scholarly journals Diseño de asignatura para la competencia digital del estudiante universitario = Design of a course for the digital competence of university students

2017 ◽  
Vol 1 (3) ◽  
pp. 27 ◽  
Author(s):  
Justo García-Navarro ◽  
Oriol Borrás-Gené ◽  
Ana Jiménez-Rivero
Keyword(s):  
University Students ◽  
Student Assessment ◽  
Digital Competence ◽  
Personal Learning ◽  
Learning Platform ◽  
Massive Online Open Courses ◽  
E Learning ◽  
Key Competences ◽  
Open Courses ◽  
Competencia Digital

ResumenEl aprendizaje a lo largo de la vida requiere la adquisición de unas competencias clave por parte de los ciudadanos. Un ejemplo de competencia clave es la competencia digital. Para su desarrollo se considera relevante contemplar la oferta de nuevas asignaturas que integren aspectos de gestión de la identidad digital y entornos personales de aprendizaje. Este artículo propone una nueva asignatura para la capacitación digital del estudiante universitario, de carácter online y con tutorías virtuales y presenciales. El objetivo de este estudio es presentar los aspectos considerados para el diseño del modelo de asignatura para la competencia digital del estudiante universitario. La asignatura contempla el seguimiento de cursos abiertos masivos en línea con el objeto de trabajar competencias transversales y específicas de la asignatura, a la vez que el alumno se familiariza con su entorno personal de aprendizaje. Para la gestión y evaluación de la asignatura se emplea una plataforma e-learning y un servicio de blogs institucional. Los resultados muestran la experiencia de aplicar el modelo en el marco del Máster Universitario en Eficiencia Energética en la Edificación, la Industria y el Transporte, de la Universidad Politécnica de Madrid en el curso 2016/17. Se identifica la necesidad de aplicar esta asignatura en futuras promociones del máster, así como en otros programas de posgrado, con el fin de cuantificar la eficacia del modelo y su adecuación para la consecución de las competencias digitales previstas.AbstractLifelong learning requires the acquisition of key competences by citizens. One of the key competences is digital competence. Therefore, new subjects that integrate digital identity and the aspects of the personal learning environments should be considered. This paper proposes a new online course for developing the digital competence of university students, with virtual and face-to-face tutoring. The objective of this study is to present the aspects considered to design the model of course for the digital competence of university students. The course includes the training through massive online open courses undertaken by students to reach general and specific competencies, being at the same time a tool for the student to gain familiarity with their personal learning environment. The management of the course, as well as the student assessment, are conducted through an institutional e-learning platform and a blogging service. The results show the experience of implementing the model in the framework of the Master’s degree in “Eficiencia Energética en la Edificación, la Industria y el Transporte”, of the Universidad Politécnica de Madrid, in the academic course 2016/17. The results show a model of course that considers The need of implementing this course in the coming batches of students of the master and other postgraduate programmes is identified, aiming to quantify the effectiveness and appropriateness of the course for the achievement of the foreseen digital competencies.

The digital divide at school and at home: A comparison between schools by socioeconomic level across 47 countries

2021 ◽  
Vol 62 (2) ◽  
pp. 115-140
Author(s):  
Josef Kuo-Hsun Ma
Keyword(s):  
Digital Divide ◽  
International Student ◽  
Student Assessment ◽  
School Level ◽  
Digital Competence ◽  
International Student Assessment ◽  
Institutional Settings ◽  
Educational Expenditures ◽  
E Learning ◽  
At Home

Despite efforts to improve digital access in schools, a persistent digital divide is identified worldwide. Drawing on data from the 2018 Organisation for Economic Co-operation and Development (OECD) Programme for International Student Assessment (PISA) for 15-year-olds, I examine how students’ digital use for educational purposes (at school and at home) and their perceived digital competence differ between schools by socioeconomic status (SES) and vary across 47 countries. Using multilevel modeling, I find that the second-level digital divide between schools exists even among more developed societies. Students attending high-SES schools are more likely to use computers for schoolwork within and outside of schools, and have more digital competence than those attending low-SES schools. These differences remain substantial and statistically significant even when controlling for school-level resources. Moreover, the between-school digital divide in students’ digital competence is negatively associated with economic development and educational expenditures, and positively associated with income inequality. In conclusion, I discuss implications of the findings and highlight the importance of examining how schools with varying socioeconomic profiles provide different e-learning experiences for individual students, explained by the different institutional settings and cultural features of schools.

