scholarly journals Differential Analysis of the Years of Experience of Higher Education Teachers, their Digital Competence and use of Digital Resources: Comparative Research Methods

2021 ◽  
Author(s):  
Francisco. D. Guillén-Gámez ◽  
Julio Cabero-Almenara ◽  
Carmen Llorente-Cejudo ◽  
Antonio Palacios-Rodríguez
Keyword(s):  
Higher Education ◽  
Concept Maps ◽  
Teaching Experience ◽  
Specific Area ◽  
Digital Tools ◽  
Years Of Experience ◽  
Differential Analysis ◽  
Digital Competence ◽  
Ex Post ◽  
Spanish Higher Education

AbstractThis study compares the level of digital competence of Spanish higher education teachers in the use of three types of ICT resources in the classroom: digital tools to consume information, digital tools to produce information, and emerging technologies. To measure the level of competence, the validated DigCompEdu Check-In instrument with an ex post facto design is used. The sample consists of 2180 university teachers from Andalusia (Spain) working in different areas of knowledge: Arts and Humanities, Sciences, Health Sciences, Engineering and Architecture, Social and Legal Sciences; and classified into three levels of teaching experience: between 0–5 years, 6–14 years, and 15 years or more. The results show that teachers with 15 or more years of experience represent the group with the most significant differences in regard to their level of digital competence when comparing the use of the three types of ICT resources; furthermore, the results were similar for all areas of knowledge. In addition, the visualization or creation of videos, as well as the visualization or creation of posters and concept maps, are the resources that were found to be most significant for the three levels of experience. For each specific area, it is recommended that each of their results is analysed in detail. Finally, further research is recommended to validate these preliminary findings in each of the knowledge areas.

scholarly journals Digital Competence in Spanish University Education and Its Use by Students

Publications ◽  
2020 ◽  
Vol 8 (4) ◽  
pp. 47
Author(s):  
Noelia Araújo-Vila ◽  
Lucília Cardoso ◽  
Diego R. Toubes ◽  
Jose Antonio Fraiz-Brea
Keyword(s):  
Higher Education ◽  
Learning Processes ◽  
University Education ◽  
Digital Tools ◽  
Digital Competence ◽  
Global Pandemic ◽  
Online Tools ◽  
Digital Skills ◽  
Spanish Higher Education ◽  
The University

Technologies have massively burst into all fields, including Higher Education. The current students have grown up surrounded by technologies, which is reflected in their behavior. For this reason, universities have adapted by integrating digital competence into their training offer, improving learning processes and adjusting to the university profile. The objective of this work is to ascertain how digital skills are used by Spanish higher education (bachelor’s and master’s degree) students, thus verifying whether so-called digital competence is being actively used in higher education. A survey was applied to 324 individuals, highlighting among its results that the university panorama is in a situation where digital tools are very useful for its improvement. These data were collected before the global pandemic, after which the use of online tools intensified. However, the students are still not aware of all of them, or they do not use them.

scholarly journals Incidence of Gender in the Digital Competence of Higher Education Teachers in Research Work: Analysis with Descriptive and Comparative Methods

2021 ◽  
Vol 11 (3) ◽  
pp. 98
Author(s):  
Francisco D. Guillén-Gámez ◽  
María J. Mayorga-Fernández ◽  
José A. Contreras-Rosado
Keyword(s):  
Higher Education ◽  
Research Work ◽  
Teaching Staff ◽  
Intention To Use ◽  
Digital Competence ◽  
Digital Ethics ◽  
Ex Post ◽  
Digital Skills ◽  
Ex Post Facto

The purpose of this study is to analyse and compare the level of digital competence of higher education teaching staff in research work through the use of ICT resources. For this purpose, an ex post facto design was employed together with an instrument composed of 30 items classified into seven dimensions: digital skills, digital ethics, digital flow, anxiety towards ICT, quality of ICT resources, intention to use ICT, and ICT integration. The sample consisted of a total of 1704 higher education teachers from all over Spain. The results showed that, overall, there were no significant differences in the level of digital competence of teaching staff between the two genders. However, significant differences were found in the following dimensions: digital skills, digital ethics, ICT anxiety, quality of ICT resources, and intention to use ICT. These findings highlight the urgent need for university institutions to propose training plans to improve the digital competences of their teaching and research staff in those dimensions that have been found to be deficient.

