scholarly journals Conocimientos del profesorado universitario en herramientas telemáticas

2011 ◽  
pp. 101-127
Author(s):  
Dr. Pablo César Muñoz Carril ◽  
Dra. Mercedes González Sanmamed
Keyword(s):  
Virtual Environments ◽  
Methodological Approach ◽  
Teaching Experience ◽  
University Teaching ◽  
Learning Tools ◽  
E Learning ◽  
Level Of Knowledge ◽  
The University ◽  
Professional Teaching ◽  
Entornos Virtuales

En el presente artículo mostramos los resultados obtenidos en una investigación de carácter cuantitativo llevada a cabo con profesores de primer, segundo y tercer ciclo de la Universidad de A Coruña que utilizaban sistemas de e-learning como complemento a sus clases presenciales. Uno de los principales propósitos del estudio ha sido recoger las voces del profesorado en cuanto a su nivel de conocimiento en herramientas teleformativas. También se ha analizado si existían diferencias en cuanto a los niveles de conocimiento del profesorado universitario en función de sus características personales (“sexo” y “edad”) y profesionales (“experiencia docente”, “experiencia docente universitaria utilizando entornos virtuales” y “categoría administrativa”). Los resultados obtenidos reflejan que el nivel de conocimiento del profesorado en herramientas teleformativas es bajo, siendo el correo electrónico y el chat, las utilidades que han alcanzado mayor puntuación. Por último, los análisis inferenciales realizados pusieron de manifiesto que es el profesorado más joven, en régimen de contrato, con menos años de experiencia y con mayor tiempo utilizando entornos virtuales, el que posee mayores niveles de conocimiento de las herramientas teleformativas.AbstractThis paper presents the findings from a research aiming to study the perception of the knowledge level of the use of e-learning tools among faculty from the University of A Coruna, belonging to both undergraduate and graduate programs. Based on a quantitative methodological approach, differences in knowledge levels are analysed, in order to identify relationships according to personal (sex and age) and professional (teaching experience, university teaching experience using virtual environments and position) features. The results show that the level of knowledge of faculty in e-learning tools is low, being e-mail and chat the utilities that have achieved the highest score.An inferential analysis also shows that untenured younger teachers, with fewer years of experience and using virtual environments for a longer period of time, score higher levels of knowledge of the e-learning tools.Recibido: 16 de agosto de 2010 Aceptado: 24 de enero de 2011

scholarly journals Estudio cuantitativo sobre el uso docente de herramientas teleformativas en el ámbito de la programación y bases de datos

2010 ◽  
pp. a133
Author(s):  
Pablo César Muñoz Carril ◽  
Mercedes González Sanmamed
Keyword(s):  
Virtual Environments ◽  
Learning Environments ◽  
Teaching Experience ◽  
Learning Systems ◽  
E Learning ◽  
Inferential Analysis ◽  
The University ◽  
Entornos Virtuales

El artículo que presentamos muestra los resultados más significativos obtenidos en un estudio cuantitativo tipo "survey", desarrollado con docentes de la Universidad de A Coruña que utilizaban sistemas teleformativos como suplemento a sus clases presenciales. Uno de los objetivos clave de dicha investigación se centraba en conocer cuál era el nivel de aplicación y uso que el profesorado universitario realizaba respecto a herramientas tele-educativas pertenecientes al área de programación y bases de datos. Los análisis inferenciales realizados determinaron que existían variables de tipo profesional (como la "experiencia docente utilizando entornos virtuales" y la "categoría administrativa") que influían de forma significativa en el nivel de aplicación y uso que mostraba el profesorado en el área de programación y bases de datos bajo contextos teleformativos.  AbstractThis article shows most relevant results obtained in a survey developed with professors from the University of A who use e-learning systems to complement their lecture classes. The main objective of the research was to identify how much the professors used telematic applications and tools in the programming area and databases at the e-learning environments. The inferential analysis performed showed that there are certain variables (such as "teaching experience using virtual environments" and "administrative category"), which significantly influenced the level of application and use that showed teachers in the programming area and databases at the e-learning environments.