Malaysian University Students' Preferences of Social Media and LMS in Academia

2018 ◽  
Vol 8 (1) ◽  
pp. 51-67 ◽  
Author(s):  
Shaidatul Akma Adi Kasuma ◽  
Mohamad Saifudin Mohamad Saleh ◽  
Ayuni Akhiar ◽  
Yanny Marliana Baba Ismail
Keyword(s):  
Higher Education ◽  
Social Media ◽  
University Students ◽  
Informal Learning ◽  
Management System ◽  
Higher Education Institutions ◽  
Academic Environment ◽  
Learning Platform ◽  
E Learning ◽  
Academic Content

Academic online portals of Learning Management System (LMS) and social media have become a necessity in many higher education institutions to tie classroom meetings with learning resources. This study examines Malaysian university students' preferences of social media and LMS for academic purposes. A set of questionnaires was distributed to 269 students at four Malaysian universities. The results show that the students preferred both social media and e-learning for academic purposes, although their interest in social media was slightly higher than that of e-learning. The students had a higher regard for the academic content shared with them, than the design of a social media or e-learning platform. This suggests that both social media and e-learning are highly suitable to be used in academic environment to cater to students' need for formal-informal learning.

scholarly journals SPOC y formación del profesorado: aproximación bibliométrica y pedagógica en Scopus y Web of Science

2020 ◽  
Vol 23 (2) ◽  
Author(s):  
Ernesto Colomo Magaña ◽  
Enrique Sánchez Rivas ◽  
José María Fernández Lacorte ◽  
Juan Manuel Trujillo Torres
Keyword(s):  
Social Sciences ◽  
Information And Communication Technologies ◽  
Web Of Science ◽  
Online Courses ◽  
Communication Technologies ◽  
Scientific Production ◽  
Digital Competence ◽  
Information And Communication ◽  
E Learning ◽  
Competencia Digital

La enseñanza online, vinculada a la incorporación de las tecnologías de la información y la comunicación al ámbito educativo, han supuesto una revolución para los procesos formativos. En este sentido, los small private online courses (SPOC) se convierten en un recurso con el que poder diseñar acciones formativas para el profesorado. Este estudio, mediante un análisis pedagógico y bibliométrico, pretende conocer las características de los SPOC como recurso formativo y la evolución de su producción científica en las bases de datos Scopus y Web of Science. Los resultados reflejan un aumento significativo de la producción científica en los últimos años, destacando el interés creado en las instituciones universitarias y en las áreas de ciencias de la computación y ciencias sociales. Entre los motivos pedagógicos, encontramos la amplia oferta académica, la personalización del proceso formativo o la mejora de la competencia digital al formarse mediante SPOC. En definitiva, el crecimiento de los SPOC está relacionado con las ventajas que aportan sus características didácticas en un contexto educativo en el que las tecnologías juegan un papel clave, por lo que se convierte en un recurso de interés para la formación de los docentes. E-learning, linked to the incorporation of information and communication technologies in education, has been a revolution for training processes. In this sense, the small private online courses (SPOC) become a resource with which to design training actions for teachers. This study, through a pedagogical and bibliometric analysis, aims to know the characteristics of SPOCs as a training resource and the evolution of its scientific production in the Scopus and Web of Science databases. The results reflect a significant increase in scientific production in recent years, highlighting the interest created in university institutions and in the areas of computer science and social sciences. Among the pedagogical reasons, we find the wide academic offer, the personalization of the training process or the improvement of the digital competence when being formed through SPOC. In short, the growth of SPOCs is related to the advantages that their didactic characteristics bring in an educational context in which technologies play a key role, so it becomes a resource of interest for teacher training.

scholarly journals Comparing the Factors That Predict Completion and Grades Among For-Credit and Open/MOOC Students in Online Learning

2018 ◽  
Vol 22 (1) ◽  
Author(s):  
Ma. Victoria Almeda ◽  
Joshua Zuech ◽  
Ryan S. Baker ◽  
Chris Utz ◽  
Greg Higgins ◽  
...  
Keyword(s):  
At Risk ◽  
Online Learning ◽  
Online Education ◽  
Course Design ◽  
Student Groups ◽  
Course Success ◽  
Learning Platform ◽  
Massive Online Open Courses ◽  
New Students ◽  
Open Courses

