No full-text available
To read the full-text of this research,
you can request a copy directly from the authors.
Motivational factors in the insertion of Cloud Computing in teaching
... These less-influential factors coincided with the factors reached in another study on motivational factors concerning the inclusion of digital tools in teaching [88] but were different for e-proctoring [43] where trust was the most influential factor, and cloud computing [89] where quality management was the second most influential. In teaching, the key factors for inclusion were intention, attitude and perceived compatibility; for cloud computing, they were external conditioning and quality management [89]; and for e-proctoring, they were trust and attitude [43]. ...
... These less-influential factors coincided with the factors reached in another study on motivational factors concerning the inclusion of digital tools in teaching [88] but were different for e-proctoring [43] where trust was the most influential factor, and cloud computing [89] where quality management was the second most influential. In teaching, the key factors for inclusion were intention, attitude and perceived compatibility; for cloud computing, they were external conditioning and quality management [89]; and for e-proctoring, they were trust and attitude [43]. For this reason, a study of motivational factors must be carried out for each tool to be included in teaching. ...
Many of the tools used for virtual teaching during the pandemic had not been used previously, but they could continue to be used when traditional teaching returns. For this reason, this study focused on locating the key motivational factors for the possible continuation of the use of one of these tools, videoconferencing, to carry out tutorials in Spanish universities as a complement to face-to-face tutorials. For this, a literary review was conducted to obtain a list of motivational factors that may influence teachers to continuing using it, and a causal study was performed with university professors (through fuzzy cognitive maps) to identify the causal relationships among these factors and classify them by their relevance in making a decision. The most influential factors are intention, attitude and perceived compatibility with how tutorials are given, and the negative factors include quality management and trust.
... Regarding the number of participants in studies that use this type of methodology, this is determined by the appearance of new criteria in each of the interviews that are carried out; thus, the number of participants is considered optimal when the number of criteria involved stabilizes as interviews are conducted and when new criteria no longer appear as interviews are conducted [48]. This means that there are studies with this type of methodology with 45 [49], 41 [50], 40 [51], 29 [49], 8 [52][53][54][55], 7 [43], and 4 participants [56]. ...
The level of implementation of IoT technology in Spanish companies is not low for a novel technology, but there are concerns that hinder its level of implementation from being higher: initial costs, security, and privacy. These concerns could be solved with the choice of the appropriate IoT platform, but it must be taken into account that there are numerous criteria that participate in this decision that influence each other. This could give rise to criteria not being considered at first, even though they should be taken into account in this choice. Existing studies do not consider this. Thus, the objective of this study was to find out what are the key criteria to be taken into account by Spanish companies when choosing an IoT platform. The criteria were located through a literary review, and classified according to their level of importance in this decision through a causal study carried out with the methodology of fuzzy cognitive maps. The results achieved showed that there were key criteria beyond the criteria directly implied by the concerns, such as stability, scalability, flexibility, and interoperability, and these new criteria acquired the same or greater importance.
p>La finalidad de este estudio es analizar el nivel de competencia digital docente (CDD) del profesorado de los grados de Educación Infantil y Primaria, de la Universidad de las Islas Baleares, dada su importancia como formadores de los futuros maestros. Para la obtención de datos se utiliza el cuestionario DigCompEdu, dirigido a educación superior, al cual se incorporan algunas preguntas con la intención de conocer cómo el profesorado fomenta la competencia digital de sus alumnos. La muestra está formada por 37 docentes y, para el análisis de datos, se utilizan pruebas estadísticas no paramétricas. Los resultados obtenidos indican que los docentes perciben tener un nivel de CDD intermedio y contribuyen, en menor medida, al desarrollo de la CDD del alumnado. Así mismo, se ha observado que el nivel de CDD se encuentra asociado al uso de la tecnología como recurso didáctico.</p
En el curso de formación de tutores en línea se observa como problemática que los estudiantes no siguen el ritmo del curso, resintiéndose el aprendizaje colaborativo y la eficacia de las tutorías. Se implementa una intervención didáctica siguiendo el enfoque «investigación basada en diseño», introduciendo elementos transformadores en un escenario real. En la elaboración del constructo teórico, se detecta que la organización del tiempo es una problemática frecuente relacionada con los índices de abandono, recomendándose fomentar la autorregulación y desarrollar planes orientados a la motivación y fidelización del compromiso del estudiante. Se opta por la gamificación y el e-portfolio, como pedagogías emergentes, creando dos insignias por módulo (“Contenido” y “A tiempo”), y un protocolo de autoasignación que sustenta la reflexión sobre el aprendizaje. En el análisis de resultados se observa que las insignias inciden en el reto de seguir el ritmo del curso, promoviendo la autorregulación y motivación. Juzgan muy positivamente la autoasignación favoreciendo la reflexión y fidelización. En el futuro conviene crear escenarios para valorar el peso de la reflexión en la autorregulación así como la influencia del ecosistema social del grupo.
The virtualization of university teaching in Spain caused by the pandemic was a success, but the urgent nature of the transition from face-to-face teaching to online teaching meant that some peculiarities that should have been taken into account were omitted. Thus, in order to find out and analyze the factors causing the success of this virtualization and take measures to address the weak points of this process as teachers may want to maintain the use of online teaching as support for their face-to-face teaching, these factors were located through a literature review and were classified according to their level of importance in this success through a causal study carried out with the methodology of fuzzy cognitive maps. The results achieved indicated the determining factors in students, involving their attitude, aptitude and predisposition, which are factors where the work of the teacher is of main relevance (as it exerts the greatest influence on these factors). For this reason, technological attitude and aptitude, teaching style, and the creation and structuring of content should be reinforced in teachers.
