Digital teaching. Especifics competences in university professors

Número

Downloads

Article abstract page views:  523  

DOI

https://doi.org/10.25267/Hachetetepe.2023.i26.1104

Info

No. 26 (2023)
Monographic
1104
Published: 11-04-2023
PlumX
Crossref
Scopus
Google Scholar
Europe PMC

Authors

Abstract

The objective of the study was to compare the specific competencies for digital teaching in different university professors according to academic variables of interest. It had a quantitative approach and a non-experimental design with comparative scope. A total of 114 professors from an Ecuadorian and a Spanish university participated. The data were obtained through the Online Tutor Functions and Competencies Scale. Most of the professors showed all the specific competencies for virtual teaching with frequencies ranging from 81.6% to 100%. The results of the Kruskal-Wallis H-test showed no statistically significant differences in the comparisons made. Among the participants there was a predominance of those with less than six years of academic experience, those who worked full-time in teaching, those who preferred the face-to-face modality and those who stated that they did not perceive that they had problems with virtual teaching. No significant differences were identified between the groups studied and the specific competencies for the development of teaching.

Keywords

Digital competences Google Schoolar
Higher education Google Schoolar
Digital teaching Google Schoolar

Downloads

Download data is not yet available.

Supporting Agencies  

The study was approved and financed by the Research Directorate of the Universidad Nacional de Chimborazo through Resolution 138- CIV-7-7-2021.

How to Cite

Roque Herrera, Y., Alonso García, S., Cañas Lucendo, M., & Pilco Guadalupe, G. A. (2023). Digital teaching. Especifics competences in university professors . Hachetetepé. Scientific Journal of Education and Communication, (26), 1104. https://doi.org/10.25267/Hachetetepe.2023.i26.1104

Author Biographies

Yosbanys Roque Herrera, Universidad Nacional de Chimborazo

Professor at the National University of Chimborazo, with undergraduate training in Aerofotogeodesta Engineer and Master's Degree in Higher Education in Health Sciences, with doctoral training at the University of Jaén. With 20 years of teaching experience in Cuba and Ecuador, participant in different research projects and in more than 80 scientific publications.

Santiago Alonso García, Universidad de Granada

Teacher of Early Childhood Education, Degree in Psychopedagogy and PhD from the University of Granada (SPAIN), with 14 years of experience at different levels of the Spanish educational system and in higher education in Latin America. Member of the AREA Research Group of the UGR. Participant in more than 40 projects (research, innovation, ERASMUS+, R+D+I), with more than 80 publications (books, book chapters and articles).

Translated with www.DeepL.com/Translator (free version)

Manuel Cañas Lucendo, Universidad Nacional de Chimborazo

Doctor in Clinical Psychology, Master in Cognitive Psychology University of Buenos Aires- Argentina, Doctor (PhD.) in Psychology at the Universidad del Salvador in Buenos Aires, Argentina. 10 years of teaching experience at the National University of Chimborazo and the Catholic University of Ecuador, Ambato. Editor of the Eugenio Espejo Magazine of the Faculty of Health Sciences of the National University of Chimborazo (UNACH). To date, she has participated in several scientific research projects and has more than 30 scientific publications.

Gina Alexandra Pilco Guadalupe, Universidad Nacional de Chimborazo

Degree in Psychology, Doctor (PhD.) in Neurology. 5 years of teaching experience at the National University of Chimborazo, the Catholic University of Ecuador, Ambato and the University of La Rioja. Editor of the Eugenio Espejo Journal of the Faculty of Health Sciences, National University of Chimborazo (UNACH). To date, he has participated in several scientific research projects and has more than 30 scientific publications.

License

Copyright (c) 2023 Yosbanys Roque Herrera, Santiago Alonso García, Manuel Cañas Lucendo, Gina Alexandra Pilco Guadalupe

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Those authors who have published with this journal, accept the following terms:

  1. They will retain their copyright and guarantee the journal the right to first publication of their work, which will simultaneously be subject to the Creative Commons Attribution License . They may be copied, used, disseminated, transmitted and publicly displayed, provided that the authorship, url, and magazine are cited, and are not used for commercial purposes. No derivative works are allowed.
  2. They may adopt other non-exclusive license agreements for the distribution of the published version of the work (e.g., deposit it in an institutional telematic archive or publish it in a monographic volume) provided that the initial publication in this journal is indicated.
  3. Disseminate your work through the Internet (e.g., in institutional telematic archives or on your website) once the manuscript is accepted, which may lead to interesting exchanges and increased citations of the published work. (See The effect of open access).

Hachetetepé. Scientific journal of education and communication does not charge a fee for the submission of manuscripts or for the publication of its articles.

References

Aznar-Díaz, I., Cáceres-Reche, M. P., y Romero-Rodríguez, J. M. (2019). Competencia digital de un tutor e-learning: un modelo emergente de buenas prácticas docentes en TIC. Texto Livre: Linguagem e Tecnologia, 12(3), 49-68. https://doi.org/10.17851/1983-3652.12.3.49-68

Basantes-Andrade, A. V., Cabezas-González, M., y Casillas-Martín, S. (2020). Competencias digitales en la formación de tutores virtuales en la Universidad Técnica del Norte, Ibarra-Ecuador. Formación universitaria, 13(5), 269-282. https://doi.org/10.4067/S0718-50062020000500269

Cabero-Almenara, J., Barroso-Osuna, J., Palacios-Rodríguez, A., y Llorente-Cejudo, C. (2020). Marcos de Competencias Digitales para docentes universitarios: su evaluación a través del coeficiente competencia experta. Revista Electrónica Interuniversitaria de Formación del Profesorado, 23(2), 1-18.