Online education continues to become an increasingly prominent part of higher education, but many students struggle in distance courses. For this reasonFor this reason, there has been considerable interest in predicting which students will succeed in online courses , achieving poor grades or dropping out prior to course completionn). Effective intervention depends on understanding which students are at-risk in terms of actionable factors, and behavior within an online course is one key potential factor for intervention. In recent years, many have suggested that Massive Online Open Courses (MOOCs) are a particularly useful place to conduct research into behavior and interventions, given both their size and the relatively low consequences/costs of experimentation. However, it is not yet clear whether the same factors are associated with student success in open courses such as MOOCs as in for-credit course -- an important consideration before transferring research results between these two contexts. While there has been considerable research in each context, differences between course design and population limit our ability to know how broadly findings generalize; differences between studies may have nothing to do with whether students are taking a course for-credit or as a MOOC. Do , this body of literature has been split into two-subcategories: research on success in MOOCs and research on success in For-credit courses. Few studies Few studies have attempted tohave attempted to understand how students and their learning experiences differ between these contexts, bypassing an opportunity to synthesize findings across different student populations who engage in online education. Do bypassing an opportunity to synthesize findings across different populations who engage in online education. To address this issue, we Do learners behave the same way in MOOCs and for-credit courses? AAre the implications for learning different, even for the exact same behaviors? In this paper, we study these issues through developing models that predict student course success from online interactions, in an online learning platform that caters to both distinct student groups (i.e., students who enroll on a for-credit or a non-credit basis). Our findings indicate that our models perform well enough to predict students’ course grades for new students across both of our populations. Furthermore, models trained on one of the two populations were able to generalize to new students in the other student population. We find that features related to comments were good predictors of student grade for both groups. Models generated from this research can now be used by instructors and course designers to identify at-risk students both for-credit and MOOC learners, towards providing both groups with better support.

scholarly journals Competencia digital de un tutor e-learning: un modelo emergente de buenas prácticas docentes en TIC

2019 ◽  
Vol 12 (3) ◽  
pp. 49-68 ◽  
Author(s):  
Inmaculada Aznar Díaz ◽  
María Pilar Cáceres Reche ◽  
José María Romero Rodríguez
Keyword(s):  
Teaching Practices ◽  
Concept Maps ◽  
Ad Hoc ◽  
Structured Interview ◽  
Teaching Methodology ◽  
Good Teaching ◽  
Digital Competence ◽  
E Learning ◽  
Buenas Prácticas ◽  
Competencia Digital

RESUMEN: El presente escrito forma parte de una investigación que versa sobre la representación del conocimiento sobre buenas prácticas docentes de un tutor e-learning. La metodología de trabajo es mixta, combina tanto instrumentos cuantitativos: cuestionario cerrado tipo Likert, como cualitativos: entrevista semiestructurada. El cuestionario fue elaborado ad hoc en base a las funciones y competencias del buen tutor e-learning recogidas por Yot y Marcelo (2013), aplicándose a una muestra de 13 tutores pertenecientes al departamento de tutorización de una escuela de negocios, donde se imparten enseñanzas de educación superior. Tras el análisis de los datos, se determinó a un tutor e-learning como agente de buenas prácticas en base a las respuestas satisfactorias y los criterios establecidos, al cual posteriormente se le realizó la entrevista para poder realizar una aproximación a su competencia digital. Los datos obtenidos del cuestionario se analizaron a través del software SPSS, mientras que los de la entrevista mediante el software cualitativo Atlas.ti. Finalmente fueron representados en dos mapas conceptuales, el primero recoge los datos referentes al contacto con el alumnado y la metodología docente, y el segundo muestra los aspectos relacionados con la gestión de los contenidos y la resolución de dudas. PALABRAS CLAVE: competencia digital; e-learning; buenas prácticas docentes; representación del conocimiento.   ABSTRACT: This paper is part of a research that deals with the representation of the knowledge about good teaching practices of an e-learning tutor. The work methodology is mixed, combining both quantitative instruments, closed questionnaire type Likert, and qualitative, with a semi-structured interview. The questionnaire was elaborated ad hoc on the basis of the functions and competences of the good e-learning tutor collected by Yot and Marcelo (2013), being applied to a sample of 13 tutors belonging to the tutoring department of a business school, where higher education is taught. After the analysis of the quantitative data, an e-learning tutor was determined as an agent of good practices on the basis of the satisfactory answers and the established criteria, to which the interview was subsequently carried out in order to be able to make an approach to its digital competence. The data obtained from the questionnaire were analyzed through the SPSS software, while those from the interview were analyzed through the Atlas.ti qualitative software. Finally, they were represented in two concept maps: the first one gathers the data referring to the contact with the students and the teaching methodology, and the second one shows the aspects related to the management of the contents and answer for questions. KEYWORDS: digital competence; eLearning; good teaching practices; knowledge representation.