Peer assessment and gamification: a university teaching experience in a course of Media Education

2019 ◽  
Author(s):  
Filippo Bruni
Keyword(s):  
Digital Literacy ◽  
Peer Assessment ◽  
Methodological Approach ◽  
Teaching Experience ◽  
Media Education ◽  
University Teaching ◽  
Digital Products ◽  
Evaluation Procedures ◽  
Timely Response ◽  
The University

Attention towards university teaching is growing, also as a result of the evaluation procedures aimed at the Italian university system. In this context, the experience of the course of Media Education and digital literacy activated during the degree course in Communication Sciences at the University of Molise is presented. Given the need to acquire not only knowledge but digital literacy, students were asked to create digital products using a dual methodological approach: gamification and peer evaluation. The gamification has allowed to conceive the activities of the course as a series of challenges to which to give a timely response, as documented by the blog of the course https://ilblogcialafebbre.blogspot.com/.  The peer assessment allowed to increase the interactions among the students, pushing to forms of analysis and comparison that have had positive repercussions on the realized digital products. In evaluating the overall experience, despite the difficulty in interpreting the available data, the perspective of  linking the gamification processes to the creation of assessment rubrics is affirmed

scholarly journals Sustainable development in higher education: an integrated teaching and research experience

2021 ◽  
Vol 21 (2) ◽  
pp. 46-63
Author(s):  
Giovanna Del Gobbo ◽  
Francesco De Maria ◽  
Marta Pampaloni
Keyword(s):  
Sustainable Development ◽  
Learning Outcomes ◽  
Teaching Experience ◽  
University Teaching ◽  
Research Experience ◽  
Education Professionals ◽  
Agenda 2030 ◽  
E Learning ◽  
University Of Florence ◽  
The University

The contribution presents a teaching experience in a master’s degree program of ​​the University of Florence in pedagogical area. Through an integrated research-informed teaching (RIT) approach and the use of active methodologies, the course focuses on the topics of Agenda 2030 and sustainability, dealing with educational dimension underlying development’s actions. The importance of student-centred and learning outcomes-oriented pedagogical and didactic approaches are highlighted. These are functional to the development of competences linked to the theme of sustainable development, but also oriented towards the training of education professionals who are considered central figures in the accompaniment and management of ecological and sustainable transition processes. The contribution offers the systematization of this long-term experience in university teaching.   Lo sviluppo sostenibile nell’alta formazione: un’esperienza integrata di didattica e ricerca Il contributo presenta un’esperienza di insegnamento all’interno di un corso di laurea magistrale di area pedagogica dell’Università di Firenze. Attraverso un approccio integrato di research-informed teaching (RIT) e l’utilizzo di metodologie attive, il corso è centrato sui temi dell’Agenda 2030 e della sostenibilità, esplicitando la dimensione educativa sottesa alle azioni di sviluppo. Si evidenzia l’importanza di approcci pedagogici e didattici student centred e learning outcomes oriented funzionali allo sviluppo di competenze legate al tema dello sviluppo sostenibile e volti alla formazione di professionisti dell’educazione e della formazione ritenuti figure centrali nell’accompagnamento e nella gestione di processi di transizione ecologica e sostenibile. Il contributo offre la sistematizzazione di questa esperienza pluriennale di didattica universitaria.

scholarly journals A Teaching Experience through the use of Tasks: Limits and possibilities for learning Mathematics in a university context

2020 ◽  
Vol 22 (2) ◽  
Author(s):  
Alessandro Ribeiro ◽  
Juliana Paulin
Keyword(s):  
Teaching And Learning ◽  
Teaching Practice ◽  
Teaching Experience ◽  
Analysis Data ◽  
University Teaching ◽  
Mathematical Tasks ◽  
Integral Calculus ◽  
Mathematical Concepts ◽  
Fundamental Theorem Of Calculus ◽  
The University

Context: Rethinking mathematics teaching practices in a university context is an emerging research theme. Objectives: In this article, we aim to discuss the limits and possibilities of using mathematical tasks in the teaching and learning processes of the concepts of Derivative, Integral and the Fundamental Theorem of Calculus. Design: The study is based on a qualitative-interpretative perspective of research, with methodological procedures inspired by a Design-Based Research. Environment and participants: The research was developed with students attending a Functions of a Variable class in a public university in the state of São Paulo. Data collection and analysis: Data were collected through mathematical tasks on Differential and Integral Calculus solved by students. The protocols produced were analysed, pointing out the main aspects identified, which led us to organize categories of analysis and dimensions (i) knowledges mobilized and developed by students in relation to mathematical concepts; (ii) main errors and difficulties presented by students in the development of tasks; (iii) limits and possibilities of the practice of exploratory teaching in the university context. Results: The results reveal aspects that characterize a process of resignifying the mathematical concepts discussed with the students and a deepening of their knowledge about the concepts of the DIC. Conclusions: As future notes, we suggest rethinking university teaching practice, since the study indicated possibilities and potentialities of the use of exploratory tasks in the teaching of Differential and Integral Calculus.