p>Actualmente, estamos en una situación de tránsito en la manera de impartir docencia, provocado por el COVID-19. En muy poco tiempo, los estudiantes se han vistos forzados a introducir en su proceso de enseñanza-aprendizaje el uso de recursos digitales que les permita seguir aprendiendo. Frente a esta situación, se requiere una adecuada competencia digital, entendida no como una habilidad única, sino como un conjunto de habilidades que facilitan el uso de tecnología educativa, el trabajo en equipo, el pensamiento crítico, la creatividad y la comunicación. El objetivo de este trabajo es proponer un modelo estructural causal de las dimensiones que configuran la competencia digital en estudiantes universitarios. El estudio se hizo con una muestra no probabilística constituida por 17301 estudiantes procedentes de la Universidad Andrés Bello de Chile. La validez de este instrumento se ha llevado a cabo a partir de la aplicación del método de mínimos cuadrados parciales (PLS) de los modelos de ecuaciones estructurales. El principal resultado fue que el modelo explicaba un 32.90% de la varianza verdadera de la competencia digital del estudiantado. Además, se ha permitido verificar la fiabilidad, validez convergente y discriminante de las relaciones causales establecidas, determinando un modelo con una bondad de ajuste aceptable.</p
Las titulaciones y los programas formativos deben estar acordes a las competencias que demanda el mercado, ya que encontrar empleo se ha vuelto un proceso complicado y competitivo, y esto aumenta las posibilidades de encontrarlo. Por este motivo, y por la importancia que han adquirido las competencias digitales en el sector turístico, desde el Máster de Turismo de la Universidad de Huelva se pretende hacer un análisis de las competencias digitales en su programa formativo, haciendo una comparativa entre el dominio de competencias que tienen sus estudiantes y el dominio de competencias que demanda el sector turístico. Este análisis se desarrolla a través de un cuestionario realizado a 21 estudiantes del último curso del máster y a 10 profesores del máster que pertenecen al ámbito empresarial del sector turístico en la provincia donde se imparte, y concluye que en líneas generales los estudiantes de esta titulación poseen las competencias digitales generales que demanda el sector y las competencias digitales necesarias para que el proceso de encontrar empleo sea lo más corto posible, lo que puede ayudar a que el máster mantenga su alto nivel de empleabilidad entre sus estudiantes.
La metodología de los Mapas Cognitivos Difusos (MCD) es una de las más relevantes en el estudio del conocimiento y, probablemente, una de las más utilizadas en los últimos tiempos por los investigadores en sus estudios y proyectos. Este artículo analiza a través de una revisión bibliográfica por las principales bases de datos científicas, el uso de esta herramienta en la investigación científica y su aplicación en las ciencias sociales, además de aportar referencias históricas al respecto. Muestra las principales características de la metodología, sus posibilidades y limitaciones, sus diferencias con su antecesor (los Mapas Cognitivos), las fases operativas para su aplicación y las diferentes formas de captación de información. Además de demostrar la idoneidad de su aplicación en el ámbito de las ciencias sociales y estudiar sus mayores problemáticas, la identificación de los conceptos involucrados dentro del sistema a estudiar, la selección de expertos y los coeficientes o pesos de los conocimientos de cada uno de estos, ofreciendo sugerencias y aportaciones para una correcta identificación de los conceptos involucrados, una correcta selección de estos expertos y una correcta cuantificación de sus coeficientes de “conocimiento experto”.
The article is devoted to the issue of a cloud-based learning system implementation as a powerful strategy for future specialists’ training at higher educational establishments. Using cloud computing in self-work management of the university courses is essential to equip students with a workload of appropriate educational materials and variable activities for professional training. Theoretical and empirical research methods were applied to select the appropriate services and tools for organizing students’ self-work at university. Critical analysis of scientific literature, synthesis of the data, didactic observation of the educational process, designing of the skeleton for university courses, questionnaires enabled to facilitate the study of the issue. G Suite has been chosen to enhance the quality of training of prospective specialists at a higher educational establishment. This paper introduces the outcomes of the project on applying Google Classroom in the management of students’ self-work while studying university courses. The focus of the first stage of the project was on testing pilot versions of the courses with the aim to work out the requirements and recommendations for incorporation general blended learning model of university courses. Particular attention is drawn to the designed model of the university course based on the curriculum with the necessary components of blended learning in the G Suite virtual environment. Cloud-based higher education is considered as a prospective tool for design of university courses with the need for further research and implementation.
RESUMEn. El objetivo de esta investigación fue diagnosticar la resignificación de las TIC en un ambiente virtual de aprendizaje. El método mixto que se aplicó fue exploratorio secuencial de lógica descriptiva con un enfoque predominantemente cualitativo. Este es un diseño que en la primera fase explora datos de análisis cualitativo, se aplicó la encuesta EVAdIS que evalúa el diseño instruccional (tecnología blanda) del curso en línea, y en la segunda fase cuantitativa, se aplicó el instrumento de observación obSInT que analizó las interacciones y permitió identificar la categoría a la cual pertenece la resignificación de las TIC de los participantes con análisis estadístico. La muestra consistió en todos los participantes del curso, se impartió a tres grupos de profesores con 14 participantes en el primer grupo, 12 en el segundo y 13 en el tercer grupo. y entre los resultados obtenidos sobre la resignificación de las TIC de cada uno de los grupos de profesores-participantes, se encuentran las categorías: sociocultural-digital (incluye subcategorías tecnocultural, cibercultural y ciberciudadanía), crítico-reflexivo (subcategorías cognitiva) y ambientalista (ecología del aprendizaje, ecosistema y enfoque de sustentabilidad). La categoría crítico-reflexivo es inseparable de las otras categorías porque la resignificación de las TIC se analizó como un sistema complejo. AbSTRACT. The purpose of this research was to diagnose the resignification of ICT in a virtual learning environment. The mixed method that was applied was a sequential exploratory of descriptive logic with a predominantly qualitative approach. This is a design that in the first phase explores qualitative analysis data, the EVAdIS survey that assesses the instructional design (soft technology) of the online course was applied, and in the second quantitative phase, the observation instrument obSInT was applied, which analyzed the interactions and allowed identifying the category to which the resignification of the ICTs of the participants with statistical analysis belongs. The sample consisted of all the participants of the course, was given to three groups of teachers with 14 participants in the first group, 12 in the second and 13 in the third group. And among the results obtained on the resignification of ICT of each group of teacher-participants, are the categories: sociocultural-digital (includes subcategories technocultural, cybercultural and cybercitizenship), critical-reflective (cognitive subcategories) and environmentalist (ecology of learning, ecosystem and sustainability approach). The critical-reflexive category is inseparable from the other categories because the resignification of ICT was analyzed as a complex system. PALAbRAS CLAVE: Resignificación de las TIC, Sistema complejo, Ambientes virtuales de aprendizaje, Educación.
