46. Prácticas universitarias innovadoras sobre las ventajas educativas y desventajas de los entornos MOOC

Author

Vázquez-Cano, Esteban, López-Meneses, Eloy, Gómez-Galán, José, and Parra-González, María

Subjects
Internet, MOOCs, 3 - Ciencias sociales::37 - Educación. Enseñanza. Formación. Tiempo libre [CDU], Ventajas, MOOC, Educational innovation, Desventajas, tecnología de la educación, Disadvantages, enseñanza a distancia, enseñanza superior, ICTs, TICs, nuevas tecnologías, Advantages, Ambientes educativos
Abstract

The present work arises from the guideline marked by the project Teaching Innovation 2.0 with Information and Communication Technologies in the European Higher Education Area, developed within the framework of the Innovation and Teaching Development Projects of the Pablo de Olavide University (UPO), funded by the Vicerectorate of Teaching and European Convergence of that University., Information and communication technologies have revolutionized the world as we knew it before its use and applicability to daily life. This use has also moved to the educational field and has transformed the way it is learned and taught today. In the midst of this panorama, Massive Online Open Courses emerge as an opportunity available for everyone to learn, which has caused many changes in the educational field. This study is presented as an investigation into innovative university practices to analyze the advantages and disadvantages of these MOOCs in the Higher Education environment. For this purpose, a qualitative and descriptive methodology has been implemented. The sample consisted of a total of 274 students of the Degree of Social Education of the Faculty of Social Sciences of the Pablo de Olavide University of Seville of the academic courses 2014-2019. Among the main advantages analyzed, we highlight its gratuity, the establishment of collaboration networks and time flexibility, while among the disadvantages we can highlight the abandonment, that some courses are not adapted or available for easy devices or lack of follow-up. The main idea is that once the advantages and disadvantages of MOOCs are known, the former should be encouraged, given the great benefits they entail for education; and in turn try to solve the disadvantages that have been seen that lead to the use of MOOCs, in order to promote the effectiveness of their use., Las tecnologías de la información y la comunicación han revolucionado el mundo tal como lo conocíamos antes de su uso y aplicabilidad a la vida diaria. Este uso también se ha trasladado al campo educativo y ha transformado la forma en que se aprende y se enseña hoy. En medio de este panorama, los cursos abiertos masivos en línea emergen como una oportunidad disponible para que todos puedan aprender, lo que ha causado muchos cambios en el campo educativo. Este estudio se presenta como una investigación sobre prácticas universitarias innovadoras para analizar las ventajas y desventajas de estos MOOC en el entorno de la educación superior. Entre las principales ventajas analizadas, destacamos su gratuidad, el establecimiento de redes de colaboración y la flexibilidad horaria, mientras que entre las desventajas podemos destacar el abandono, que algunos cursos no están adaptados o disponibles para dispositivos fáciles o falta de seguimiento. La idea principal es que una vez que se conocen las ventajas y desventajas de los MOOC, se debe alentar a los primeros, dados los grandes beneficios que conllevan para la educación; y, a su vez, tratar de resolver las desventajas que se han visto que conducen al uso de MOOC, a fin de promover la efectividad de su uso., Vicerectorate of Teaching and European Convergence

Published
2021

49. La innovación en el aula universitaria a través de la realidad aumentada. Análisis desde la perspectiva del estudiante español y latinoamericano

Author

Cabero-Almenara, Julio, Vázquez-Cano, Esteban, Villota-Oyarvide, Wellington-Remigio, and López-Meneses, Eloy

Subjects
realidad aumentada, Tecnología emergente, apps educativas, innovación universitaria
Abstract

Objetivo. Este artículo analiza las experiencias de innovación universitaria con tecnologías inmersivas (Realidad Aumentada, RA) de diversas titulaciones de la Universidad Pablo de Olavide de Sevilla (España) y de la Universidad Católica de Santiago de Guayaquil (Ecuador) correspondiente al curso académico 2018-19. Metodología. A través de una metodología mixta deanálisis de datos (cuantitativa y cualitativa) y el diseño de un cuestionario ad hoc de elaboración propia se analizaron las percepciones de 202 estudiantes en relación a las ventajas y desventajas de la RA y a las apps de Realidad Aumentada utilizadas en los seminarios de Tecnologías Emergentes en contextos educativos, impartidos en ambas universidades. Resultados. Los resultados muestran que las aplicaciones móviles más valoradas fueron: QuiverVisión y Hp Revail por su interactividad, entorno usable y su proyección didáctica en contextos formativos, especialmente en edades tempranas. Conclusiones. Los estudiantes perciben como principales ventajas de la RA el desarrollo de habilidades cognitivas y competenciales y, como principales desventajas, la necesidad de formación del profesorado universitario para la implementación en las aulas y los posibles efectos adversos de la brecha digital.

Published
2021
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50. Las competencias digitales del alumnado universitario desde un enfoque transversal basado en el modelo DigComp

Author

Roig-Vila, Rosabel, Alberola Robles, Cristina, Alvarez-Herrero, Juan-Francisco, Álvarez Teruel, José Daniel, Belmonte, María Luisa, Fernández-Herrero, Jorge, Flores Lueg, Carolina, Gavilan-Martin, Diego, Giner-Gomis, Antonio, Grau Company, Salvador, Hernández-Amorós, María J., Iglesias Martínez, Marcos Jesús, López Meneses, Eloy, López Padrón, Alexander, Lozano Cabezas, Inés, Mengual Andrés, Santiago, Merma-Molina, Gladys, Pellín Buades, Neus, Rico Gómez, María Luisa, Ripoll Ferrándiz, Joaquín, Tonda-Monllor, Emilia-María, Urrea-Solano, Mayra, Vázquez-Cano, Esteban, Universidad de Alicante. Departamento de Didáctica General y Didácticas Específicas, Universidad de Alicante. Departamento de Psicología Evolutiva y Didáctica, Universidad de Alicante. Instituto de Ciencias de la Educación, Grupo de Investigación Interdisciplinar en Docencia Universitaria - Educación y Tecnologías de la Información y Comunicación/Educación Inclusiva (GIDU-EDUTIC/IN), and España del Siglo XX: II República, Franquismo y Democracia

Subjects
Competencia digital, Didáctica y Organización Escolar, Educación superior, Alumnado universitario, Teoría e Historia de la Educación, Didáctica de las Ciencias Experimentales
Abstract

El objetivo de esta investigación ha sido conocer la autopercepción del alumnado de la Facultad de Educación de la Universidad de Alicante sobre su propia competencia digital a partir del Marco de Referencia Europeo DigComp 2.1. Se ha utilizado un cuestionario online con 44 ítems diseñado ad hoc. Han participado un total de 185 alumnos y alumnas y los datos se han analizado con el programa SPSS versión 20.0. Los resultados nos indican que el alumnado autopercibe un nivel intermedio respecto a las competencias digitales adquiridas. Como conclusión, cabe decir que es necesaria una formación transversal continua en torno a la tecnología digital, especialmente por el contexto actual en el que nos encontramos.

Published
2021

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