scholarly journals Digital Content Creation Tools: American University Teachers’ Perception

2021 ◽  
Vol 11 (24) ◽  
pp. 11649
Author(s):  
Álvaro Antón-Sancho ◽  
Diego Vergara ◽  
Victoria Eugenia Lamas-Álvarez ◽  
Pablo Fernández-Arias
Keyword(s):  
Latin American ◽  
Teaching Experience ◽  
Digital Content ◽  
Academic Degree ◽  
Academic Characteristics ◽  
American University ◽  
Content Creation ◽  
University Teachers ◽  
E Learning ◽  
Latin American Countries

This paper studies the perception of Latin American university teachers about the effectiveness of digital content creation (DCC) tools for the creation of e-learning training actions. For this purpose, the opinions of a group of 564 teachers from different universities in 16 Latin American countries have been collected and their answers have been analyzed according to different sociological and academic characteristics (gender, age, teaching experience, area of knowledge, and academic degree). The results indicate that Latin American university teachers express high levels of digital training and highly value the didactic effectiveness of DCC tools to develop e-learning training actions. This valuation is significantly higher among females than males. Gender is also revealed as the most influential characteristic in the perception of teachers about the use of digital resources in the classroom, above any other aspect.

scholarly journals Soft Skills of American University Teachers: Self-Concept

2021 ◽  
Vol 13 (22) ◽  
pp. 12397
Author(s):  
Pablo Fernández-Arias ◽  
Álvaro Antón-Sancho ◽  
Diego Vergara ◽  
Amelia Barrientos
Keyword(s):  
Soft Skills ◽  
Teaching Experience ◽  
Geographic Area ◽  
Optimal Level ◽  
Self Concept ◽  
Educational Model ◽  
American University ◽  
University Teachers ◽  
Hard Skills ◽  
Age Range

Today, soft skills (transversal competencies) are increasingly appreciated by employers as essential skills for professional success. Likewise, these competencies are necessary to be able to operate as individuals in today’s society. In view of this situation, in the future post-COVID-19 educational model it is necessary to design training programs that promote both hard skills (specific competencies) and soft skills. This fact brings to the table the need for university teachers to have an optimal level of soft skills so that their students can acquire them. Given this situation, this paper aims to analyze the degree of acquisition of this type of competencies in American university teachers from different regions: (i) North America; (ii) Central America, and (iii) Southern Cone. To achieve this objective, it has been necessary to develop a questionnaire on the self-concept of soft skills, based on several variables: (i) gender, (ii) age range, (iii) geographic area, (iv) area of knowledge, (v) years of teaching experience, and (vi) university tenure (public-private). The questionnaire developed was based on the soft skills included in the Bochum Inventory of Personality and Competences (BIP). Results, obtained by descriptive and inferential statistical analysis of the means and deviations of the data collected from a sample of 473 participants, reflect that, in general, the American university teachers have a high self-concept about their degree of soft skills development. Although results show significant differences depending on each variable considered in this study, it can be suggested that the American university teachers are prepared to face a mixed university educational model, which promotes equally both hard skills and soft skills.

scholarly journals Self-Assessment of Soft Skills of University Teachers from Countries with a Low Level of Digital Competence

Electronics ◽  
2021 ◽  
Vol 10 (20) ◽  
pp. 2532
Author(s):  
Álvaro Antón-Sancho ◽  
Diego Vergara ◽  
Pablo Fernández-Arias
Keyword(s):  
Latin American ◽  
Soft Skills ◽  
Learning Mechanisms ◽  
Digital Competence ◽  
American University ◽  
University Teachers ◽  
Low Level ◽  
Global Innovation ◽  
Short Period ◽  
Digital Development