scholarly journals Interacciones Moodle-MOOC: presente y futuro de los modelos de e-learning y b-learning en los contextos universitarios

2017 ◽  
pp. 241-257
Author(s):  
José Gómez Galán
Keyword(s):  
Massive Online Open Courses ◽  
E Learning ◽  
Open Courses

La interaccin entre plataformas virtuales desarrolladas con sistemas de software como Moodle, de tanta implementacin para los campus virtuales de la Educacin Superior, y el reciente modelo pedaggico que ofrece el fenmeno MOOC (Massive Online Open Courses), basado en la masividad y gratuidad de la formacin, ofrecen nuevas perspectivas en la configuracin de las estructuras acadmicas, docentes y cientficas universitarias. En el presente artculo, una investigacin terica basada en el mtodo de modelacin, se tiene como principal objetivo analizar y estudiar las especiales caractersticas y formas de ambos fenmenos, y las posibles interacciones que se pueden producir entre ellos en la creacin de futuros modelos de enseanza en Educacin Superior.

scholarly journals Facilitating Teaching and Learning with Made to Measure Fashion Design and Creation MOOC Courses

2020 ◽  
Vol 10 (10) ◽  
pp. 792-796
Author(s):  
Tanya Dove ◽  
Keyword(s):  
Teaching And Learning ◽  
Limited Range ◽  
Fashion Design ◽  
Fashion Industry ◽  
Instructional Videos ◽  
Women's Clothing ◽  
Learning Platform ◽  
Massive Online Open Courses ◽  
E Learning ◽  
Area Of Concern

Massive Online Open Courses (MOOC) provides a flexible and engaging learning environment. A MOOC in Apparel Technology facilitates a comprehensive e-Learning platform, with a variety of instructional videos and technical resources, which will foster a technical foundation in pattern cutting and sewing for learners. Apparel technology is a core skill for fashion design students; however, universities only address a limited range of construction techniques within their curriculum. Students work towards model size apparel for their graduate fashion shows, which limit the learner’s knowledge in developing apparel for different body shapes. A MOOC in Apparel Technology would facilitate learners with the skills and knowledge to develop apparel for different sizes and figure shapes, with fit assessment and problem-based forums on fit solutions. With many retailers now providing a global platform for the sales of clothing, the sizing of women’s clothing is an area of concern in the fashion industry, ‘one size does not fit all’. The inconsistencies in garment sizing can contribute to the dissatisfaction of garment fit, leaving women unable to find, or know, what size fits their body shape. MOOC incorporates an innovative design and e-Learning platform, in a less structured approach, which harnesses learning in an interactive setting, with online interactions prompting learners to collaborate, share ideas and examples, in a less structured environment.

scholarly journals University students' perceptions through e-learning implementation during COVID-19 pandemic: Positive or negative features dominate?

2021 ◽  
Vol 8 (1) ◽  
pp. 197-211
Author(s):  
Mulyani Mulyani ◽  
Fidyati Fidyati ◽  
Suryani Suryani ◽  
Murnia Suri ◽  
Halimatussakdiah Halimatussakdiah
Keyword(s):  
University Students ◽  
English Language ◽  
Learning Experience ◽  
Language Instruction ◽  
Learning Material ◽  
English Class ◽  
Learning Platform ◽  
The Social ◽  
English Language Instruction ◽  
E Learning

English language instruction that moves away from offline to online should become the EFL lecturers’ concern for their students’ successful learning outcome. The students must be kept in the lecturers’ mind when they plan and program the instruction. This study aims at investigating the students’ perceptions and preferences on English instruction through e-learning implementation during the COVID-19 pandemic. This research applies a qualitative approach in a descriptive method design by involving 106 English class students from three different higher educations in Aceh, Indonesia. The thematic and comparative analyses are applied in analyzing the data. The findings of the study show that 50% of the students impress negative features concerning the internet network, a high need of internet quotas, the limitation of learning material explanation and absorption, and the social media influences. The study also reveals that 59.6% of positive features dominate the findings associated with the students’ interest in e-learning implementation as a new learning experience/exploration, engagement and enthusiasm, the flexibility of time and place, and the advance of digital technology usage and adaptation. Besides, WhatsApp, Opensimka, Google Classroom, and Google Meet have become the four most preferable e-learning platform among the respondents. It implies that e-learning implementation during the COVID-19 pandemic gives a variety of practical benefits to university students in the virtual English class. Yet, this still requires sufficient mentoring and extra supporting digital tools for the students and the lecturers.

