ICT learning experience and research orientation as predictors of ICT skills and the ICT use of university students

Verhoeven, Jef; Heerwegh, Dirk; Wit, Kurt De

doi:10.1007/s10639-014-9310-3

Cited by 35 publications

(41 citation statements)

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“…En las dos últimas décadas diversas organizaciones, nacionales e internacionales, junto con diversos autores han establecido marcos competenciales para el ciudadano en general (European Computer Driving Licence -ECDL-; European Digital Competence Framework for Citizens -DIGCOMP 2.0, Vuorikari, Punie, Carretero Gómez, y Van den Brande, 2016) y para el alumnado en concreto (Calvani, Fini & Ranieri, 2010;Claro et al, 2012; International Society for Technology in Education -ISTE-2016; International Association for the Evaluation of Educational Achievement -IEA-, Frailon, Schulz & Ainley, 2013). Desde la perspectiva de la formación universitaria del alumnado también se pueden señalar marcos competenciales en cuanto a las TIC, como es el Marco de Competencia Digital para estudiantes de grado (REBIUN, 2016) o bien propuestas de diversos autores (Arras, Torres & García-Valcarcel, 2011;van Braak, 2004;Verhoeven, Heerwegh & De Wit, 2016). A partir de todos ellos, se puede proponer tres ámbitos competenciales del alumnado, tanto universitario como no universitario.…”

Section: │3unclassified

“…Así, en relación con las competencias en TIC, en el proceso de integración de estos recursos tecnológicos se ha establecido que el mismo se encuentra influido por una serie de factores que intervinientes (Drent y Meelissen, 2008;Lim, Zhao, Tondeur, Chai, y Tsai, 2013;Verhoeven et al, 2016). Ertmer (1999) (Azizi-Fini et al, 2015;Betancourth-Zambrano et al, 2017) o la frecuencia de uso del ordenador o de Internet en el trabajo en equipo (Cheung & Huang, 2005).…”

Section: Factores Personales De Incidencia En Las Competencias Del Siunclassified

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Estructura dimensional de las competencias del siglo XXI en los estudiantes universitarios de educación

Cerveró

Díaz‐García

Cebrián-Cifuentes

et al. 2018

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La nueva Sociedad del Conocimiento requiere nuevas competencias, que son conocidas como Competencias del siglo XXI. Estas competencias se subdividen en competencias de pensamiento y competencias de orden superior en tecnologías de información y comunicación. El objetivo de este artículo es determinar la estructura dimensional de las competencias del siglo XXI, junto con los factores personales clave en este sentido. Se trata de un estudio correlacional, basado en un diseño de encuesta, cuya muestra está constituida por estudiantes de los grados de Pedagogía y Educación Social de la Universidad de Valencia, seleccionados por muestreo no probabilístico y accidental, recogiendo la información mediante dos cuestionarios. Los resultados señalan que las competencias para el siglo XXI se componen de dos subconjuntos, las competencias del pensamiento de orden superior y las competencias TIC, que forman un todo. Además, se ha encontrado que los factores personales tienen un impacto significativo en esta estructura. Se sugiere que las políticas educativas deben abordar ambos aspectos, a fin de capacitar a los ciudadanos incluidos en la Sociedad del Conocimiento.

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Section: Factores Personales De Incidencia En Las Competencias Del Siunclassified

Estructura dimensional de las competencias del siglo XXI en los estudiantes universitarios de educación

Cerveró

Díaz‐García

Cebrián-Cifuentes

et al. 2018

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“…In other words, to develop students' ICT skills to their best, teachers' expertise in ICT use needed to be enhanced and pedagogically and technically supported by a collaborative environment that is part of the system-and school-level planning. In another recent study, Verhoeven et al ( 2016 ), investigated the ICT learning experience of university students. Based on their in-depth analysis of ICILS 2013 self-report data, Eickelmann et al ( 2015 ) could show that students mostly learn how to use ICT on their own or in their families.…”

Section: Learning To Use Ictmentioning

confidence: 99%

“…From the perspective of ICT as a learning tool, ICT use for learning purposes, both within and outside school or classroom (Verhoeven et al 2016 ), can be distinguished from ICT use that does not target learning but rather, leisure or recreation (Fraillon et al 2014 ;Kent and Facer 2004 ;Senkbeil and Ihme 2014 ). These different uses can be linked to types of gratifi cation.…”

Section: Using Ictmentioning

confidence: 99%

Assessing Contexts of Learning

Kuger¹,

Klieme²,

Jude³

et al. 2016

Methodology of Educational Measurement and Assessment

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This new book series collates key contributions to a fast-developing fi eld of education research. It is an international forum for theoretical and empirical studies exploring new and existing methods of collecting, analyzing, and reporting data from educational measurements and assessments. Covering a high-profi le topic from multiple viewpoints, it aims to foster a broader understanding of fresh developments as innovative software tools and new concepts such as competency models and skills diagnosis continue to gain traction in educational institutions around the world. Methodology of Educational Measurement and Assessment offers readers reliable critical evaluations, reviews and comparisons of existing methodologies alongside authoritative analysis and commentary on new and emerging approaches. It will showcase empirical research on applications, examine issues such as reliability, validity, and comparability, and help keep readers up to speed on developments in statistical modeling approaches. The fully peer-reviewed publications in the series cover measurement and assessment at all levels of education and feature work by academics and education professionals from around the world. Providing an authoritative central clearing-house for research in a core sector in education, the series forms a major contribution to the international literature.More information about this series at

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“…There is a relationship between the research-oriented identity commitment of students and the use they make of ICT, although the relationship is diversified and not very strong (Verhoeven, Heerwegh & De Wit, 2016). To further explore this relationship we formulate two hypotheses.…”

Section: Journal Of Education and Trainingmentioning

confidence: 99%

Determinants of Bachelor Students’ Intention to Enter a Research-Oriented Career

Heerwegh

Verhoeven

Wit

2016

JET

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The career opportunities of university bachelor students are multiple. Some bachelor students might consider a career in research. In this article, we explore, first, the degree to which bachelor students in a research intensive university intend to enter a research-oriented career, and second, the factors influencing this intention. 1,232 students of a research-intensive university answered an on line questionnaire. 4.08% scored 4 or higher out of 5 on a scale that measures the intention to become a researcher. A regression model (R² = .47) showed that among a set of 13 variables, the attitude towards research proved to have the strongest influence on the intention to enter a research-oriented career, next to gender, and study major. The occupational focus, frequency of use of ICT (information and communication technologies) instruments, and the opinion that scientific research needs ICT have a negative influence.

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ICT learning experience and research orientation as predictors of ICT skills and the ICT use of university students

Abstract: (2014) "ICT learning experience and research orientation as predictors of ICT skills and the ICT use of university students", Education and Information Technologies. 33 pp.

Cited by 35 publications

References 53 publications

Estructura dimensional de las competencias del siglo XXI en los estudiantes universitarios de educación

Estructura dimensional de las competencias del siglo XXI en los estudiantes universitarios de educación

Assessing Contexts of Learning

Determinants of Bachelor Students’ Intention to Enter a Research-Oriented Career

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