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Digital learning ecologies and professional development of university professors
Comunicar, 2020-01, Vol.28 (62), p.9-18
[Peer Reviewed Journal]
Copyright Grupo Comunicar 2020 ;ISSN: 1134-3478 ;EISSN: 1988-3293 ;DOI: 10.3916/C62-2020-01
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Title:
Digital learning ecologies and professional development of university professors
Author:
González-Sanmamed, Mercedes
;
Estévez, Iris
;
Souto-Seijo, Alba
;
Muñoz-Carril, Pablo-César
Subjects:
Access to Information
;
Age Differences
;
College Faculty
;
Computer Mediated Communication
;
Editing
;
Electronic Learning
;
Faculty Development
;
Foreign Countries
;
Gender Differences
;
Higher education
;
Intellectual Disciplines
;
Knowledge
;
Learning
;
Online Searching
;
Professional development
;
Questionnaires
;
Studies
;
Teachers
;
Teaching
;
Teaching Experience
;
Technological Literacy
;
Technology Integration
;
University faculty
;
University professors
Is Part Of:
Comunicar, 2020-01, Vol.28 (62), p.9-18
Description:
This study analyses the extent to which university faculty use the technological resources that make up their Learning Ecologies to promote their professional development as educators. The interest of this research lies on the growing impact of Learning Ecologies as a framework to examine the multiple learning opportunities provided by a complex digital landscape. Global data referred to the use of technological resources grouped in three dimensions (information access, search and management resources, creation and content editing resources, and interaction and communication resources) has been identified. In addition, the influence of different variables such as gender, age, years of teaching experience and the field of knowledge were also examined. The study was conducted using a survey-based quantitative methodology. The sample consisted of 1,652 faculty belonging to 50 Spanish universities. To respond to the objectives of the study, descriptive and inferential analyses (ANOVA) were carried out. On the one hand, a moderate use of technological resources for professional development was noted while on the other hand, significant differences were observed on all variables analyzed. The results suggest a need to promote, both at the individual and institutional levels, more enriched Learning Ecologies, in such a way that each professor can harness the learning opportunities afforded by the networked society.
Publisher:
Huelva: Grupo Comunicar
Language:
English
Identifier:
ISSN: 1134-3478
EISSN: 1988-3293
DOI: 10.3916/C62-2020-01
Source:
ERIC Full Text Only (Discovery)
Alma/SFX Local Collection
ProQuest Central
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