La pandemia mundial de la COVID-19 ha llevado a la suspensión de la actividad docente en muchos países. En el ámbito universitario la transformación urgente de las clases presenciales a un formato online se ha llevado a cabo de una forma que se puede calificar como aceptable en términos generales, si bien las medidas tomadas se han ajustado a la urgencia y no a una planificación pensada a priori para impartir una asignatura con una metodología completamente online. Afrontar una evaluación online masiva es algo a lo que las universidades de corte presencial no se habían enfrentado nunca desde una perspectiva institucional. El profesorado y el estudiantado, por tanto, tienen que colaborar para dar una respuesta que integre decisiones metodológicas y tecnológicas, a la vez que garantice la equidad, la seguridad jurídica y la transparencia para todos los actores, internos y externos. El Grupo de Responsables de Docencia Online de las Universidades Públicas de Castilla y León ha elaborado una guía de recomendaciones para ayudar al profesorado y a las universidades en este proceso. La esencia de esta guía se presenta en este artículo para hacer llegar estas recomendaciones al gran número de docentes que comparten este problema en este momento excepcional en todo el planeta.
Título: Versión Española de la "Self-Efficacy for Writing Scale" (SEWS). Resumen: La autoeficacia es un constructo muy utilizado en Psicología. El presente estudio se centra en el ámbito educativo y, más concretamente, en la adaptación de la "Self-Efficacy for Writing Scale" (SEWS; Bruning, Dempsey, Kauffman, McKim, y Zumbrunn, 2013), desarrollada para medir autoeficacia para la escritura. Participaron en el estudio 512 estudiantes (78% mujeres, 22% hombres) de tres universidades españoles distintas. Todos ellos completaron un cuestionario que incluía la versión española de la escala SEWS, además de la Escala de Autoeficacia General y la Escala de Autoeficacia para la Escritura. Los resultados del análisis factorial exploratorio muestran que la prueba mantiene su dimensionalidad, con una varianza explicada de 65.86% y tres factores: Ideación (α = .90), Convenciones (α = .89), y Autorregulación (α = .90). Las correlaciones con la Escala de Autoeficacia General son elevadas, pero aún más con la Escala de Autoeficacia para la Escritura, sugiriendo este último dato que se trata del mismo constructo. Asimismo, se encuentra que los hombres muestran mayores valores de autoeficacia en la escala SEWS (general) y en dos de sus dimensiones (Ideación y Convenciones). Finalmente, se discuten las implicaciones de estos resultados, señalándose las principales limitaciones del estudio y sugerencias de investigación futura. Palabras clave: Autoeficacia; Escritura; Escala; Adaptación; Español; SEWS.Abstract: Self-efficacy is a fruitful construct on psychological research, including the educational setting. The present study is focused on measuring the writing self-efficacy. Specifically, we translated into Spanish the "SelfEfficacy for Writing Scale" (SEWS; Bruning, Dempsey, Kauffman, McKim, & Zumbrunn, 2013) and assessed its psychometric properties on a sample of university students. Five hundred and twelve students (78% women, 22% men) from three different Spanish universities participated in our study. They filled a questionnaire that includes the Spanish version of SEWS, the General Self-Efficacy Scale, and the Self-Efficacy for Writing. Results of the Exploratory Factor Analysis has shown that SEWS keep their dimensionality in the Spanish version (explained variance of 65.86%), being composed by Ideation (α = .90), writing Conventions (α = .89), and Self-regulation of writing (α = .90). The correlations with the General SelfEfficacy Scale are high, but higher with the Self-Efficacy for Writing, outlining that are measuring the same construct. We also found than men report higher values on the overall SEWS and two of its dimensions (Ideation and Conventions). Finally, we discuss the implications of these results, point out the main limitations of our study, and suggest further research avenues.
Escape Rooms are cooperative games in which players must find clues, solve puzzles, and perform a variety of tasks within a limited time. The goal is usually to escape or leave a room, place, or environment. When the Escape Rooms have a pedagogical purpose, they are usually called Edu-Escape Rooms and can be related to gamification and Game-Based Learning. The potential for student engagement and motivation is one of the main advantages of Edu-Escape Rooms.
The ICTs are simultaneously an important tool and subject in teacher training. It, therefore, follows that digital competence is fundamental and constitutes a significant educational challenge, particularly the digital divide or gap by gender. The aim is to identify and analyze self-perceptions of digital skills, and the possible relationship of these to gender, in first-year university students taking a degree in primary education teacher training at a Spanish faculty of education. This is a descriptive study using ex-post-facto method and collecting data from a questionnaire administered for four consecutive years to the above-mentioned subjects. The results revealed gender differences in the students’ reported perceptions. Men were more likely to perceive themselves as competent in the use of ICTs, reporting better information management and online collaboration skills using digital media. Besides, they made more use of computers as their sole device for browsing, downloading, and streaming and felt more confident about solving problems with devices. In contrast, women reported making more use of mobile phones and were more familiar with social media and aspects related to image and text processing and graphic design.
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