scholarly journals EFFECTS OF THE COVID-19 PANDEMIC ON UNIVERSITY PEDAGOGY: STUDENTS' EXPERIENCES AND CONSIDERATIONS

2020 ◽  
Vol 7 (8) ◽  
Author(s):  
Katerina Kedraka ◽  
Christos Kaltsidis
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Social Interaction ◽  
Teaching Experience ◽  
Digital Tools ◽  
Learning And Teaching ◽  
Face To Face ◽  
Digital Infrastructure ◽  
Enhanced Learning

<p>Due to the coronavirus crisis, universities worldwide have faced sudden pressure to change from face-to-face delivery of courses to digitally enhanced teaching for distance learning. We present a small case study of 75 students from the Department of Molecular Biology and Genetics of the Democritus University of Thrace, Greece on their experiences of the transition from face-to-face to distance learning during this crisis. We used a questionnaire with closed-ended and open-ended questions to record the students’ “fresh” experience of their new educational reality. Students consider distance learning to be interesting, modern, adequate, and convenient, but not able to replace their experience of social interaction with fellow students and teachers. They continue to express worries about lessons, examinations, and laboratory work, which may be due to the specific and high demands of the biosciences. This crisis is an opportunity for universities to improve the use of digital tools for an enhanced learning and teaching experience. This should be supported by investment in digital infrastructure for improving distance learning in higher education.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0622/a.php" alt="Hit counter" /></p>

scholarly journals Accreditation of Spanish engineering programs, first experiences. The case of the Terrassa School of Engineering

2016 ◽  
Vol 3 (1) ◽  
pp. 133
Author(s):  
Mª Dolores Álvarez ◽  
Mireia Mata ◽  
Javeir Cañavate ◽  
Joaquim Marqués ◽  
Carme Espot ◽  
...  
Keyword(s):  
Higher Education ◽  
Evaluation Process ◽  
Internal Quality ◽  
Engineering Programs ◽  
Post Process ◽  
Ex Post ◽  
Internal Quality Assurance ◽  
Spanish Higher Education ◽  
Key Steps

<p class="Textoindependiente21">The implementation of the European Space for Higher Education has entailed new requirements for Spanish Higher Education Programs. Regulations (RD 1393, 2007) stablish that university programs, in order to have official validity, must be submitted to an external evaluation process before their official implementation, denominated Validation, and to an ex-post process or Accreditation. Terrassa School of Engineering (EET) was one of the first schools in Spain to adapt to the European Space for Higher Education, in the academic period 2009-10 and then, one of the first university institutions submitted to an accreditation process. In this communication, the important role of the Internal Quality Assurance System in the assessment of the school’s programs is exposed as well as the approach followed in the key steps of the process: Accreditation</p>

From ICT skills to Digital competence for academic needs in Trakia University – Stara Zagora

2018 ◽  
pp. 132-137 ◽  
Author(s):  
Zlatoeli Ducheva ◽  
Veselina Nedeva
Keyword(s):  
Higher Education ◽  
Labour Market ◽  
Employment Status ◽  
Basic Skill ◽  
Research Model ◽  
Academic Needs ◽  
Digital Competence ◽  
Ict Skills ◽  
Engineering And Technology ◽  
Digital Competencies

From the beginning of the 21st century, digital competencies are perceived as a "requirement and right," as a "life/basic skill". The purpose of this article is to justify the creation of a blitz-survey, designed and conducted to determine the level of digital competence of students. The completed research will try to answer the question of how training in Faculty of Engineering and Technology develops the digital competence of students - future engineers, which factors influence the development and attitudes to improve this type of competence. The spectrum of components in the digital competencies is defined when developing the conceptual model of the study. The research model also reflects European documents in this area, the needs, and requirements of the labour market related to the training of engineers and the new approaches and paradigms in higher education. The questions were provisionally divided into seven sections, which also have connecting links. At this stage, the study was carried out with 280 students. The end goal of the scientific research is to suggest strategies for adapting the training of the students to the European requirements and the needs of the labour market in order to improve their employment status, their adaptiveness, and their professional development.

scholarly journals Teaching digital models: secondary technology teachers’ experiences

2021 ◽  
Author(s):  
Helen Brink ◽  
Nina Kilbrink ◽  
Niklas Gericke
Keyword(s):  
Problem Solving ◽  
Empirical Data ◽  
Digital Tools ◽  
Digital Models ◽  
Structured Interviews ◽  
Digital Competence ◽  
Technology Teachers ◽  
Teachers Experiences ◽  
Digital Modelling ◽  
Single Idea

