Prediction and Explanation of Factors that Affect the Digital Competence of Lecturers: A Case Study at Spanish University

Guillén‐Gámez, Francisco D.; Mayorga-Fernández, Ma José

doi:10.18848/2327-7955/cgp/v26i02/107-117

Cited by 10 publications

(12 citation statements)

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“…However, its process of adoption is closely linked to the intrinsic characteristics of university professors, their beliefs, attitudes and knowledge. Considering the important changes that are presently emerging, adequate levels of digital competence are now required from these professors [33], [34].…”

Section: Conceptual Backgroundmentioning

confidence: 99%

Digital Competence of Higher Education Professors in the European Context

Santos

Pedro

Mattar

2022

Int. J. Emerg. Technol. Learn.

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The aim of this article is to map the current state of knowledge on the digital competences of higher education professors in the European context through a scoping review. The initial search in resulted in 1,568 publications, which, after applying the selection criteria, resulted in the inclusion of 14 publications. The content analysis showed that the digital tools made available by the intuitions are widely known by the professors, although they have little use. A broad use of the LMS was evidenced, but more specifically to administrative activities than to activities connected with the teaching and learning process. There was also a positive relationship between the level of digital competences and the pedagogical approach adopted by professors (focus on the construction of knowledge by the students, development of open education resources) as well as the participation in research projects. Teachers’ training was pointed out as a relevant topic and the literature analysed referred that this should be preceded by a rigorous analysis of the professors’ digital competence levels so that this process can be carried out in the most personalized way possible.

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Section: Conceptual Backgroundmentioning

confidence: 99%

Digital Competence of Higher Education Professors in the European Context

Santos

Pedro

Mattar

2022

Int. J. Emerg. Technol. Learn.

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“…The inclusion of Information and Communications Technology (ICT) in higher education settings has led to important advances which has affected university teachers. It has resulted in a marked change in their instructional method, moving from transmissive teaching based on traditional methodologies to enriched learning environments, and promoting the use of more activities that foster autonomy and collaboration (Guillén-Gámez & Mayorga-Fernández, 2019).…”

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

“…According to Maderick et al (2016) and Guillén-Gámez and Mayorga-Fernández (2019), there is a notable scarcity of studies examining the assessment of teachers' digital competence. The studies available are mostly on personal variables such as gender, age and length of experience (Amhag et al, 2019;Ashrafzadeh & Sayadian, 2015;Guillén-Gámez & Mayorga-Fernández, 2019;Noori, 2019;Pedro et al, 2021;Tena et al, 2016). These studies are, however, important considering that the development of students' basic competences, digital competences being one of them, requires teachers with a level of digital competences that allow them to use technology effectively in their activities, enabling construction and adaptation to the new challenges inherent to the 21st century competences (Cantabrana & Cervera, 2015;Díaz, 2019).…”

Section: Introductionmentioning

confidence: 99%

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Digital competence of higher education professors:

Santos

Pedro

Mattar

2021

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This article aims to analyse the differences associated with the variables of teaching and institutional nature in the level of proficiency of teachers in digital competences, using the DigCompEdu framework as theoretical reference. A quantitative approach was used and the data collection strategy was based on an online survey. The sample was composed of 846 Portuguese higher education professors linked to 37 universities and 76 polytechnic institutes. The results indicate that characteristics such as working at PhD program level, teaching online and being linked to polytechnic institutes are associated with higher levels of digital competence.

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“…In the education field and in line with this contribution, as well as with the findings of From (2017) and Rivera-Laylle, Fernández-Morales, Guzmán-Games, and Eduardo-Pulido (2017), digital literacy is understood as a multifaceted and plural concept made up of three dimensions: (1) technological knowledge; (2) attitudes; and (3) didactic use; in three areas of application -teaching, evaluating, and researching -in order to provide students with optimal learning contexts (Carrera & Coiduras, 2012;Pozos, 2016;Prendes et al, 2018). Specifically, this research aims to thoroughly investigate one of these dimensions of digital literacy in particular: its didactic use (Guillén-Gámez & Mayorga-Fernández, 2019).…”

Section: Introductionmentioning

confidence: 99%

Examining the Use Self-perceived by University Teachers about ICT Resources: Measurement and Comparative Analysis in a One-way ANOVA Design

Guillén‐Gámez

Mayorga-Fernández

Ramos

2020

CONTEMP EDUC TECHNOL

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The growing rise of information and communication technologies (ICT) in all areas of society demands that university professors have an adequate level of digital literacy, so that they can contribute effectively to the training of their students and respond to the demands of the job. The objective of this research is to know and compare the use by university teachers of different ICT resources, in their teaching, evaluation, and research (UTIC-EEI model, its acronym in Spanish), depending on the area of knowledge to which they belong (science and engineering-architecture, health sciences, art-humanities, and sociallegal Sciences), in order to be able to take measures to effectively address the digital shortcomings of teachers. An ex post facto study is carried out, with a quantitative methodology utilising a survey technique, with a sample of 867 Spanish university teachers, with a descriptive and inferential analysis via ANOVA for multiple comparisons. The results showed a medium-high use by teachers of ICT resources in four areas, with there being a superior use in the teaching and research dimensions compared to the evaluation dimension in each area of knowledge. These data underline the need to continue training teachers to make excellent instrumental use of specific ICT resources in each area of knowledge.

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Prediction and Explanation of Factors that Affect the Digital Competence of Lecturers: A Case Study at Spanish University

Cited by 10 publications

References 0 publications

Digital Competence of Higher Education Professors in the European Context

Digital Competence of Higher Education Professors in the European Context

Digital competence of higher education professors:

Examining the Use Self-perceived by University Teachers about ICT Resources: Measurement and Comparative Analysis in a One-way ANOVA Design

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