The lockdown of March and April 2020 as a consequence of the COVID-19 pandemic has forced relevant changes in the educational environment in a very short period of time, making it necessary to suspend in-person instruction and generating the need to implement virtual learning mechanisms. In a future post-COVID-19 hybrid educational model, it will be necessary for university teachers to acquire an optimal degree of digital competence, as a combination of different competencies, namely, (i) technical, (ii) digital, and (iii) soft. Soft skills have been shown to have a decisive influence on the development of digital competence. The aim of this study was to analyze the degree of acquisition of soft skills in Latin American university teachers whose countries are less digitally developed. For this purpose, the countries with the lowest Global Innovation Index (GII) were selected: (i) Panama; (ii) Peru; (iii) Argentina; (iv) El Salvador; (v) Ecuador; (vi) Paraguay; (vii) Honduras; and (viii) Bolivia. To achieve this objective, it was necessary to develop a questionnaire on the self-concept of soft skills, based on the soft skills included in the Bochum Inventory of Personality and Competences (BIP). Results obtained from statistical analysis of the data collected from a sample of 219 participants show that university teachers are sufficiently prepared, in terms of their soft skills, for the increase in digital competence required as a result of the COVID-19 crisis, despite the low level of digital development in their respective countries.

scholarly journals E-Learning in the Linguistic Disciplines Teaching: the Experience of Remote and Full-Time Learning

2021 ◽  
Vol 110 ◽  
pp. 03004
Author(s):  
Tatiana Isaeva
Keyword(s):  
Teaching Experience ◽  
Full Time ◽  
Learning Methods ◽  
Online Learning Communities ◽  
Face To Face ◽  
University Teachers ◽  
Empirical Survey ◽  
Teachers And Students ◽  
E Learning ◽  
Advanced Teaching

The period of forced remote learning has deepened university teachers’ and students’ experience in e-learning and developed a number of abilities, including ITC-competence and possession of various e-learning methods. This valuable experience should be used after resuming of full-time or face-to-face (F2F) learning in the universities. The purpose of the article is to determine the most promising areas of using e-learning in the linguistic disciplines teaching based on the analysis of the advanced teaching experience during the pandemic and after the resumption of traditional full-time education. Using the methods of theoretical analysis of the scientific works published within the period February 2020 – February 2021 and empirical study among Russian university teachers and students, the most efficient and promising areas of e-learning in the linguistic disciplines teaching were singled out. These areas include the use of the efficient e-learning methods and creation of lasting online learning communities. At the same time the empirical survey showed one more important area of research, namely, the characteristics of the teacher’s speech in distance education. In the result, the author suggests some ideas to preserve the valuable obtained teaching experience and to use it in both forms of learning: distance and F2F.

scholarly journals The Impact of Gender and Years of Teaching Experience on College Teachers’ Digital Competence: An Empirical Study on Teachers in Gansu Agricultural University

2021 ◽  
Vol 13 (8) ◽  
pp. 4163
Author(s):  
Yu Zhao ◽  
Ana María Pinto Llorente ◽  
María Cruz Sánchez Gómez ◽  
Liping Zhao
Keyword(s):  
Problem Solving ◽  
Online Education ◽  
Information And Communication Technologies ◽  
Teaching Experience ◽  
Digital Content ◽  
College Teachers ◽  
Digital Competence ◽  
Content Creation ◽  
Years Of Teaching Experience ◽  
The Impact

With the development of Information and Communication Technologies (ICT) and the emergence of the Corona virus (COVID-19,) our way of life and even our education have been affected. The education approach has changed from traditional tutorials to online education. As a result, it has been a necessary for not only students but also teachers to improve their digital competence. The aim of this study was to describe in-service teachers’ self-perceptions of digital competence in the context of higher education and analyze the impact of gender and years of teaching experience on college teachers’ digital competence. For this purpose, a quantitative methodology has been used. A sample of 536 in-service teachers from Gansu Agricultural University, China, completed a questionnaire on digital competence. The data were collected in the academic year of 2019–2020. The results show that the sample considered themselves positively in information and data literacy, communication and collaboration, security and problem solving, while they self-evaluated their digital content creation negatively. Regarding the variables studied, significant differences were found in favor of male college teachers in the perception of digital competence. In relation to the teaching experience, teachers with less teaching experience thought themselves better in the areas of communication and collaboration, digital content creation, security and problem solving.

scholarly journals Assessment of Virtual Reality as a Didactic Resource in Higher Education

2021 ◽  
Vol 13 (22) ◽  
pp. 12730
Author(s):  
Diego Vergara ◽  
Álvaro Antón-Sancho ◽  
Jamil Extremera ◽  
Pablo Fernández-Arias
Keyword(s):  
Virtual Reality ◽  
Latin American ◽  
Teaching Experience ◽  
Health Sciences ◽  
University Teachers ◽  
Academic Level ◽  
Years Of Teaching Experience ◽  
Different Dimensions ◽  
Latin American Universities ◽  
The University