Effects of an E-Learning Platform for EFL Chinese Learners

2011 ◽  
pp. 98-115
Author(s):  
Lin Shen ◽  
Jitpanat Suwanthep ◽  
Felicia Zhang
Keyword(s):  
University Students ◽  
Influential Factors ◽  
Control Group ◽  
Spoken English ◽  
Speaking Proficiency ◽  
Learning Platform ◽  
Chinese University ◽  
Post Test ◽  
E Learning ◽  
Chinese University Students

As English has been increasingly recognized as one of the influential factors for China in taking parts in global community, students and Chinese professionals need to participate in international seminars and conferences, and internationally collaborate with academics through the lingua franca, English. Hence, being able to speak intelligible English has unavoidably become a necessity, especially for Chinese university students. The purpose of this chapter focuses on the implementation of constructive role plays (CRP) via the NHCE e-learning in learning English as a foreign language classes. This chapter exploits quantitative and qualitative methods such as pretest, post-test, student questionnaires and student role play recording analysis to collect data to demonstrate the effectiveness of CRP on Chinese university students’ spoken English development. Results showed that there was a significant increase in the students’ speaking proficiency for the experimental group as compared to the control group. The results also indicated that CRP has been highly successful as an effective aid in improving EFL students’ speaking. The NHCE e-learning platform can provide a motivating environment for L2 students to practice spoken English. However, the empirical results showed that the use of online audio chat facility to perform the CRP may make some students feel anxious, due to its synchronized nature. This suggests that its use should be carefully considered in relation to divergent groups of learners.

scholarly journals Efectos del programa affective e-learning en el desarrollo de la Competencia Digital en estudiantes del Grado en Educación Primaria

2020 ◽  
Vol 38 (3 Nov-Feb) ◽  
pp. 129-150
Author(s):  
Álvaro Pérez García ◽  
Alba María Hernández-Sánchez
Keyword(s):  
Primary Education ◽  
Ad Hoc ◽  
Educational Programme ◽  
First Year ◽  
Digital Competence ◽  
Standards Compliance ◽  
Common Framework ◽  
E Learning ◽  
Educación Primaria ◽  
Competencia Digital

INTRODUCCIÓN. Este artículo presenta los efectos de un programa interuniversitario de especialización en competencias digitales basado en la metodología didáctica de affective e-learning. El programa formativo nace del proyecto I+D+i denominado Evaluación y desarrollo de dos competencias genéricas en estudiantes de primer año del grado de maestro en educación primaria. El grupo de 109 participantes pertenece al título de magisterio de Educación Primaria de las Facultades de Educación de la Universidad de Oviedo, la Universidad de Jaén y en la Universidad de Granada. MÉTODO. Tras el diseño del programa formativo se aplica un cuestionario ad-hoc validado por jueces expertos externos. El instrumento formado por 49 ítems tiene una estabilidad de escala aplicada con un Alfa de Cronbach de 0,786. Este cuestionario se fundamenta en el Marco Común de Competencia Digital Docente del Instituto Nacional de Tecnologías Educativas y de Formación del Profesorado. RESULTADOS. Se demuestran diferencias significativas entre el pretest y el postest en la comprensión y aplicación de habilidades de la competencia digital, en términos de mejora en las destrezas de configuración, uso, autonomía, análisis, búsqueda y cumplimiento de estándares. DISCUSIÓN. Los hallazgos encontrados avalan la efectividad de aplicar un modelo de affective e-learning que se adapte a los conocimientos previos y los distintos ritmos y estilos de aprendizaje del grupo de participantes en su formación universitaria. INTRODUCTION. This article presents effects of interuniversity programme about digital competences specialization, based on affective e-learning methodology. The educational programme originated from I+D+i project denominated Evaluation and development of two generics competences of first year Primary Education students. The group of 109 students belong to Primary Education University degree of Faculties of Oviedo, Jaén and Granada.  METHOD. After completing the design of educational programme, it applies an ad-hoc questionnaire validated by external experts. The 49 items tool has a stability of 0,786 Cronbach Alpha. This questionnaire based on Common Framework of Teacher Digital Competence of National Institute of Educational Technologies and Teachers Training. RESULTS. It shows significant differences between pretest and postest on understanding and application of digital competences abilities, in terms of improving skill of configuration, use, autonomy, analysis, search and standards compliance.  DISCUSSION. Findings endorse the effectivity of apply an affective e-learning model that adapt to preliminary knowledge and different learning pace and style of student group.

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