Este artículo diseña un instrumento (en formato Lista de cotejo) para evaluar cualquier plataforma como un Ambiente Virtual de Aprendizaje (AVA) y muestra los resultados de la evaluación de un ambiente de aprendizaje a través de este instrumento, en este caso, el ambiente analizado son los espacios con los que cuenta el Ambiente Virtual de Aprendizaje del Departamento de Educación Virtual de la Universidad de Granma (Cuba). El instrumento se diseña respondiendo a cuatro espacios o indicadores generales: Espacio de Información, Espacio de Mediación/Interacción, Espacio de Diseño Instruccional y Espacio de Exhibición, con el fin de identificar debilidades para tomar acciones hacia la mejora de la plataforma y la interacción virtual entre el asesor y los alumnos, y crear estrategias que ayuden a aminorarlas o eliminarlas para contribuir a la mejora de los cursos diseñados para ambientes virtuales de aprendizaje.
The emergence of cloud computing, the change of education methods, and the requirements of lifelong education make the traditional teaching platform face great challenges. With the rapid development of network technology and computer technology, the speed of updating knowledge is accelerating day by day, and the way of education is gradually changing. Facing the informationization of education, our physical education teaching methods and means are still stuck in the traditional words and deeds, which obviously cannot meet the needs of the development of physical education and health curriculum. In terms of the overall development of sports, school sports is the cornerstone of the country’s sports development. This research is based on cloud computing technology, breaks the framework of the traditional sports model, establishes a personalized sports teaching system according to the basic theory of physical education, and designs and discusses the future college sports model. The construction and application of digital teaching resources of physical education courses in colleges and universities can help solve the problems such as shortage of teachers and contradiction between learning and training. The construction of digital teaching resources of physical education courses in colleges and universities based on cloud computing can save costs and improve resource utilization efficiency.
Analyzing the flow of movement that occurs in social networks is gradually acquiring greater relevance in the scientific community, which allows us in the first instance to establish the type of information “moving” within it significance and also to analyze in detail the flow of information that occurs in it. The article presents the process of creating a virtual community through the program Google+, which is found within the R&D research project “Augmented Reality to Increase Training (RAFODIUN)” granted by the Ministry of Science and Innovation of the Government of Spain (key: EDU2014_57446P). The analysis is carried out from different perspectives ranging from nationality analysis of the participants, their gender, the volume of participations, the type of resources located, their content, and references to the educational context of the messages provided by the members. The replicas and counter-replies offered by the participants in the same message are also observed, as well as the usage of the option +1 provided by Google+ on the part of the community members. The network is analyzed under a bipartite network model with the Pajeck program. One of the main conclusions that has been reached is the need to establish dynamizations so that the network is in a continuous flow of information.
Professional skills deemed necessary to work in the field of Communication in Latin America have shifted due to the ever more pressing necessities regarding Information and Communication Technologies. This study analyzes the cases of 4 different academic programs in Communications, belonging to 4 universities in the region (Argentina, Colombia, Peru, and Venezuela), comparing their students in 3 phases of their formation (first semester, fourth semester, eight or last semester). We employed questionnaires for new students, focus groups for fourth-semester students, and semi-structured interviews those who were close to graduation. The results reveal that while students do have high levels of internet connectivity, they lack digital competencies such as basic information literacy, which are crucial for their future as professionals.
In this paper, different proposals made by national and international organizations and institutions on Teacher Digital Literacy are taken into account. The 7 most commonly used competence frameworks in international contexts are presented for evaluation through expert judgment. Next, the most suitable for the subsequent realization of a t-MOOC on Teacher Digital Literacy was selected. The selection of these experts was based on seven criteria that helped to establish the expert knowledge coefficient (EKC). This strategy served to obtain the viability of the selected sample. A total of 412 people, 155 experts and 257 non-experts participated in this study. After conducting the expert judgment, in a single round, it was concluded that the European Framework of Digital Competence for Teachers DigCompEdu is the most valued and adequate to be used as reference for the formative t-MOOC, followed by INTEF. This result is logical, since the latter is inspired by the former. These findings do not question the validity of the other competency frameworks, but the preferences granted by the judges.
The meaning of knowledge through simulation implies knowing how to interpret everyday processes and situations. The knowing of mechanisms and technological operators involved, being competences that are worked with special attention in the Technology classroom and help to consolidate knowledge, awaken the interest of students and motivate them towards research in the field of science and technology, as well as their capacity for analysis and reasoning. The research methodology is an action research, common to evaluative studies of educational innovation in training processes and improvement of professional practice. The selection of this teaching experience is due, on the one hand, to its innovation proposal integrating the methodological strategy of "Problem-Based Learning (ABP) being the backbone of the Technology area. On the other hand, the use of simulators, playing a fundamental role in the implementation of those processes embodied in projects that solve simple day-to-day problems. The emerging critical explanatory categories - selected for this work - have been; interest in solving technical problems, in robotics sessions, and programming simple mechanisms. As a result, the design of educational experiences based on the simulation of mechanisms or processes through digital media awakens the interests of the students as well as other sensations and emotions linked to the great diversity of content developed in the computer room, highlight the themes current technological booming as programming, simulation of structures, mechanical movements or electrical and automatic circuits.
El sistema educativo en tiempos de pandemia ha tenido que transformarse de for-ma urgente e imprevista a una modalidad virtual. En este trabajo se presenta un es-tudio exploratorio sobre las principales dificultades encontradas por las institucio-nes educativas en Iberoamérica y algunas estrategias utilizadas en los procesos de enseñanza aprendizaje. Asimismo, teniendo en cuenta el análisis previo, se propone un modelo de evaluación a considerar en los planes de contingencia debido a la emergencia sanitaria.
