COVID-19 Accelerating Academic Teachers’ Digital Competence in Distance Teaching

Myyry, Liisa; Kallunki, Veera; Katajavuori, Nina; Repo-Kaarento, Saara; Tuononen, Tarja; Anttila, Henrika; Kinnunen, Päivi; Haarala-Muhonen, Anne; Pyörälä, Eeva

doi:10.3389/feduc.2022.770094

Cited by 35 publications

(28 citation statements)

References 68 publications

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“…In recent times there have been numerous studies on digital competence in university education in times of COVID-19. Studies such as García-Prieto et al ( 2022 ), have shown that during this pandemic, university students have developed their level of digital competence, as have the teaching staff (Myyry et al, 2022 ). Recent studies such as those by Reisoğlu & Çebi ( 2020 ) summarizes some of the skills a good teacher must possess to achieve a quality education process with the students: training for technological literacy, communication and collaboration, safety, and the resolution of problems.…”

Section: Theoretical Framework and Related Studiesmentioning

confidence: 99%

Digital Competence of Higher Education Students as a Predictor of Academic Success

Cabero‐Almenara

Castillo²,

Guillén‐Gámez³

et al. 2022

Tech Know Learn

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The purpose of the present study is to analyze the digital competence of Higher Education students, as a function of their academic performance (have either repeated or a not previously), as well as to predict its significant predictors. For this, an ex-post factor and a sample of 17,301 students from Chile (Latin America) were utilized. A questionnaire composed of a total of 30 items, classified into five endogenous and exogenous dimensions through a causal model, adapted from the works of Gutiérrez-Castillo (Estudio de la competencia digital del alumnado de educación superior. Un análisis de las titulaciones de grado de educación infantil y primaria en la comunidad autónoma de Andalucía. [Tesis doctoral inédita]. Universidad de Sevilla, 2017), Gutiérrez-Castillo & Cabero (Profesorado, Revista De Currículum Y Formación Del Profesorado 20:180–199, 2016) and Gutiérrez-Castillo et al. (Espacios 38:16, 2017), was administered via online to the students. The results showed statistically significant differences in digital competence, as a function of repeating an academic year or not, with better scores for the latter. Also, factors such as the number of digital resources utilized for the teaching–learning process, the previous preparation for managing their studies, as well as the level of education of the parents, mainly the father, significantly had an influence on both types of students. This study highlights the importance of the development of an adequate digital competence which has an influence on the learning of the students and their posterior class promotion.

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Section: Theoretical Framework and Related Studiesmentioning

confidence: 99%

Digital Competence of Higher Education Students as a Predictor of Academic Success

Cabero‐Almenara

Castillo²,

Guillén‐Gámez³

et al. 2022

Tech Know Learn

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“…-Combinar métodos de investigación cuantitativos y cualitativos, y desarrollar nuevos métodos de evaluación (Al Khateeb, 2017;Hämäläinen et al, 2021), como las rúbricas de evaluación (Marcano et al 2020) o la evaluación acompañada de intervención formativa (Miguel-Revilla et al, 2020). -Recoger evidencias de la CDD mediante pruebas competenciales que complementen la propia percepción docente (Viñoles-Cosentino et al, 2021) y que pueden carecer de objetividad (Baena-Morales, 2020; Myyry et al, 2022). -Tener en cuenta factores que afectan en los resultados: factores sociodemográficos, como el género (Esteve-Mon et al, 2020a), los años de experiencia docente (Zhao, 2021), la edad o el nivel educativo (Flores-Lueg & Roig-Vila, 2019), y factores estructurales, como la dotación de recursos o las oportunidades formativas de los docentes (Cattaneo et al, 2022).…”

Section: áMbito De Investigación 3 Análisis De Los Resultados De La E...unclassified

“…La mayor parte de los estudios basados en un enfoque cuantitativo realizan análisis descriptivos, correlacionales (Jorge-Vázquez et al, 2021;Paz Saavedra et al, 2022), inferenciales (Gallego-Arrufat et al, 2019Muñoz y Ruiz-Domínguez, 2021;Pongsakdi et al, 2021), predictivos (Çebi & Reisoğlu, 2020;Guillen-Gamez & Mayorga-Fernandez, 2020;Myyry et al, 2022) y de regresión (Cattaneo et al, 2022;Hämäläinen et al, 2021;Jiménez-Hernández et al, 2020;Muñoz & Ruiz-Domínguez, 2021;Tomczyk, 2021;Tomczyk et al, 2021). Los estudios basados en un enfoque cualitativo se centran en análisis de contenido inductivo y deductivo (Sales et al, 2020;Suárez-Guerrero et al, 2021).…”

