Variables Influencing Professors’ Adaptation to Digital Learning Environments during the COVID-19 Pandemic

Vergara, Diego; Antón‐Sancho, Álvaro; Fernández‐Arias, Pablo

doi:10.3390/ijerph19063732

Cited by 44 publications

(39 citation statements)

References 96 publications

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“…Numerous studies have found that the migration to digital environments of teaching processes caused by the pandemic has increased the workload of teachers and has generated difficulties in adapting to online environments, which has generated levels of anxiety associated with teaching [ 29 , 55 , 56 , 57 ]. There are also studies that corroborate that pandemic stress has had an impact on the adaptation to digital environments of university students in different areas of knowledge [ 58 , 59 ].…”

Section: Discussionmentioning

confidence: 99%

“…In order to achieve the objectives of this study, a survey of 38 questions or items was used. The survey was designed for this purpose and based on the instrument developed in [ 29 ] for the measurement of digital pandemic stress on professors. This survey was employed to measure the values of the different dependent variables defined as indicated in Table 1 .…”

Section: Methodsmentioning

confidence: 99%

“…Different studies carried out in recent months have analyzed professors’ perceptions of their own self-efficacy [ 26 ] and their level of digital competence [ 27 , 28 , 29 ], identifying the need to implement professional development to develop an optimal level of digital competence in the teaching staff [ 30 ], as well as the effects that the use of ICTs has on professors [ 31 ] and the future challenges implied by their implementation [ 32 ]. For its part, the GII has been studied as a discriminating variable of the perceptions of certain families of skills of university professors, among which is digital competence [ 33 ].…”

Section: Introductionmentioning

confidence: 99%

“…Among higher education students, previous studies conclude that students are prepared to withstand the digitalization process they have experienced due to the effort in incorporating digital technologies that different countries have been making in recent years [35,36]. However, it is detected that the emotional impact (increased anxiety, tension, or worry) has increased and has done so in different ways Different studies carried out in recent months have analyzed professors' perceptions of their own self-efficacy [26] and their level of digital competence [27][28][29], identifying the need to implement professional development to develop an optimal level of digital competence in the teaching staff [30], as well as the effects that the use of ICTs has on professors [31] and the future challenges implied by their implementation [32]. For its part, the GII has been studied as a discriminating variable of the perceptions of certain families of skills of university professors, among which is digital competence [33].…”

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confidence: 99%

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Influence of Country Digitization Level on Digital Pandemic Stress

Antón‐Sancho

Vergara

Fernández‐Arias

2022

Behavioral Sciences

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A quick and effective solution to address the immediate change in teaching methods after the COVID-19 pandemic was digital learning environments (DLEs). The way in which this process of change towards DLEs was tackled was different around the world, depending on multiple factors, including the level of digitization, technology, and innovation. This paper conducts quantitative research on the influence of the COVID-19 pandemic on the adaptation of university professors to DLEs. In order to achieve this objective, a sample of 723 university professors from 15 countries in Latin America and the Caribbean was taken. The participants’ self-perception of the stress generated and their levels of digital competence during the COVID-19 pandemic were studied according to the Global Innovation Index (GII) of their country of origin. The results show that professors have an intermediate–high self-perception of both their digital competence and their ability to adapt to DLEs. It is also shown that neither the professors’ level of digital competence nor the GII of the country of origin fully explain the level of pandemic stress regarding the use of DLEs. This fact suggests that there must be other influential factors to consider, thus opening new lines of future research.

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Section: Discussionmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

mentioning

confidence: 99%

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Influence of Country Digitization Level on Digital Pandemic Stress

Antón‐Sancho

Vergara

Fernández‐Arias

2022

Behavioral Sciences

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“…Teaching staff must hold cognitive and motivational competencies [ 47 ], such as pedagogical skills, content knowledge, and general pedagogical knowledge [ 48 ]. To cope with the stress in classical and online education, staff need to develop methodological competencies, soft skills, and digital competencies [ 49 ]. This means that they must learn fast and be able to use data processing and protection tools, collaborative techniques in digital environments, and know how to create digital content and/or artistic multimedia output design and how to implement online assessments, etc.…”

Section: Hypothesis and Conceptual Model Developmentmentioning

confidence: 99%

Investigating Learners’ Teaching Format Preferences during the COVID-19 Pandemic: An Empirical Investigation on an Emerging Market

Burcă-Voicu

Cramarenco

Dabija

2022

IJERPH

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This paper aims to measure learners’ preferences for a specific teaching format (online, hybrid, or face-to-face) based on their experience, usage, and interaction with e-learning platforms (Moodle/MS Teams), on their participation in e-learning courses delivered via online streaming platforms (Zoom), on teaching staff skills and teaching–learning abilities, as well as on the advantages and disadvantages of those forms of learning during the COVID-19 pandemic. In implementing the research question, a conceptual model was developed, which was further analyzed by means of structural equations modelling via SmartPLS 3.3.9 (SmartPLS GmbH, Boenningstedt, Germany). The data were collected via quantitative research implemented through an online questionnaire addressed to learners (students) from an emerging market during the COVID-19 pandemic. The research contributes to extending social learning theory and the social cognitive learning theory by pinpointing the learners’ preference for the online educational format and by showing how a blended learning environment in universities can be developed by fructifying the gains in terms of digital skills acquisition during the COVID-19 pandemic. The paper highlights the contribution of the online educational environment in extending the use of interactive digital tools and resources, engaging the learners, and creating the opportunity for them to become accountable for their learning experiences.

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Gender gaps in the impact of the pandemic on the use of ICT in higher education

Vergara,

Antón‐Sancho,

Fernández‐Arias

2023

Review of Education

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The COVID‐19 pandemic has led to a process of digitalisation of higher education that has forced a change in the habits of use of information and communication technologies (ICT) among professors. The literature analyses this impact from different perspectives, but the gender gaps that may have occurred in this regard have not been studied so far. The main purpose is to analyse the gender gap in the self‐concept of digital competence of Latin American professors and the impact that the pandemic has had on the habits of use of ICT among them. For this purpose, this paper conducts quantitative research. A questionnaire designed by the authors has been answered by a sample of 1062 professors, and the responses have been statistically analysed. The results prove that the self‐concept of digital competence influences males more than females in terms of their assessment of the didactic use of ICT. The pandemic has caused the frequencies of ICT use in different teaching activities to homogenise. Females have increased their use of ICT more than males—a certain correction of the digital gender gap occurs in the region after the pandemic, within faculty. The use of ICT among faculty has increased after the pandemic more among females than males, but insufficient digital competence hinders full digitalisation in both cases. It is recommended that universities develop digital training plans aimed at facilitating an egalitarian process of ICT integration.

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Variables Influencing Professors’ Adaptation to Digital Learning Environments during the COVID-19 Pandemic

Cited by 44 publications

References 96 publications

Influence of Country Digitization Level on Digital Pandemic Stress

Influence of Country Digitization Level on Digital Pandemic Stress

Investigating Learners’ Teaching Format Preferences during the COVID-19 Pandemic: An Empirical Investigation on an Emerging Market

Gender gaps in the impact of the pandemic on the use of ICT in higher education

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