This paper aims to analyze the descriptive interpretations of the census applied to sixty-four research groups classified by the Administrative Department of Science, Technology and Innovation (COLCIENCIAS) for Universidad del Cauca (UNICAUCA) in the call 781 of 2017, submitting them to a quantitative evaluation using the Karl Person correlation model for pooled data, prior contextualization based on some of the conceptual referents applied by the state entity referred to classify and measure the quality and impact of the groups of I+D+i and their dynamics. From the results obtained in the crossing of variables among categories of groups and areas of knowledge compared to their aptitudes for the deployment of spin-off-type technology-based undertakings, it was possible to verify, among other relevant aspects, that the highest categorization is not a determining factor for groups that develop innovative products and have an entrepreneurial profile.
The global pandemic of COVID-19 has led to the suspension of teaching activities in many countries. In the university environment, the urgent transformation of the face-to-face classes to an online format has been carried out in a way that can be described as generally acceptable, being aware that the measures taken have been due to the urgency and not to a priori planning to teach a subject entirely with an online methodology. However, having to face an online evaluation is something that the face-to-face universities, and most of the distances or online universities, had never faced from an institutional perspective. The teaching staff and students, therefore, have to give a response that integrates methodological and technological decisions, while ensuring equity, legal certainty and transparency for all actors, internal and external. The Group of Online Teaching Managers of the Public Universities of Castilla y León has prepared a guide with recommendations to help teachers and universities in this process. The essence of this guide is presented in this article to make these recommendations available to a higher number of teachers who share this problem at this time worldwide. R E S U M E N La pandemia mundial de la COVID-19 ha llevado a la suspensión de la actividad docente en muchos países. En el ámbito universitario la transformación urgente de las clases presenciales a un formato online se ha llevado a cabo de una forma que se puede calificar como aceptable en términos generales, si bien las medidas tomadas se han ajustado a la urgencia y no a una planifi-cación pensada a priori para impartir una asignatura con una metodología completamente online. Afrontar una evaluación online masiva es algo a lo que las universidades de corte presencial no se habían enfrentado nunca desde una perspectiva institucional. El profesorado y el estudian-tado, por tanto, tienen que colaborar para dar una respuesta que integre decisiones metodoló-gicas y tecnológicas, a la vez que garantice la equidad, la seguridad jurídica y la transparencia para todos los actores, internos y externos. El Grupo de Responsables de Docencia Online de las Universidades Públicas de Castilla y León ha elaborado una guía de recomendaciones para ayudar al profesorado y a las universidades en este proceso. La esencia de esta guía se presenta en este artículo para hacer llegar estas recomendaciones al gran número de docentes que comparten este problema en este momento excepcional en todo el planeta.
La incorporación de las Tecnologías de la Información y la Comunicación (TIC) en las aulas está propiciando la aparición de nuevos escenarios para el aprendizaje basados en la innovación educativa en donde se incorpora el uso de dispositivos móviles para la enseñanza. En esta investigación se analizan las percepciones de los estudiantes de nivel medio-superior de una institución educativa privada de México respecto a la implementación de estrategias enseñanza de las matemáticas basadas en realidad aumentada a través de la aplicación móvil Metaverse. El estudio realizado fue descriptivo, basado en la aplicación de encuestas. La recuperación de los datos se llevo a cabo mediante un cuestionario digital diseñado exprofeso. Participaron 192 estudiantes de primer semestre que cursaban la asignatura Fundamentos de Matemáticas en el periodo agosto-diciembre de 2018. Los resultados revelaron que, con relación al ciclo escolar anterior se lograron mejoras en el índice de aprobación escolar, que hay afinidad para usar la realidad aumentada en el aula y que la percepción que existe respecto a los cambios en el aprendizaje cuando se utilizan estrategias mediadas por estas herramientas es muy favorable.
Cloud computing is considering as a popular computing model in the Western World. It is still not well understood by much higher education (HE) institutions in the developing world. CC will have a huge effect on the academic and learning environment which will enable their users (i.e., students, educators, and heads) to play out their undertakings adequately with less expense by using the accessible applications based on the clouding offered by the cloud specialist organizations. This study aims to evaluate the factors that influence the adoption of CC for Higher Education within the Kurdistan Region in Iraq. The study was performed utilizing a non-experimental study exploratory research design. This exploratory study included an essential investigation into secondary data. The study development and modeling of secondary data to highlight the final results of the research. Through reviewing the literature of the existing frameworks in CC adoption, it is showed that there are limited institutions developed over the latest years. Moreover, HE in Kurdistan Region needs continued attention to get government support and redesign the educational system to cover all the core aspects in a better way. Here, at any time there is a need to access the applications, software and hardware, platform, and infrastructure; the most required is to have the internet service.
Most online teaching institutions still do not offer complete remote teaching, requiring the physical presence of the student in the evaluation process (for supervisory reasons), which could aggravate the evaluation and certification in massive open online teaching. Although there are already e-proctoring tools (electronic proctoring) that allow this process to be carried out remotely, without requiring that physical presence. For this reason, and in order that this complete remote teaching is extended to institutions that do not yet believe in the success of its implementation, this study focuses on locating, through a bibliographic study and a causal study carried out by experts in Online teaching, the determining motivational factors when accepting and implementing this evaluation system as a method of remote supervision and tries to encourage its use through them. The list obtained consists of the following motivational factors: quality management, available information, external conditioning, trust, perceived compatibility, perceived usefulness, attitude and intention, and the most decisive factor in this whole process is trust (which would be the extent of security and privacy that institutions have in the use of this tool).
This paper designs an instrument (in Checklist format) to evaluate any platform as a Virtual Learning Environment (VLE) and shows the results of the evaluation of a learning environment through this instrument, in this case, the analyzed environment are the spaces that the Virtual Learning Environment of the Department of Virtual Education of the University of Granma (Cuba) has.