scholarly journals Distance, Online and Blended Learning as Main Educational Trends During Pandemic 2020 Conditions

2021 ◽  
pp. 1-25
Author(s):  
Oksana Strutynska ◽  
Mariia Umryk
Keyword(s):  
Distance Learning ◽  
Blended Learning ◽  
Learning Process ◽  
University Teaching ◽  
Professional Activity ◽  
Teaching Staff ◽  
Learning Tools ◽  
Knowledge And Skills ◽  
Educational Trends ◽  
Level Of Knowledge

Distance learning and self-education have been an actual trend for many years but during the pandemic, it became critically relevant and important. The closure of schools and higher education institutions around the world had a negative impact on the educational sector in many countries in general and has affected almost every student and educator. This paper examines Ukrainian educators’ level of knowledge and skills in using modern distance learning tools and trends and the way of improving the teaching-learning process during the conditions of the 2020 pandemic. The authors present their review of educational trends under the conditions of distance, online and blended learning. They also examine the Ukrainian educators’ level of knowledge and skills in using modern distance learning tools and trends. For this purpose, the authors have elaborated and implemented a local survey for a Ukrainian university teaching staff (target group) who need to use distance learning tools in their research and professional activity during the quarantine. The authors also present the ways of improving the learning process via distance learning tools.

scholarly journals Effectiveness of Training Program in Enhancing E-Assessment through Tablets and Smartphones: A Case Study of Saudi Arabia

2018 ◽  
Author(s):  
Ahmed Maajoon Alenezi
Keyword(s):  
Training Program ◽  
Teaching Practice ◽  
Learning Objects ◽  
Learning System ◽  
Smart Phones ◽  
University Teaching ◽  
Assessment Process ◽  
Teaching Staff ◽  
E Learning ◽  
The University

This research assess the effects of training program based on the usage of the digital learning objects in teaching practice at the Northern Borders University staff. E Assessment through the tablets and smart phones and the teachers’ attitudes towards such way of evaluation is the major objective of this study as the researcher expects that the assessment mechanism in the university through utilization of tablets and smart phones and its application will inevitably bring in a systematic improvement in the assessment and evaluation process of the curricula. Moreover, making use of the e learning objects in training will make a significant change in e training program of the university. Hence, the researcher has chosen voluntary random samples from the university teaching staff (men\women) from various different faculties (medicine, medical sciences, science, education and arts, business administration, home economics, and science and literature). These samples included 300 members of the teaching staff. In a group of 20 to 25 members, a personal training was conducted regarding the usage of tablets and smart phones and its applications in the assessment process. Each group participated by producing a complete e-assessment for their students in the Northern Borders University and by the e learning system i.e. Blackboard and Question Mark. The research also depends on the semi-experimental design of multiple groups and on testing the groups’ pre and post achievement tests. In addition, the research identifies the level of the university teaching staff in using the tablets and the smartphones and its applications in the assessment process by the note card that the individuals have during the test.

scholarly journals Comparative Study Of Platforms For E-Learning In The Higher Education

2008 ◽  
Vol 4 (8) ◽  
pp. 15-26
Author(s):  
Jose Mondejar-Jimenez ◽  
Juan-Antonio Mondejar-Jimenez ◽  
Manuel Vargas-Vargas ◽  
Maria-Leticia Meseguer-Santamaria
Keyword(s):  
Higher Education ◽  
Comparative Study ◽  
Virtual Environments ◽  
Integrated Management ◽  
The Internet ◽  
Virtual Campus ◽  
University Environment ◽  
La Mancha ◽  
E Learning ◽  
The University

