Research Article
Marta Montenegro Rueda, José Fernández Cerero, Daniel Fernández Cerero, Eloy López Meneses
CONT ED TECHNOLOGY, Volume 16, Issue 4, Article No: ep525
ABSTRACT
Online learning in higher education has established itself as a key educational strategy that transforms the teaching and learning process in universities. In this context, it is crucial to examine the different effects that this method can generate in order to identify both the opportunities and challenges that teachers face when adopting this modality. The aim of this research is to analyse the perspectives of online learning, focusing on the advantages and challenges it presents in higher education. The information was collected through semi-structured interviews with 47 teachers from the University of Cadiz and the University of Seville. The analysis of the data obtained highlights the benefits that online learning offers, such as flexibility and accessibility, as well as the difficulties related to technical problems and access to technology. The results underline the significant opportunities that online learning offers to improve the educational process, provided that the necessary teacher support and training is available. This study also provides valuable recommendations to guide future teachers and researchers in the effective integration of this method in higher education.
Keywords: online learning, higher education, digital learning, impact, educational innovation
Research Article
Leonardo David Glasserman-Morales, Carolina Alcantar-Nieblas, Marcela Inés Sisto
CONT ED TECHNOLOGY, Volume 16, Issue 2, Article No: ep498
ABSTRACT
Nowadays, digital competencies encompass skills and attitudes with technical, informational, content, media, and communication aspects that are crucial for students and future professionals. Hence, there is a need to investigate the possible correlations between demographic and contextual variables and the development of digital competencies in higher education. This paper reports on several university-student demographic factors associated with digital competencies. The work used a quantitative approach with descriptive statistical techniques such as a means test and Pearson correlation analysis. The findings identified that (a) there are statistically significant differences between the mean obtained in the previous semester in digital competencies and the gender of the students, (b) there are no statistically significant differences in the final mean for digital competencies and the students’ institution of origin, and (c) the variables included in the study are statistically significant. They also found that the mean attained by the university students in the previous semester had a strong predictive power of student performance; in contrast, the student’s high school institution of origin variable was a weak predictor of their digital competency. This paper presents the findings and implications for practice and research.
Keywords: digital competencies, higher education, educational innovation, demographic factors, school factors, educational technology
Research Article
Carlos Enrique George-Reyes, Edgar Omar López-Caudana, Maria Soledad Ramírez-Montoya
CONT ED TECHNOLOGY, Volume 15, Issue 4, Article No: ep478
ABSTRACT
Research competencies are skills that university students must develop to create and socialize scientific products during their academic live. In this research, an experience was implemented to improve the students’ competency levels through its imbrication with complex thinking and the use of Education 4.0 applications, such as remote team workflow development apps, web-based virtual reality, and social robotics. The study was sequential-quantitative and descriptive. A questionnaire was applied before and after the experience to know the perception of 105 Mexican university students, later a rubric was implemented for the teacher’s assessment. The results indicate that the students perceived an improvement in their research skills, however, the evaluation showed a difference between the student’s perception and the teacher’s regarding improvement in said skills. The experience can be scaled to other scenarios, where disruptive teaching strategies can support research skills development.
Keywords: higher education, Education 4.0, research, educational innovation, complex thinking
Review Article
Azeneth Patiño, María Soledad Ramírez-Montoya, Gerardo Ibarra-Vazquez
CONT ED TECHNOLOGY, Volume 15, Issue 4, Article No: ep447
ABSTRACT
Complex thinking is a desired competency in 21st-century university students, so technology-based teaching and learning strategies must be carefully considered when training them in complex reasoning skills. This systematic review aims to map research on the use of teaching and learning strategies supported by technology to enhance complex thinking skills in university students. This review reports results according to PRISMA (preferred reporting items for systematic reviews and meta-analyses) guidelines. The search strategy was performed in June 2022 in Scopus and Web of Science databases. Of 151 records initially identified between 2018 and 2022, 32 papers were included in the final synthesis per the inclusion and exclusion criteria. The results of this review indicate that (1) tech-based strategies for complex thinking development are based on active learning approaches including problem-based learning, case-based learning, collaboration-driven and discussion-based learning, project-based learning, assessment- and feedback-oriented activities, and mind mapping techniques; (2) most of the documented strategies were implemented in hybrid contexts; (3) traditional instructional materials commonly used for promoting higher order thinking skills such as reading assignments, videos, and eliciting/reflexive questions are still effective in fostering complex thinking when delivered through technology; and (4) custom-built technological development for complex thinking development software that incorporates emerging technologies is scarce at present. Further research is needed to document the interventions that train students interactively in complex thinking skills using Education 4.0 technologies.
Keywords: complex thinking, higher education, educational technology, educational innovation, Education 4.0
Research Article
José Manuel García-Vandewalle García, Marina García-Carmona, Juan Manuel Trujillo Torres, Pablo Moya-Fernández
CONT ED TECHNOLOGY, Volume 14, Issue 1, Article No: ep330
ABSTRACT
Digital competence has become a new type of literacy that significantly impacts on people’s lives, as it is paramount to their social and occupational integration. In educational institutions, teachers play a major role in developing the digital skills of their students. This study aims to determine the key elements of teacher training in the use of innovative technologies and methodologies with a view to providing alternatives to improve the educational process. The objective is to overcome deficiencies in the training of teachers in new technologies and innovative methodologies. A qualitative study based on interview data is used in two phases. For the first phase research, semi-structured interviews were conducted with eight international education experts from various fields on how best to train teachers. The second phase research involved a text mining analysis of the interview transcripts based on sentiment analysis and word counts using the advanced R statistical programming language. The second phase research was conducted using the R statistical programming language. The interview transcripts were analysed using sentiment analysis and a word cloud. The results reveal that teacher education should be practice-focused and supervised by senior teachers with the aid of students and heads of schools. Moreover, standards should be set to monitor the digital competence of teachers, who should be trained on an ongoing basis to keep them up to date in the use of digital technologies.
Keywords: teacher education, teacher training, educational technology, educational innovation, pre-service education