The instrument is designed in response to four spaces or general indicators: Information Space, Mediation/Interaction Space, Instructional Design Space and Exhibition Space, in order to identify weaknesses to take actions towards the improvement of the platform and virtual interaction between the advisor and the students, and create strategies that help to reduce or eliminate them to contribute to the improvement of courses designed for virtual learning environments.
RESUMEn. El modelo de enseñanza no presencial cada vez está más extendido en la formación universitaria, incluyendo a las universidades tradicionalmente orientadas a la enseñanza presencial, con independencia de si estas son públicas o privadas. Muchas universidades se han creado ya con un modelo educativo orientado hacia la no presencialidad y, en los últimos años, volcado en una educación 100% online. En dichos casos, la estructura organizativa y docente de la universidad se orienta a esta forma de impartir docente, pero cuando una universidad de carácter presencial, con su propio dinámica e idiosincrasia, decide incorporar el modelo no presencial en su catálogo de titulaciones oficiales no puede duplicar sus estructuras organizativas y debe compaginar sus procedimientos tradicionales con los nuevos requerimientos propios de la oferta no presencial. Esta integración, si se desea tener éxito, debe hacerse desde una perspectiva estratégica que vaya desde el equipo de gobierno al resto de la academia, incluyendo al profesorado, estudiantes y personal de servicio. En este artículo se presenta un modelo de referencia que cada universidad presencial puede adaptar a sus necesidades y a su estratégica particular sobre cómo entiende y quiere abordar la docencia no presencial. AbSTRACT. The non-attendance education model is increasingly widespread in university education, including universities traditionally oriented towards face-to-face teaching, regardless of whether they are public or private. Many universities have already been funded with an educational model oriented towards non-attendance and, in recent years, turned to 100% online education. In these cases, the organizational and faculty structure of the university is oriented towards this form of teaching. however, when a face-to-face university, with its dynamics and idiosyncrasies, decides to incorporate the non-face-to-face model into its catalogue of official degrees, it cannot duplicate its organizational structures. It must combine its traditional procedures with the new requirements of the non-face-to-face offer. This integration, if it is to be successful, must be done from a strategic perspective that goes from the government team to the rest of the academy, including the teaching staff, students and service personnel. This article presents a reference model that each face-to-face university can adapt to its needs and to its particular strategy on how it understands and wants to approach distance learning. PALAbRAS CLAVE: Educación no presencial, E-Learning, Modelo de referencia, Universidad presencial, Plan estratégico, gobernanza universitaria.
RESUMEn. Las redes sociales presentan el peligro de la ampliación de lo que actualmente se conoce como brecha digital de género. A pesar de que el acceso de las mujeres a esta tecnología es equilibrado, las diferencias se encuentran en el tipo de uso que realizan de las redes sociales hombres y mujeres. El objetivo de este estudio es analizar las diferencias por género en relación a la frecuencia de uso y tipos de utilización de las redes sociales del profesorado y alumnado. La muestra la conforman 19008 personas, 1408 docentes y 17600 estudiantes de México. Para la recogida de información se optó por la escala Social Mediad Addiction Scale Student form (SMAS-Sf) de Sahin (2018) adaptada a y validada por Valencia y Castaño (2018). Entre los resultados destaca que los estudiantes hombre utilizan de forma más frecuente las redes sociales que las mujeres. Además de que existen diferencias entre el tipo de utilización de las mismas. Mientras que las mujeres las utilizan más para comunicarse, los hombres lo hacen para el consumo y el ocio. AbSTRACT. Social media can show the wide danger that exists in wheat we now know as the digital gap of gender. despite women have equitative access to technology, the differences are focused on the type of use that men and women have of social media. It is the purpose of this study to analyze the differences by gender considering the frequency and types of usage of social media, in students and teachers. The sample compiles 19008 people; 1408 teachers and 17600 studens located in Mexico. The Social Mediad Addiction Scale Studentform (SMAS-Sf) from Sahin (2018) was adapted and validated by Valencia and Castaño (2018) to collect the information.Some of the results emphasize the differences that exist in the use of the social media. While women use the media to communicate, men use it for consumption and leisure. Valencia-ortiz, R.; Cabero Almenara, J.; garay Ruiz, U. (2020). Influencia del género en el uso de redes sociales por el alumnado y profesorado. Campus Virtuales, 9(1), 29-39. www.revistacampusvirtuales.es
Digital transformation in the education sector has implied the involvement of sustainable management, in order to adapt to the changes imposed by new technologies. Trends in global research on this topic have been analyzed and studied, during the 1986–2019 period. To achieve this purpose, a bibliometric study of 1590 articles from the Scopus database has been applied. The results provided data on the scientific productivity of authors, journals, institutions, and countries that contribute to the development of this research area. The evidence reveals an exponential trend, with special interest in the last five years. The main categories are Social Sciences and Environmental Science. The most productive journal is Sustainability. The author with more articles is Mulder, from The Hague University of Applied Sciences. The most productive institution is Delft University of Technology. The USA is the country with the most academic publications and international collaborations in its studies. The main keywords used in the articles are “sustainability”, “sustainable development”, “higher education”, “innovation”, “technology”, “environmental technology”, “technological development”, and “environmental management”. Global research has followed a growing trend, with optimal publication levels in recent years.
This paper aims to demonstrate the capabilities that the Universidad del Cauca in Colombia (UNICAUCA), a public national institution of Higher Education, would have to become, in the medium term, an entrepreneurial university within the framework of an ecosystem of entrepreneurship and innovation. Relevant scientific literature is explored, legal references related to the subject are analyzed, and information is obtained from a census applied to the 64 research groups recognized by the Administrative Department of Science, Technology and Innovation of COLCIENCIAS in 2017. Results suggest, among other relevant considerations, that 89% of them, because of their profile and abilities, would be able to develop or be part of Spin Off technology-based projects.