Castilla-La Mancha University has decided to implement two tools: WebCT and Moodle, Virtual Campus has emerged: www.campusvirtual.ulcm.es. This paper is dedicated to the analysis of said tool as a primary mode of e-learning expansion in the university environment. It can be used to carry out standard educational university activities in accordance with the guidelines set out by the new European Space for Higher Education. New needs continue to present themselves, not only with regard to the exchange of information and documents, but the complete and integrated management of teaching which is carried out using virtual environments and the Internet: e-learning.

scholarly journals Entornos virtuales de enseñanza-aprendizaje. Evaluación del uso de las herramientas virtuales en el máster de educación para el desarrollo

2012 ◽  
pp. a193
Author(s):  
Luisa Torres Barzabal ◽  
Esther Prieto Jiménez ◽  
Luis López Catalán
Keyword(s):  
Virtual Environments ◽  
Virtual Tools ◽  
Teaching Resource ◽  
Learning Evaluation ◽  
On Line ◽  
Teaching Learning ◽  
The University ◽  
Master Of Education ◽  
Academic Year ◽  
Entornos Virtuales

El uso de las plataformas virtuales como recurso docente en el ámbito universitario, es una realidad cada vez más generalizada. A lo largo de este artículo realizaremos una evaluación de la puesta en marcha del Máster Universitario en Educación para el Desarrollo (EpD), implementado en la Universidad Pablo de Olavide de Sevilla, y realizado on-line en su totalidad. Todo ello lo llevaremos a cabo con el análisis de los datos extraídos del curso académico 2009-2010.Virtual environments for teaching-learning. Evaluation of the use of virtual tools in the master of education for sustainable developmentAbstractThe use of virtual platforms as a teaching resource in the university, is an increasingly common reality. Throughout this article we will evaluate the implementation of the Master's Degree in Education for Development (EPD), implemented at the University Pablo de Olavide de Sevilla, and performed on-line in its entirety. This will make it to the analysis of data from the 2009-2010 academic year.

Using Technologies to Develop Skills and Autonomy in Foreign Language Teachers

2017 ◽  
Vol 9 (5) ◽  
pp. 64
Author(s):  
Giuseppe Maugeri
Keyword(s):  
Foreign Language ◽  
Virtual Environments ◽  
Language Teachers ◽  
Foreign Languages ◽  
Learning Tools ◽  
Foreign Language Teachers ◽  
Web Based ◽  
E Learning ◽  
Training Courses ◽  
The One

This study focuses on the peculiarities that training courses mediated by technologies need to feature to positively affect the motivation and the building of metacognitive and didactic competences in teachers of foreign languages. What is especially highlighted is the fact that the advantages of these courses are closely related to the variables internal to the virtual environments that put the participants in control of their own learning process. With this in mind, two areas are taken into consideration, the constructive-interactional approach regarded as a model to design virtual learning environments on the one hand, and on the other the characteristics of e-learning tools and web-based tasks that help teachers acquire and refine metacognitive strategies, critical thinking and digital practices useful for their professional development.

THE PERCEPTIONS OF FEMALES STUDENTS AT A NEW UNIVERSITY IN SAUDI ARABIA TO USE SOCIAL MEDIA AS E-LEARNING TOOLS TO SUPPORT LEARNING

2020 ◽  
Vol 8 (10) ◽  
pp. 77-83
Author(s):  
Omar Abdullah Alshehri
Keyword(s):  
Social Media ◽  
Saudi Arabia ◽  
Educational Process ◽  
Future Research ◽  
Learning Tools ◽  
Learning And Teaching ◽  
E Learning ◽  
Social Media Tools ◽  
The University ◽  
Study Participants

This paper examines the perspectives of female's students at a new university in Saudi Arabia to use social media as e-learning tools to support their learning. It also aims to investigate their current usage of these tools and the benefits behind using these tools for learning. Another aim of this study is to examine the difficulties that females' students face when they use social media tools in their learning process. The study participants comprised 23 Saudi females' students at a new university and surveyed was used to collect data for this study. The results indicate that female students are using social media tools and their opinions largely coincide regarding the benefits of and barriers to social media usage. The study recommends that future research on the usage of social media tools for learning and teaching be extended to include a wider demographic base at the same or a different university to further explore the extent to which these tools used for learning. The study provides insights that may help decision-makers at the university to recognise the extent to which females use and integrate social media tools to facilitate the educational process.

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