Section: áMbito De Investigación 2 Descripción De Los Métodos De Inve...unclassified

Evaluación de la Competencia Digital Docente: instrumentos, resultados y propuestas. Revisión sistemática de la literatura

García-Ruiz

Fernández

Ramírez-Montoya

2023

EducXX1

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La competencia digital docente (CDD) es un reto en la práctica profesional del profesorado y un problema identificado en la investigación al que dar respuestas. En concreto, la evaluación de la CDD es un elemento clave para tomar decisiones respecto a la formación de los docentes y a futuras líneas de investigación. Tomando este reto como foco, el objetivo de este artículo es proporcionar un panorama actualizado sobre las herramientas utilizadas en los procesos de evaluación de la competencia digital de los docentes, indagando en el tipo de diseño de investigación, instrumentos y análisis utilizados, así como los resultados obtenidos tras su aplicación y sus implicaciones. El estudio realizado se aborda desde una revisión sistemática de la literatura, siguiendo las directrices marcadas en la declaración PRISMA, con una muestra de 66 artículos publicados entre 2017 y febrero de 2022 en revistas indexadas en la Web of Science y Scopus, en los que se evalúa la CDD. Los resultados obtenidos muestran niveles medios y bajos de CDD diagnosticados y ofrecen evidencias de la relevancia de la evaluación de la CDD para su mejora. Así mismo evidencian que el marco europeo DIGCOMPEDU y el español propuesto por el INTEF, son seguidos por investigadores de todo el mundo. Sin embargo, es una práctica habitual que los investigadores elaboren su propio instrumento para evaluar la CDD, siendo el cuestionario de autoevaluación el utilizado en la mayor parte de los estudios, al tiempo que se recomienda complementarlo con otras herramientas cualitativas para evaluar el nivel real adquirido. Las conclusiones ponen de manifiesto que los investigadores coinciden en reclamar dos aspectos fundamentales: aumentar la formación docente en competencia digital y avanzar en diseños de investigación que permitan comprobar cómo mejora el nivel CDD a través de propuestas formativas contextualizadas a la etapa educativa o tipo de enseñanza.

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“…[ 49 ]. In a high-quality online educational system, universities must constantly support teaching staff during the transition from classic face-to-face learning to online teaching [ 50 , 51 , 52 , 53 , 54 ]. Despite the difficulties in the rapid shift between face-to-face learning and online education, and/or vice versa, universities have made appreciable attempts to ensure that no disruption to learning and the competence flow of teaching-learning processes occurs, imposing fast adaptation to the new situation [ 55 ].…”

Section: Hypothesis and Conceptual Model Developmentmentioning

confidence: 99%

Investigating Learners’ Teaching Format Preferences during the COVID-19 Pandemic: An Empirical Investigation on an Emerging Market

Burcă-Voicu

Cramarenco

Dabija

2022

IJERPH

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This paper aims to measure learners’ preferences for a specific teaching format (online, hybrid, or face-to-face) based on their experience, usage, and interaction with e-learning platforms (Moodle/MS Teams), on their participation in e-learning courses delivered via online streaming platforms (Zoom), on teaching staff skills and teaching–learning abilities, as well as on the advantages and disadvantages of those forms of learning during the COVID-19 pandemic. In implementing the research question, a conceptual model was developed, which was further analyzed by means of structural equations modelling via SmartPLS 3.3.9 (SmartPLS GmbH, Boenningstedt, Germany). The data were collected via quantitative research implemented through an online questionnaire addressed to learners (students) from an emerging market during the COVID-19 pandemic. The research contributes to extending social learning theory and the social cognitive learning theory by pinpointing the learners’ preference for the online educational format and by showing how a blended learning environment in universities can be developed by fructifying the gains in terms of digital skills acquisition during the COVID-19 pandemic. The paper highlights the contribution of the online educational environment in extending the use of interactive digital tools and resources, engaging the learners, and creating the opportunity for them to become accountable for their learning experiences.

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COVID-19 Accelerating Academic Teachers’ Digital Competence in Distance Teaching

Cited by 35 publications

References 68 publications

Digital Competence of Higher Education Students as a Predictor of Academic Success

Digital Competence of Higher Education Students as a Predictor of Academic Success

Evaluación de la Competencia Digital Docente: instrumentos, resultados y propuestas. Revisión sistemática de la literatura

Investigating Learners’ Teaching Format Preferences during the COVID-19 Pandemic: An Empirical Investigation on an Emerging Market

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