Las nuevas tecnologías de información han provocado cambios importantes en la forma en que hoy en día se tiene acceso a la información, un área en la cual estos cambios han obligado a generar nuevas dinámicas que involucren las Tecnologías de Información es en el campo de la educación. Este artículo presenta acerca de cloud computing y mobile cloud computing como tecnologías que apoyan la implementación de entornos de aprendizaje ubicuo. Posteriormente, se presentan proyectos educativos que se apoyan en el uso de Tecnologías de Información ubicua. Finalmente, en la sección Análisis, se presenta una crítica acerca de la incorporación de estas tecnologías en los procesos de enseñanza/aprendizaje, y en las conclusiones se resalta la importancia de incorporar las tecnologías de información y comunicaciones, especialmente cloud computing y mobile cloud computing en los procesos de educación ubica.
Nobody doubts the importance of digital influencers in the selection and acquisition of new products and services. In the specific field of literary reading, literary blogs, booktubers and specialized websites that act as prescribers of reading stand out. In this study, a descriptive research model has been used in which a multivariate analysis of the main sociodemographic characteristics, assessments, readings and activities developed by the 100 most important reading influencers in Spain has been carried out. For this, data has been taken from the most widely used reading cataloging platform: Goodreads. It has been found that it is mainly about women with a developed reading habit and with an effervescent and extensive experience in literary blogs, thematic social networks, etc. In addition, the results show that as influencers evolve as readers they become more demanding in their valuations and that translates into greater influence. His recognition in the platform, therefore, is subject to his reading experience, his critical capacity and his personal criteria. Finally, it has been learned that the canon of authors and works best valued by these relevant users is heterogeneous, although there is a certain predominance of works and authors of Juvenile Literature and bestsellers.
Digital competence is a basic skill for citizens and should be systematically assessed, taking into account characteristics such as knowledge, skills and attitudes. However, measuring and identifying the digital competence of students is still a major challenge. To this end, the indicator model (INCODIES) has been developed and validated following the structure of the DIGCOMP model, which can be used to create assessment tests that measure student digital competence when they have completed their compulsory education. This article presents the results of a process of content validation carried out by 77 experts, in both the school and the university context. The analysis of the experts’ assessments and the level of agreement among those rating them were carried out following an original method which consists of determining a quantitative index for the validity of content called the Content Validity Ratio (CVR). The results obtained allowed us to confirm that the competences included in the reference framework DIGCOMP are correctly represented in the items formulated for the INCODIES model, which obtained high content validity. The model can serve as a structure and basis for the designing of specific evaluation tests on this topic.
Isabel.Gallardo@uv.es , bsannico@ull.edu.es , antia.cores.torres@usc.es RESUMEN. En este artículo se analizan las percepciones del profesorado de quinto y sexto de educación Primaria en torno a la valoración, uso y formación del profesorado sobre Materiales Didácticos Digitales (en adelante MDD). Para ello se han realizado entrevistas semiestructuradas a docentes de tres Comunidades Autónomas (Galicia, Canarias y Valencia). En este trabajo de corte cualitativo los resultados manifiestan que el profesorado considera necesario utilizar en las aulas este tipo de recursos ya que están muy presentes en la vida cotidiana del alumnado. Asimismo, abogan por la creación de sus propios materiales con el fin de adaptarlos a las características particulares del grupo-clase, proporcionando una propuesta de enseñanza y aprendizaje contextualizada. Como principales dificultades en el diseño de materiales digitales, los docentes señalan la corta vida útil que poseen los MDD ya que continuamente deben ser actualizados, la cantidad de tiempo que necesitan para elaborarlos, así como limitaciones técnicas para conseguir un recurso final atractivo, coherente y funcional. Estamos ante un trabajo complejo por lo que es preciso seguir indagando en las perspectivas del profesorado en la creación y uso de los MDD en educación Primaria. ABSTRACT. This article discusses the perceptions of fifth and sixth Primary school teachers about the assessment, use and training of teachers on Digital Didactic Materials (hereinafter MDD). For this purpose, semi-structured interviews have been conducted with teachers from three Autonomous Communities (Galicia, Canarias and Valencia). In this qualitative work the results show that teachers consider it necessary to use this type of resources in the classroom since they are very present in the daily life of the students. They also advocate the creation of their own materials in order to adapt them to the particular characteristics of the group-class, providing a proposal of contextualized teaching and learning. As major difficulties in the design of digital materials, teachers point to the short lifespan of MDD as they must be continuously updated, the amount of time they need to develop them as well as technical limitations to achieve an attractive, coherent and functional end resource. We are dealing with complex work, so there is a need to continue to investigate the perspectives of teachers in the creation and use of MDD in Primary Education. PALABRAS CLAVE: Educación primaria, Material didáctico digital, Investigación cualitativa, Percepción docente, Tecnología educativa, Desarrollo profesional docente.
This article gathers some of the most important theoretical and conceptual references, systematized from the review and consultation of specialized literature on university Spin Off, through a documentary type methodological qualitative process with a tendency to observe closely, afterwards, the capacity that has the University of Cauca, a public Colombian higher education institution, regarding the organization of knowledge to transfer the results generated by its research groups towards the environment, in alliance with entrepreneurs and other groups of interest, where the following analytical categories among others, are highlighted: The evaluation of the diverse typologies presented by well-known experts based on their heterogeneity. The analysis of different organizational models related to this type of entrepreneurships. The factors of success and the failure of some universities Spin Offs. The stages that might have to be exhausted for the successful implementation of this kind of organizations and the basic aspects to be considered in the relationship between University-Firm-State. As closure, it is suggested that for all legal purposes, a university Spin-Off in Colombia is "a company based on knowledge, especially the one protected by rights of Intellectual Property, created in the area of the Higher Education Institution (HEI), as a result of research and development activities conducted under their support, in their laboratories and facilities or by researchers who are linked to them, among others" (Law 1838, Act of 2017).
To date, the knowledge and use of ICT (Information and Communication Technologies) has become an almost essential requirement when someone wants to find employment in our society. For this reason, this study aims to analyze the importance that students of the Faculty of Business Studies and Tourism of the University of Huelva (Spain) give to the acquisition of ICT skills for their future professional performance and the domain they have over them (achieved throughout their years of learning). This research is developed through a questionnaire completed by 90 students of the Faculty and concludes that in general they give these ICT skills the importance that they deserve and that their domain goes in parallel (except for some skills that show formative need), even being able to observe that in the majority of cases the dominion of these skills is tied to the importance that they give them.
