Quantitative-comparative research on digital competence in students, graduates and professors of faculty education: an analysis with ANOVA

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

doi:10.1007/s10639-020-10160-0

Cited by 36 publications

(29 citation statements)

References 43 publications

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“…They still possess a level of competence that is more technical and communicative than pedagogical, as the educational potential of ICT is not exploited for its effective incorporation in teaching-learning processes (teaching and evaluation) as well as in relation to research. This is corroborated by previous research which has found that university teaching staff have tended to develop their digital pedagogical competence in different ways [9][10][11][12]46].…”

Section: Discussionsupporting

confidence: 86%

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

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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.

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Section: Discussionsupporting

confidence: 86%

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

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“…For example, engineering teachers are in constant use with technologies, however, as pointed out by Rodriguez and Martinez (2015), they do not use them from a didactic point of view. These findings are important so that when training courses for teachers are carried out, each area of knowledge has the appropriate course for its pedagogical or instrumental deficiencies, allowing for a correct use of the technology in the different teaching-learning scenarios (Cabero-Almenara and Barroso 2016; Pozos and Tejada 2018;Mercader 2019Mercader , 2020Pérez-Díaz 2019;Guillén-Gámez and Mayorga-Fernández, 2020b;Padilla-Hernández et al 2020).…”

Section: Discussionmentioning

confidence: 99%

“…Nevertheless, there are few studies that jointly analyze and compare the DCE in each of the fields of knowledge where the professors are ascribed to, with the aim of establishing specific training actions that are adapted to the professional context within which the professors develop their academic work. Reducing this training deficit will allow the correct use of the technology in teaching-learning scenarios that are suitable to their educational and research profiles (Cabero-Almenara and Barroso 2016;Pozos and Tejada 2018;Mercader 2019Mercader , 2020Pérez-Díaz 2019;Guillén-Gámez and Mayorga-Fernández 2020a;Padilla-Hernández et al 2020).…”

Section: Introductionmentioning

confidence: 99%

Digital competence of higher education professor according to DigCompEdu. Statistical research methods with ANOVA between fields of knowledge in different age ranges

et al. 2021

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The tasks of the university educators must be linked to the digital demands posed by the more sophisticated professions of the twenty-first century. Faced with this panorama, the objective of this study is to examine and compare the degree of digital competence of Higher Education educators from different fields of knowledge and different age ranges according to the DigCompEdu framework. A non-probabilistic ex post facto sampling was utilized with 2180 university professors from Andalusia (Spain). The main results of the study provide evidence of an intermediate level of digital competence, for men and women. More specifically, the male professors in Architecture and Judicial & Social Sciences, younger and older than 40, possessed a higher level, as compared to the other fields. For the female professors, the highest level was found once again in Judicial and Social Sciences, in this case for both age ranges, without a clear trend found for the rest of the fields. For each dimension of the DigCompEdu instrument, the level of competence follows the same trend with respect to the overall level. More research is recommended to validate these preliminary results, as well as the development of training lines of action that are specific and adapted to each field of knowledge.

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“…Finally, effective integration of audiovisual media technologies at all educational levels and disciplines (including adult education) also requires dedicated and talented educators (see Guillén-Gámez and Mayorga-Fernández 2020;Nicolaou and Kalliris 2020;Ngah et al 2019), especially regarding educators of media studies education, due to their scientific field (see Crawford et al 2020;Matsiola et al 2019;Nicolaou et al 2019). In conclusion, all the educators, regardless of which educational levels and disciplines they work in, should need to combine communication techniques through audiovisual media communications within the educational process and the processes of appropriation and use of ICTs in teaching practices (see Brenes-Monge et al 2020;Esteve-Faubel et al 2020;Nicolaou 2020;Frolova et al 2019;Griva et al 2019;Ryabova et al 2018;Veglis and Avraam 2001).…”

Section: Background and Literature Review And/or Related Workmentioning

confidence: 99%

Media Studies, Audiovisual Media Communications, and Generations: The Case of Budding Journalists in Radio Courses in Greece

Nicolaou

Matsiola

Karypidou

et al. 2021

Journalism and Media

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In this article, the quality of media studies education through effective teaching utilizing audiovisual media technologies and audiovisual content (audiovisual media communications) to budding journalists as adult learners (18 years and older) is researched, with results primarily intended for application in radio lessons at all educational levels and disciplines (including adult education). Nowadays, audiovisual media communications play an important role in the modern and visual-centric way of our life, while they require all of us to possess multiple-multimodal skills to have a successful professional practice and career, and especially those who study media studies, such as tomorrow’s new journalists. Data were collected after three interactive teachings with emphasis on educational effectiveness in technology-enhanced learning, through a specially designed written questionnaire with a qualitative and quantitative form (evaluation form), as case study experiments that applied qualitative action research with quasi-experiments. The results (a) confirmed (i) the theory of audiovisual media in education, as well as (ii) the genealogical characteristics and habits of budding journalists as highlighted in basic generational theory, something which appears to be in agreement with findings of previous studies and research; and (b) showed that (i) teaching methodology and educational techniques aimed primarily at adult learners in adult education kept the interest and attention of the budding journalists through the use of such specific educational communication tools as audiovisual media technologies, as well as (ii) sound/audio media, as audiovisual content may hold a significant part in a lecture.

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Quantitative-comparative research on digital competence in students, graduates and professors of faculty education: an analysis with ANOVA

Cited by 36 publications

References 43 publications

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

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

Digital competence of higher education professor according to DigCompEdu. Statistical research methods with ANOVA between fields of knowledge in different age ranges

Media Studies, Audiovisual Media Communications, and Generations: The Case of Budding Journalists in Radio Courses in Greece

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