Given that the university teachers with more experience in the use of virtual reality are those corresponding to the areas of Health Sciences and of Engineering and Architecture, this article analyzes the assessment these teachers make about virtual reality as a teaching resource in their respective disciplines. The study uses a questionnaire that assesses the technical aspects and future projection of virtual reality, its drawbacks and the perception of the different dimensions of the participants’ knowledge about virtual reality and its didactic employability. The questionnaire was answered by a sample of 423 university teachers of different genders, ages, academic level and teaching experience, whose teaching activity is developed in various Latin American universities in the area of Health Sciences or in the area of Engineering/Architecture. Their answers have been analyzed descriptively and Spearman’s r statistics and the Multifactor ANOVA test have been used to verify the existence of significant differences in their evaluations for the different variables considered, cross-referencing them with the field of knowledge. Within the main results, gaps by area, years of teaching experience and academic level in the participants’ evaluations have been identified and discussed.

Test Use in Spain, Portugal and Latin American Countries

1999 ◽  
Vol 15 (2) ◽  
pp. 151-157 ◽  
Author(s):  
José Muñiz ◽  
Gerardo Prieto ◽  
Leandro Almeida ◽  
Dave Bartram
Keyword(s):  
Latin American ◽  
Ad Hoc ◽  
Task Force ◽  
Test Construction ◽  
European Federation ◽  
Psychometric Characteristics ◽  
Testing Practices ◽  
Professional Psychologists ◽  
Test Use ◽  
Latin American Countries

Summary: The two main sources of errors in educational and psychological evaluation are the lack of adequate technical and psychometric characteristics of the tests, and especially the failure to properly implement the testing process. The main goal of the present research is to study the situation of test construction and test use in the Spanish-speaking (Spain and Latin American countries) and Portuguese-speaking (Portugal and Brazil) countries. The data were collected using a questionnaire constructed by the European Federation of Professional Psychologists Association (EFPPA) Task Force on Tests and Testing, under the direction of D. Bartram . In addition to the questionnaire, other ad hoc data were also gathered. Four main areas of psychological testing were investigated: Educational, Clinical, Forensic and Work. Key persons were identified in each country in order to provide reliable information. The main results are presented, and some measures that could be taken in order to improve the current testing practices in the countries surveyed are discussed. As most of the tests used in these countries were originally developed in other cultures, a problem that appears to be especially relevant is the translation and adaptation of tests.

Test movement in Ibero-Latin American countries

2010 ◽  
Author(s):  
Solange Muglia Wechsler ◽  
Maria Perez Solis ◽  
Conceicao Ferreira ◽  
Isabel Magno ◽  
Norma Contini ◽  
...  
Keyword(s):  
Latin American ◽  
Latin American Countries

The Spanish Translation of Les Leçons de chimie élémentaire: On the Legal Status of Translation and its Various Values

2019 ◽  
Vol 16 (2-3) ◽  
pp. 201-215
Author(s):  
Tania P. Hernández-Hernández
Keyword(s):  
Complex Network ◽  
Latin American ◽  
Legal System ◽  
Legal Status ◽  
Spanish Translation ◽  
Cultural Economic ◽  
Translation Rights ◽  
International Legal System ◽  
Latin American Countries ◽  
Legal Battle

Throughout the nineteenth century, European booksellers and publishers, mostly from France, England, Germany and Spain, produced textual materials in Europe and introduced them into Mexico and other Latin American countries. These transatlantic interchanges unfolded against the backdrop of the emergence of the international legal system to protect translation rights and required the involvement of a complex network of agents who carried with them publishing, translating and negotiating practices, in addition to books, pamphlets, prints and other goods. Tracing the trajectories of translated books and the socio-cultural, economic and legal forces shaping them, this article examines the legal battle over the translation and publishing rights of Les Leçons de chimie élémentaire, a chemistry book authored by Jean Girardin and translated and published in Spanish by Jean-Frédéric Rosa. Drawing on a socio-historical approach to translation, I argue that the arguments presented by both parties are indicative of the uncertainty surrounding the legal status of translated texts and of the different values then attributed to translation.

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