AbstractIn secondary technology education, models of artifacts, systems and processes, visualized and simulated through digital tools (digital models) are a relatively new element. Technology teachers teach digital models to meet syllabus criteria of digital competence, applicable to for instance problem solving and documentation using digital tools. However, there is a lack of knowledge concerning how teachers use digital models in their teaching, what their intentions are, and what content they choose. It is known, though, that teachers’ experiences influence the teaching. Therefore, the aim of this study is to investigate teachers’ experiences of teaching digital models in compulsory school, to contribute to more knowledge of teaching in this area. This study takes a phenomenological lifeworld approach, and 12 semi-structured interviews with lower secondary technology teachers form the empirical data. The data were analyzed thematically and the results are four themes of experiencing the teaching of digital models, indicating that technology teachers teach with different aims and purposes; Enhancing and integrating other subjects, Visualizing technology to the pupils, Enabling digital modelling, and Preparing pupils for the future. Further, the results also indicate that the content and methods of teaching differ and that teachers did not experience digital models as one single idea but as an amalgam of multiple ideas. These findings can be used as a basis for further research and development of teaching concerning digital models.

scholarly journals Digital Competence Assessment Methods in Higher Education: A Systematic Literature Review

2021 ◽  
Vol 11 (8) ◽  
pp. 402
Author(s):  
Linda Helene Sillat ◽  
Kairit Tammets ◽  
Mart Laanpere
Keyword(s):  
Higher Education ◽  
Literature Review ◽  
Systematic Literature Review ◽  
Reliability And Validity ◽  
Assessment Tools ◽  
Competence Assessment ◽  
Validity And Reliability ◽  
Digital Competence ◽  
Need To Evaluate ◽  
Assessment In Higher Education

The rapid increase in recent years in the number of different digital competency frameworks, models, and strategies has prompted an increasing popularity for making the argument in favor of the need to evaluate and assess digital competence. To support the process of digital competence assessment, it is consequently necessary to understand the different approaches and methods. This paper carries out a systematic literature review and includes an analysis of the existing proposals and conceptions of digital competence assessment processes and methods in higher education, with the aim of better understanding the field of research. The review follows three objectives: (i) describe the characteristics of digital competence assessment processes and methods in higher education; (ii) provide an overview of current trends; and, finally, (iii) identify challenges and issues in digital competence assessment in higher education with a focus on the reliability and validity of the proposed methods. On the basis of the findings, and as a result of the COVID-19 pandemic, digital competence assessment in higher education requires more attention, with a specific focus on instrument validity and reliability. Furthermore, it will be of great importance to further investigate the use of assessment tools to support systematic digital competence assessment processes. The analysis includes possible opportunities and ideas for future lines of work in digital competence evaluation in higher education.

The Korean 3T practice: A New Biosurveillance Model utilizing New IT and Digital Tools (Preprint)

2021 ◽  
Author(s):  
HyunJung Kim
Keyword(s):  
Population Control ◽  
Digital Tools ◽  
Big Brother ◽  
Self Help ◽  
Ex Post ◽  
The Social ◽  
Epidemic Intelligence ◽  
Pandemic Response ◽  
The Government ◽  
Event Based

UNSTRUCTURED South Korea COVID-19 pandemic responses, namely the 3T (testing, tracing, and treating) strategy, come to the fore as a new biosurveillance regime utilizing new IT and digital tools actively. The 3T biosurveillance system is a developed version of the traditional biosurveillance systems (indicator-based or event-based systems), which can provide epidemic intelligence capabilities for both ex ante prevention/preparedness or ex post response/recovery missions. Epidemiological investigation efforts exploiting the use of new digital and IT tools are the ground of the Korean 3T system practicing test, trace, and treatment mission, which can be referred to as ‘contact-based biosurveillance system.’ However, critics argue that the Korea’s 3T strategy may violate individuals’ privacy and human rights in addressing that the Korean biosurveillance system would strengthen the social surveillance and population control by the government as a “digital big brother” in the cyber age. However, closer scrutiny reveals that the Korea’s digital-based biosurveillance system for pandemic response has evolved since the experience of the 2015 Middle East Respiratory Syndrome (MERS) outbreak, by citizen’s requests and self-help behaviors

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