| dc.creator |
Tirado, Ramón |
|
| dc.creator |
Aguaded, J. Ignacio |
|
| dc.date |
2012-06-01T00:00:00Z |
|
| dc.date.accessioned |
2015-08-12T11:27:35Z |
|
| dc.date.available |
2015-08-12T11:27:35Z |
|
| dc.identifier |
1134-4032 |
|
| dc.identifier |
https://doaj.org/article/8568b3d49ee343bea86dd6e7a3ae7e4a |
|
| dc.identifier.uri |
http://evidence.thinkportal.org/handle/123456789/30496 |
|
| dc.description |
The objective of this study is to empirically test the theoretical model that explains the influence of primary and secondary factors on the integration of digital platforms in university teaching. A sample of 495 teachers from universities in Andalusia completed an online questionnaire that analysed the functions of usage, the digital materials used, the didactic and technological competence of the teaching staff, the support measures adopted by the institutions and the effect on teaching of platform use. Prior factor analysis and the application of the Amos program enabled us to develop a structural equation model to corroborate the indirect influence of the support measures and institutional recognition on teachers in their use of the platforms, and the direct influence of the teachers’ technological proficiency. Este estudio tiene como objetivo poner a prueba empíricamente el modelo teórico que explica la influencia de los factores de primer y segundo orden sobre la integración de las plataformas digitales en la docencia universitaria. Para ello, sobre una muestra de 495 profesores universitarios andaluces, se aplica un cuestionario online que analiza las funciones de uso, materiales digitales utilizados, competencia didáctica y tecnológica del profesorado, medidas de impulso institucionales, y efectos didácticos del uso. El análisis factorial previo y la aplicación del programa Amos permite la elaboración un modelo de ecuación estructural que corrobora la influencia indirecta de las medidas de apoyo y el reconocimiento institucional sobre los efectos didácticos del uso de plataformas, así como la influencia directa de la competencia tecnológica del profesorado. |
|
| dc.language |
Spanish |
|
| dc.language |
English |
|
| dc.publisher |
University of Virginia |
|
| dc.relation |
http://www.uv.es/RELIEVE/v18n1/RELIEVEv18n1_4.htm |
|
| dc.relation |
https://doaj.org/toc/1134-4032 |
|
| dc.source |
Revista Electrónica de Investigación y Evaluación Educativa, Vol 18, Iss 1 (2012) |
|
| dc.subject |
Learning Management System (LMS) |
|
| dc.subject |
university teaching |
|
| dc.subject |
technological competence |
|
| dc.subject |
support measures |
|
| dc.subject |
technological effects |
|
| dc.subject |
TIC |
|
| dc.subject |
Sistema de Gestión del Aprendizaje |
|
| dc.subject |
docencia universitaria |
|
| dc.subject |
competencia tecnológica |
|
| dc.subject |
medidas de impulso |
|
| dc.subject |
efectos tecnológicos |
|
| dc.subject |
Theory and practice of education |
|
| dc.subject |
LB5-3640 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
DOAJ:Education |
|
| dc.subject |
DOAJ:Social Sciences |
|
| dc.subject |
Theory and practice of education |
|
| dc.subject |
LB5-3640 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
DOAJ:Education |
|
| dc.subject |
DOAJ:Social Sciences |
|
| dc.subject |
Theory and practice of education |
|
| dc.subject |
LB5-3640 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
Theory and practice of education |
|
| dc.subject |
LB5-3640 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
Theory and practice of education |
|
| dc.subject |
LB5-3640 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.title |
Influencia de las medidas institucionales y la competencia tecnológica sobre la docencia universitaria a través de plataformas digitales |
|
| dc.type |
article |
|