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Título
NANO-MOOCs to train university professors in digital competences
Autor(es)
Materia
Higher education
MOOCs
Nano-MOOC
Digital competence
Teacher training
Didactic innovation
Fecha de publicación
2022
Editor
Elsevier
Citación
Basantes-Andrade, A., Cabezas-González, M., Casillas-Martín, S., Naranjo-Toro, M., & Benavides-Piedra, A. (2022). NANO-MOOCs to train university professors in digital competences. HELIYON, 8(6), e09456. https://doi.org/10.1016/j.heliyon.2022.e09456
Resumen
[EN] Rapid changes in technology force Higher Education Institutions (HEIs) to generate policies
and permanent digital adaptations in their exercise of forming professionals through university
professors. HEIs -in their permanent desire to qualify teaching faculty and graduate high-level
professionals- develop continuous training events to strengthen and update techno-pedagogical skills
that allow giving concrete responses to the needs of a globalized society during a human-educational
crisis that arises from the COVID-19 pandemic. This study aims at analyzing whether nano-MOOCs
improve digital teaching competences in university professors since in the scientific literature, this
topic does not show with certainty the effectiveness of these types of courses in teacher training. By
conducting a quantitative descriptive-inferential, comparative quasi-experimental research (pre-test
and post-test) and with a sample made up of 297 faculty members from Universidad Técnica del
Norte (UTN, Ibarra-Ecuador) belonging to the five academic units that compose it, it was identified
that the teaching staff has limitations in two of the areas of competence that are articulated by INTEF
Common Framework: creation of digital content and security; nevertheless, they did show optimal
skills in the areas of information and information literacy, communication and collaboration, and
problem solving. The findings also determined that online training based on a nano-MOOC format
becomes a successful alternative for university faculty training, 83.84% of the participants under
study improved their level of digital competence. These results show that an efficient customizable
training can be achieved in less time and adjusted to the needs and characteristics of the professors.
The criteria of various authors in this field are ratified with this research, it is, therefore, relevant to
evaluate the level of digital competence of teachers and, based on that, be able to plan a personalized
training program.
URI
ISSN
2405-8440
DOI
10.1016/j.heliyon.2022.e09456
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