Efecto de la competencia digital docente en el uso del blended learning en formación profesional

Belmonte, Jesús López; Moreno-Guerrero, Antonio-José; Sánchez, Santiago Pozo; Núñez, Juan Antonio López

doi:10.22201/iibi.24488321xe.2020.83.58147

Cited by 24 publications

(25 citation statements)

References 31 publications

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“…For example, blended teaching is unique in its consistent utilization of mastery‐based learning (Horn & Staker, 2014). Blended teachers, unlike traditional teachers, have a cocktail of communication possibilities extending beyond lecturing that require new skills and awarenesses to execute successfully (Brodersen & Melluzzo, 2017; López‐Belmonte, Moreno‐Guerrero, Pozo‐Sánchez, & López‐Núñez, 2020). These teachers have communication tools that range from online discussion boards, to personalized feedback, to virtual lectures, to video calls.…”

Section: Literature Reviewmentioning

confidence: 99%

“…A recent study of vocational teachers in Spain, confirms this. The researchers found that 52% of teachers in the study, who avoided blended teaching altogether, stated that their main reason for doing so was a lack of training in using pedagogical technology (López‐Belmonte et al ., 2020). Many experienced online and blended teachers report that they would like more professional development in regards to the skills of online and BL.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Many experienced online and blended teachers report that they would like more professional development in regards to the skills of online and BL. Specifically, they mentioned more training in learning communication technologies, time management strategies, risks of academic dishonesty to learners and student internet safety (Dawley, Rice, & Hinck, 2010; see also López‐Belmonte et al ., 2020). There is a need for preparing teachers to be effective in BL classrooms.…”

Section: Literature Reviewmentioning

confidence: 99%

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Validating a blended teaching readiness instrument for primary/secondary preservice teachers

Archibald¹,

Graham²,

Larsen³

2020

Brit J Educational Tech

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Blended learning is the fastest growing teaching modality in North America and much of the world. However, research and training in blended learning are far outpaced by its usage. To remedy this gap, we developed a competency framework and Blended Teaching Readiness Instrument (BTRI) to help teachers and researchers evaluate teacher readiness for blended environments. The purpose of this research is to show that the blended teaching readiness model and accompanying BTRI are reliable for use with teacher candidates both before and after going through a blended teaching course. This knowledge would allow researchers and practitioners to have greater confidence in using the BTRI for future growth curve modeling for the identified blended teaching competencies. To accomplish this, we collected pre‐ and post‐data from teacher candidates across multiple semesters who were studying in a blended teaching course. Using confirmatory factor analysis, we determined the pre‐class survey results fell within the range of the four fit statistics cutoffs (RMSEA = 0.045, CFI = 0.933, TLI = 0.929 and SRMR = 0.043). And, the post‐class survey results had good fit as well (RMSEA = 0.044, CFI = 0.911, TLI = 0.905 and SRMR = 0.051). We also showed that the factor loadings and communalities were statistically significant. By testing the factors in this way, we make a case for the survey to be a valid and reliable instrument in assessing blended teacher competency. Additionally, we tested the model for measurement invariance and found that we could reliably use the BTRI for pre‐post growth modeling. What is already known about this topic? Blended learning is the fastest growing teaching modality in Canada and the United States, and is expanding rapidly throughout the rest of the world. Teaching in blended learning settings requires distinct skills and dispositions specific to the modality. A blended‐teaching‐focused competency framework is a necessary element in any blended teacher preparation program. Though there have been attempts to make a blended teaching framework before, none of these exclusively focus on the distinct skills of blended teaching nor have they been validated. What this paper adds? Describes our free, publicly accessible competency framework that focuses exclusively on blended teaching Validates a concise Blended Teaching Readiness Instrument (BTRI) to go along with the framework. Confirms pre‐post measurement invariance for the BTRI which allows for use with pre‐post growth modeling. Implications for practice and policy The competency framework and validation are a theoretical contribution to the rapidly expanding field of blended learning research. With the valid BTRI instrument and framework, teachers can get feedback on their strengths and weaknesses in blended teaching and learn how to improve and help others.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

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Validating a blended teaching readiness instrument for primary/secondary preservice teachers

Archibald¹,

Graham²,

Larsen³

2020

Brit J Educational Tech

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“…The application of digital transformation approaches to the domain of higher education is an emerging field that has aroused interest in the recent past, as they allow us to describe the complex relationships between actors in a technologically supported educational domain [35,36]. The digital teaching competence is structured in several areas: [37].…”

Section: Theoretical Reviewmentioning

confidence: 99%

Digital Competence in Spanish University Education and Its Use by Students

Vila

Cardoso²,

Muñiz

et al. 2020

Publications

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Technologies have massively burst into all fields, including Higher Education. The current students have grown up surrounded by technologies, which is reflected in their behavior. For this reason, universities have adapted by integrating digital competence into their training offer, improving learning processes and adjusting to the university profile. The objective of this work is to ascertain how digital skills are used by Spanish higher education (bachelor’s and master’s degree) students, thus verifying whether so-called digital competence is being actively used in higher education. A survey was applied to 324 individuals, highlighting among its results that the university panorama is in a situation where digital tools are very useful for its improvement. These data were collected before the global pandemic, after which the use of online tools intensified. However, the students are still not aware of all of them, or they do not use them.

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“…This competence is of great relevance for the effective realization of an instructional process in a digital plane, far from the classroom, as is the case of e-learning [11]. On the other hand, recent studies verify that current teachers do not have the skills and abilities necessary to carry out teaching and learning processes in digital environments [12][13][14], which makes it difficult to carry out digital teaching [15]. E-learning can be found within the broad spectrum of innovative learning methodologies.…”

Section: Introductionmentioning

confidence: 99%

Projection of E-Learning in Higher Education: A Study of Its Scientific Production in Web of Science

Belmonte

Robles

Moreno-Guerrero

et al. 2021

EJIHPE

Self Cite

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E-learning is conceived as a purely virtual training approach. Different learning styles have been proliferated in recent years, especially now, due to the impact of COVID-19 in the educational field. The aim of this study is to discover the evolution of e-learning in higher education (ELHI) in scientific literature indexed on the Web of Science. Co-word analysis and bibliometric analysis was performed. A total matrix of 1261 documents was analyzed through SciMAT software. The results revealed that studies on ELHI are written in English and presented by conference papers. The main source of publication for the conferences is EDULEARN proceedings, while the journal source is Procedia-Social and Behavioral Sciences. Spain is the country with the highest volume of production. It is concluded that research on ELHI use does not have an established line of research, due to its recent creation and the lack of related research. The bibliometric analysis specifies that the research is oriented towards knowing the level of acceptance and application of the pedagogical method in the teaching and learning processes.

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Efecto de la competencia digital docente en el uso del blended learning en formación profesional

Cited by 24 publications

References 31 publications

Validating a blended teaching readiness instrument for primary/secondary preservice teachers

Validating a blended teaching readiness instrument for primary/secondary preservice teachers

Digital Competence in Spanish University Education and Its Use by Students

Projection of E-Learning in Higher Education: A Study of Its Scientific Production in Web of Science

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