Computational thinking and coding are key competencies in the 21st century. People with Down syndrome need to be part of this new literacy. For this reason, in this work, we present an exploratory study carried out with students with Down syndrome with cognitive ages of 3-6 years old using a tangible robot named KIBO. We have applied the observational method during the sessions to analyze their emotional states, engagement and their comprehension of the programming sequences. Results show that people with cognitive disabilities can acquire basic programming and computational skills using tangible robots such as KIBO.
This study reviews published scientific literature on the use of tangible technologies in childhood education, in order to: a) identify the what tangible technologies have been used; b) recognize the educational purposes and uses these technologies of and c) present a synthesis of the available empirical evidence on its educational effectiveness. After systematically searching in WoS, 288 relevant articles were located and analyzes using the Science Mapping Analysis Software Tool from the period between 1968 to 2018. Then, 29 relevant papers of the last five years were included in the review study. For each article, we analyze the purpose of the study, the type of tangible technology used, the research method applied, the sample characteristics and the main results observed. The articles reviewed suggest that the main tangible technology used in childhood education is the tablet and literacy (basic and emergent) is the area most studied with promising results.
Este artículo muestra los resultados de una investigación cuyo objetivo fue evaluar la mediación e interacción en un ambiente virtual de aprendizaje (AVA) para conocer la eficacia con que se gestiona el aprendizaje. Se realizó a través de un instrumento en formato Lista de Cotejo y se utilizaron a 15 asesores que imparten cursos virtuales en educación superior. A partir de los resultados obtenidos se detectaron las principales fortalezas y debilidades que los asesores perciben sobre la eficacia con que se lleva a cabo su mediación e interacción en los cursos que imparten en ambientes virtuales de aprendizaje; en las que se pone especial énfasis en los puntos débiles, de tal manera que se disminuyan o eliminen a partir de la creación de estrategias que resulten de la toma de decisiones de autoridades pertinentes y así, contribuir a la calidad esperada en el proceso de enseñanza aprendizaje en ambientes virtuales.
This paper presents an educational experience about the feasibility of using the KIBO robot to engage the learning of programming and computational thinking with students with Down syndrome (DS). In particular, we describe a pilot study carried out with seven DS students aged between 7-19, but with a cognitive age from 3-6. The programming and computational thinking contents had been adapted to their particular needs and integrated into their current curricular activities. We studied the engaging of students using KIBO, the grade of comprehension of the sequences and programming and the emotional behavior of students with DS during the sessions. The results of this study shows that people with DS are capable to acquire satisfactorily basic programming and computational thinking skills using KIBO. Also, the motivation and the emotional state of DS students were positive promoted through the designed activities.
Online social networks have revolutionized the way we communicate, and many
companies are already taking full advantage of these tools to improve productivity. The
objectives of our study are to measure the presence of large Spanish companies in these
online social networks and the importance companies give to the use of such systems
and to determine the link between the attitudes of companies towards technology and
the adoption of online social networking in their businesses. To do this, we surveyed 99
Spanish companies whose turnover was among the highest in their respective economic
sectors, and we carried out a descriptive analysis of the association of variables using
the Chi-squared independence test. The results show that the presence of large Spanish
companies in online social networks is scant, however, the results emphasize the
importance that such enterprises give to information technology, information systems
and a future presence on online social networks.
Fuzzy cognitive mapping was used to develop a participatory ecosystem management plan for Uluabat Lake, Turkey. Interviews were conducted with stakeholders belonging to six different groups. Lake pollution was the most central and most mentioned variable for stakeholders. Stakeholder groups agree that lake pollution is negatively affecting ecosystem health and thereby local economies. Thus, reducing lake pollution was chosen as the overall goal for the management plan. Possible ways to reduce lake pollution and increase ecosystem health were seen differently by the different groups. Hunters, factory managers, NGO personnel, and local people thought industry was the main cause of lake pollution, while officials from the government and local municipalities thought roads and urban development contributed the most to lake pollution. Generally the stakeholder groups did not perceive their own actions as affecting the lake as strongly as other groups thought. For example, factory managers viewed factory pollution as negatively affecting the lake but less strongly than the other groups did. According to policy option simulations, reducing lake pollution had positive effects on all variables, especially fish, birds, animal husbandry, irrigation, agriculture, and the ecological balance of the lake. Results of this analysis were used to facilitate meetings among stakeholder groups and to develop a participatory ecosystem management plan. The analysis was useful for pointing out the similarities as well as the differences among the groups. It also helped the facilitators understand the focus of each stakeholder group and enabled them to suggest activities in which each group would want to participate.
New technologies have transformed higher education whose application has implied changes at all levels. These
changes have been assimilated by the university community in various ways. Subtle differences among university
students have emerged; these differences determine that the resources the network offers have been used in different ways, thus creating gaps in the university population. This study seeks to determine the level of incidence of the variable of university students’ incomes on the uses and intensity of use of the Internet tools and resources. Students were classified using factor analysis complemented through cluster analysis in order to obtain user profiles; these profiles were verified by means of discriminant analysis. Finally, chi-square was applied to determine the relationship between income level and user profiles. As a result, three profiles were identified with different levels of use and intensity of use of the Internet tools and resources, and statistically the incidence of income in the creation of those profiles was proved. To conclude, we can say that the income level falls mainly on the variables that define the access possibilities; gender has a special behavior; however, since the profile of the highest level has a double proportion for men, though women have better performance in general terms.