https://doi.org/10.6018/reifop.413601

Canales-Reyes, R., y Silva-Quiróz, J. (2020) De lo presencial a lo virtual, un modelo para el uso de la formación en línea en tiempos de Covid-19. Educar em Revista, 36, e76140. https://doi.org/10.1590/0104-4060.76140

Carrera-Farfán, F. X., y Coiduras-Rodríguez, J. L. (2012). Identificación de la competencia digital del profesor: un estudio exploratorio en el ámbito de las Ciencias Sociales. Revista de Docencia Universitaria, 10(2), 273-298. https://doi.org/10.4995/redu.2012.6108

Cateriano-Chávez, T. J., Rodríguez-Rios, M. L., Patiño-Abrego, E. L., Araujo-Castillo, R. L., y Villalba-Condori, K. O. (2021). Competencias digitales, metodología y evaluación en formadores de docentes. Campus Virtuales, 10(1), 153-162. https://acortar.link/3dpkOI

Díaz, D., y Loyola, E. (2021). Competencias digitales en el contexto COVID 19: una mirada desde la educación. Revista Innova Educación, 3(1), 120-150. https://doi.org/10.35622/j.rie.2021.01.006.

Durán Cuartero, M.; Prendes Espinoza, M. P.; Gutiérrez Porlán, I. (2019). Certificación de la Competencia Digital Docente: propuesta para el profesorado universitario. Revista Iberoamericana de Educación a Distancia, 22(1), 187-205. https://doi.org/10.5944/ried.22.1.22069

Espino, J., E. (2018). Competencias digitales de los docentes y desempeño pedagógico en el aula [Tesis grado de maestro]- Universidad de San Martin de Porres]. https://acortar.link/KcaSCz

Gómez-García, G., Hinojo-Lucena, F.J., Cáceres-Reche, M. P., y Ramos Navas-Parejo, M. (2020). The Contribution of the Flipped Classroom Method to the Development of Information Literacy. A Systematic Review. Sustainability, 12(18), 7273. https://doi.org/10.3390/su12187273

Levano, L., Sánchez, S., Guillén, P., Tello, S., Herrera, N., y Collantes, Z. (2019). Competencias digitales y educación. Propósitos y Representaciones, 7(2), 569-588. https://doi.org/10.20511/pyr2019.v7n2.329

López-Gaibor, R. (2018). Ecuador: la brecha digital entre Profesores y alumnos. Revista Cambio Universitario, 3(3), 1-6. https://acortar.link/EFtsVO

Marín-Díaz, V., Vega-Gea, E., y Passey, D. (2019). Determinación del uso problemático de las redes sociales por estudiantes universitarios. RIED-Revista Iberoamericana De Educación a Distancia, 22(2), 135-152. https://doi.org/10.5944/ried.22.2.23289

Morales, M., Trujillo, J., y Raso, F. (2015). Percepciones acerca de la integración de las TIC en el proceso de enseñanza-aprendizaje de la universidad. Píxel-Bit. Revista de Medios y Educación, 46, 103-117. https://doi.org/10.12795/pixelbit.2015.i46.07

Picón, G. A., González de Caballero, G. K., y Paredes Sánchez, J. N. (2021). Desempeño y formación docente en competencias digitales en clases no presenciales durante la pandemia COVID-19. Arandu UTIC, 8(1), 139-153. https://acortar.link/uqJBVG

Pozos-Pérez, K. V., y Tejada-Fernández, J. (2018). Competências digitais em docentes de Educação Superior: Níveis de Domínio e Necessidades Formativas. Revista Digital de Investigación en Docencia Universitaria, 12(2), 59-87. https://doi.org/10.19083/ridu.2018.712

Rambay-Tobar, M., y De la Cruz-Lozado, J. (2021). Desarrollo de las competencias digitales en los docentes universitarios en tiempo pandemia: una revisión sistemática. In Crescendo, 11(4), 511-527. https://doi.org/10.21895/incres.2020.v11n4.06

Ravina-Ripoll, R., Ahumada-Tello, E., Gálvez-Albarracín, E. J. (2019). La felicidad como predictor del rendimiento académico de los estudiantes universitarios. Un análisis comparativo entre México y España. CAURIENSIA, XIV, 407-426. https://doi.org/10.17398/2340-4256.14.407

Rodríguez-Martínez, A. J. (2021). Competencias Digitales Docentes y su Estado en el Contexto Virtual. Revista Peruana De investigación E innovación Educativa, 1(2), e21038. https://doi.org/10.15381/rpiiedu.v1i2.21038

Ruiz, J. A., Tamayo, D., y Montiel, H. (2020). Competencias digitales de los docentes en la modalidad de clases en línea: estudio de caso en el contexto de crisis sanitaria. Belo Horizonte, 13(3), 1-16. https://doi.org/10.35699/1983-3652.2020.25592

Solís, J., y Jara, V. (2019). Competencia digital de docentes de Ciencias de la Salud de una universidad chilena. Píxel-Bit. Revista de Medios y Educación, 56, 193-11. http://doi.org/10.12795/pixelbit.2019.i56.10

Zempoalteca-Durán, B., Barragán-López, J. F., González-Martínez J., y Guzmán-Flores T. (2017). Formación en TIC y competencia digital en la docencia de instituciones públicas de educación superior. Apertura, 9(1), 80-96. https://doi.org/10.32870/ap.v9n1.922

Most read articles by the same author(s)

Similar Articles

1 2 3 > >>