Needs and expectations faced with the Moodle platform and institutional support available: The case of ISCAP

Rodrigues, Sónia; Rocha, Álvaro; Abreu, António

doi:10.23919/cisti.2018.8399409

Cited by 4 publications

(2 citation statements)

References 6 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The overvaluing of university teaching staff with regard to the incorporation of ICT in teaching may be the result of a restricted view in terms of the use of methodological teaching strategies and programmes, as they claim to use emails, multimedia presentations and text processors to a greater extent for this purpose. This is also in accordance with the studies carried out by Sánchez-Santamaría et al [29], García-Valcárcel et al [30], El-Bahsh and Daoud [31] and Rodrigues et al [32]. This means that these professors do not have true literacy in relation to digital pedagogical competence.…”

Section: Discussionsupporting

confidence: 91%

See 1 more Smart Citation

Prediction of Factors That Affect the Knowledge and Use Higher Education Professors from Spain Make of ICT Resources to Teach, Evaluate and Research: A Study with Research Methods in Educational Technology

Guillén‐Gámez

Mayorga-Fernández

2020

Education Sciences

View full text Add to dashboard Cite

Due to the rise of new technologies, further development of digital competence by professors is necessary. The aim of this paper is to know the pedagogical digital competence of lecturers in Spain, focused on a model called PDC-TER: ICT resources to Teach, to Evaluate and to Research; as well as to predict those variables that affect the level of this competence through different regressions (Multiple Linear Regression, MLR). A study has been carried out in the Spanish territory, with a total of 867 lecturers. For it, an ex post facto non-probabilistic study based on the survey technique has been proposed. The results show that the professors have an average level of digital pedagogical competence, while in the 2.0 tools for teaching and research dimensions, it has a medium high level of competence, as well as a medium level in relation to the use of tools 2.0 for the evaluation. Furthermore, one of the variables predictive of the level of digital competence in the three dimensions of the PDC-TER model, is the number of research and innovation projects in which they have participated. These data highlight the need to improve the digital competence of professors in order to meet the demands of the qualified professions of the future, and therefore, prepare students for it.

show abstract

Section: Discussionsupporting

confidence: 91%

“…They found that the most used tools were chat, forums and online questionnaires, while those least used in their teaching planning were blogs and Wikis. Different studies agree that the university lecturers' use LMS is primarily as a repository of information or materials [29][30][31][32].…”

Section: Introductionmentioning

confidence: 99%