Many types of ecological or environmental problems would benefit from models based on people’s knowledge. To create ecological models with both expert and local people’s knowledge, a multi-step fuzzy cognitive mapping approach is proposed. A cognitive map can be made of almost any system or problem. Cognitive maps are qualitative models of a system, consisting of variables and the causal relationships between those variables. We describe how our cognitive mapping research has been used in real environmental management applications. This research includes examining the perceptions of different stakeholders in an environmental conflict, obtaining the perceptions of different stakeholders to facilitate the development of participatory environmental management plans, and determining the wants and desires for resettlement of people displaced by a large scale dam project. Based on our research, which involved six separate studies, we have found that interviewees complete their cognitive maps in 40–90 min on average. These maps contain an average of 23±2 S.D. variables with 37±3 S.D. connections. People generally put more forcing functions into their maps than utility variables. Fuzzy cognitive mapping offers many advantages for ecological modeling including the ability to include abstract and aggregate variables in models, the ability to model relationships which are not known with certainty, the ability to model complex relationships which are full of feedback loops, and the ease and speed of obtaining and combining different knowledge sources and of running different policy options.
The management of cotton yield behavior in agricultural areas is a very important task because it influences and specifies the cotton yield production. An efficient knowledge-based approach utilizing the method of fuzzy cognitive maps (FCMs) for characterizing cotton yield behavior is presented in this research work. FCM is a modelling approach based on exploiting knowledge and experience. The novelty of the method is based on the use of the soft computing method of fuzzy cognitive maps to handle experts’ knowledge and on the unsupervised learning algorithm for FCMs to assess measurement data and update initial knowledge.The advent of precision farming generates data which, because of their type and complexity, are not efficiently analyzed by traditional methods. The FCM technique has been proved from the literature efficient and flexible to handle experts’ knowledge and through the appropriate learning algorithms can update the initial knowledge. The FCM model developed consists of nodes linked by directed edges, where the nodes represent the main factors in cotton crop production such as texture, organic matter, pH, K, P, Mg, N, Ca, Na and cotton yield, and the directed edges show the cause–effect (weighted) relationships between the soil properties and cotton field.The proposed method was evaluated for 360 cases measured for three subsequent years (2001, 2003 and 2006) in a 5 ha experimental cotton yield. The proposed FCM model enhanced by the unsupervised nonlinear Hebbian learning algorithm, was achieved a success of 75.55%, 68.86% and 71.32%, respectively for the years referred, in estimating/predicting the yield between two possible categories (“low” and “high”). The main advantage of this approach is the sufficient interpretability and transparency of the proposed FCM model, which make it a convenient consulting tool in describing cotton yield behavior.
In this paper, we examine the success of Online Trading Systems and focus on User Satisfaction in the context of an investor's investment decision. In our study, we have extended the Technology Acceptance Model to the Model of the Success of an Information System based on the Web as a precursor, and then investigated the role of perceived credibility in user acceptance of an Online Trading Website. The results indicate the importance of service quality, perceived usefulness and information quality in mediating the relationship between decision support satisfaction and general satisfaction.
We propose fuzzy cognitive maps, a branch of fuzzy logic, to study interaction of factors affecting processes and details of the approach are discussed. Application of the technique to discriminate between factors affecting slurry rheology is demonstrated. It has been shown that hydrodynamic interaction, effective particle concentration, shape and size, temperature and shear rate have a significant influence on the slurry viscosity. The complex interaction of the various factors delineated by previous workers is also presented.
The EU Water Framework Directive requires the involvement and participation of stakeholders and the public, and considers full cost recovery for water services for enhancing the sustainability of water resource management. The Directive is non prescriptive as to how public participation should be operationalised in practice, and Member States appear to be adopting different participatory practices. This study explores the issue of public participation in the context of the Pinios River Basin in Greece, a pilot area for the WFD implementation. The study uses Fuzzy Cognitive Mapping, a form of qualitative modeling linked to stakeholders' perceptions. Fuzzy Cognitive Mapping has been used to elicit stakeholder and public perceptions on the current state and pressures on water resources and the acceptability of applying economic principles in water resource management. Based on these perceptions, different water management policy options have been simulated in order to explore their potential effects on the water resources and the economy of the area. The study outlines public and stakeholder perceptions on the application of full cost recovery for water services and offers a perspective on the potential contribution of Fuzzy Cognitive Mapping in participatory river basin management.
Fuzzy cognitive mapping was used to develop a participatory ecosystem management plan for Uluabat Lake, Turkey. Interviews were conducted with stakeholders belonging to six different groups. Lake pollution was the most central and most mentioned variable for stakeholders. Stakeholder groups agree that lake pollution is negatively affecting ecosystem health and thereby local economies. Thus, reducing lake pollution was chosen as the overall goal for the management plan. Possible ways to reduce lake pollution and increase ecosystem health were seen differently by the different groups. Hunters, factory managers, NGO personnel, and local people thought industry was the main cause of lake pollution, while officials from the government and local municipalities thought roads and urban development contributed the most to lake pollution. Generally the stakeholder groups did not perceive their own actions as affecting the lake as strongly as other groups thought. For example, factory managers viewed factory pollution as negatively affecting the lake but less strongly than the other groups did. According to policy option simulations, reducing lake pollution had positive effects on all variables, especially fish, birds, animal husbandry, irrigation, agriculture, and the ecological balance of the lake. Results of this analysis were used to facilitate meetings among stakeholder groups and to develop a participatory ecosystem management plan. The analysis was useful for pointing out the similarities as well as the differences among the groups. It also helped the facilitators understand the focus of each stakeholder group and enabled them to suggest activities in which each group would want to participate.
Digital divide in universities: Internet use in ecuadorian universities
- J C Torres Díaz
- A. Infante Moro
Tendencias en gestión de recursos humanos en una empresa saludable y digitalizada
- jaén arenas
The hotel management of e-wom. A cross-cultural analysis Spain-Italy
- C Berné-Manero
- A V Ciobanu
- M Marzo-Navarro
- M Pedraja-Iglesias
Análisis empírico de la transformación digital en las organizaciones
- F. Ruiz-Falcó Rojas
Ciclos históricos y prospectiva: nuestro futuro según nuestro pasado
- J Flores-Fernandez
- F J Martínez-López
Informática aplicada a la gestión de la empresa
- A Guevara
La resignificación de las TIC en un ambiente virtual de aprendizaje
- pacheco-cortés