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این مقاله علمی پژوهشی (ISI) به زبان انگلیسی از نشریه الزویر مربوط به سال ۲۰۲۲ دارای ۱۳ صفحه انگلیسی با فرمت PDF می باشد در ادامه این صفحه لینک دانلود رایگان مقاله انگلیسی و بخشی از ترجمه فارسی مقاله موجود می باشد.
کد محصول: M164
سال نشر: ۲۰۲۲
نام ناشر (پایگاه داده): الزویر
نام مجله: Technological Forecasting & Social Change
نوع مقاله: علمی پژوهشی (Research articles)
تعداد صفحه انگلیسی: ۱۳ صفحه PDF
عنوان کامل فارسی:
مقاله انگلیسی ۲۰۲۲ : چالش های جدید در آموزش عالی: بررسی مهارت دیجیتالی مربیان در دوران کووید
عنوان کامل انگلیسی:
New challenges in higher education: A study of the digital competence of educators in Covid times
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چکیده فارسی:
انقلاب دیجیتال به طور چشمگیری بر آموزش تأثیر گذاشته است. سیر تکامل بکارگیری فناوری ها در آموزش، تدریجی و متفاوت بوده است که عمدتا به استعداد و مهارت های متخصصان آموزش بستگی دارد. با ظهور پاندمی کووید، تأثیر ابزارهای دیجیتال در تمام سطوح آموزشی بیشتر نمایان شد. در این مطالعه یک مدل ترکیبی آموزشی جدید ارائه شده است. نقش مربی در این مدل جدید بسیار مهم است و ضرورت داشتن منابع فنی و مربیان واجد شرایط را برای بهبود مهارت دانش آموزان در راستای موفقیت در اقتصاد دیجیتال تایید می کند…
Abstract
The digital revolution has substantially impacted education. The evolution of the use of technologies in education has been gradual and different, mostly depending on the teaching professionals’ predisposition and skills. With the advent of the COVID pandemic, digital tools’ impact has been exponential in all educational levels. An study of the new educational hybrid model is offered. The role of the educator is critical in this new model, confirming the necessity to have technical resources and qualified educators to improve students’ competence in order for them to work successfully in the digital economy.
We have reflected on the evolution of Educators’ Digital Competence (EDC) and its relationship with students’ digital skills and impact on the learning process. An analysis of digital competence-learning in the context of the student-centered-learning approach has been studied. A more holistic approach to EDC is suggested.
The European Framework for the Digital Competence of Educators (DigCompEdu) has identified 22 competences in six areas of competence. This paper has analyzed 251 responses from a convenience sample of professors from Madrid’s universities in business administration based on this validated instrument.
The results show the relevance of educators’ characteristics to the learning process concerning previous knowledge about technology, training received, and their attitude toward technology. From a theoretical point of view, these competencies have been grouped into four competency areas, and their level of impact on student learning has been determined. In conclusion, digital competence has evolved from being a mere tool to becoming an essential pedagogical element.
Keywords, Higher education, Digital competence, Digcomedu, Entrepreneurship education, Covid, University
۱.Introduction
University studies in business and management have experienced significant changes in Europe over the last 30 years. First, with the Bologna Process, a new perspective in higher education was introduced in the form of student-centered learning, competences, and learning outputs (Del Pozo Andr´es, 2009; Marcelo and Yot-Domínguez, 2019). Later, e-learning models became more widespread at all university levels (Ramirez Anormaliza et al., 2015). Besides pedagogic changes, universities have extended their activities beyond teaching and learning provision, becoming a complex organizations linked to society and enterprise world (Forliano et al., 2021). Nowadays, academic institutions drive a clear mission in economics dynamics and social changes, in addition to its traditional objectives of researching and teaching (Etzkowitz and Leydesdorff, 2000). Furthermore, the COVID crisis forced all teaching and learning online, which entailed a digital transformation of staff, professors, and organizations beyond what was expected (Bonfield et al., 2020). Due to the pandemic, universities have had to adapt to the new restrictions with different strategies, one of which has been a new hybrid educational model that combines in-person learning with online education (Gnaur et al., 2020). The emergence of the digital society and the new post-pandemic challenges have put the new educational model at the front line of analysis with the digital capabilities of the educator taking the leading role…
۵.Discussion and conclusion
This research has shed light on several aspects of EDC from different perspectives to be considered in the future management of universities and the development of digital pedagogical skills in the academic profession. First, the analysis shows high levels of reliability with the DIGCOM instrument, as already confirmed by previous studies (Cabero- Almenara et al., 2020; Ghomi and Redecker, 2019). As a self-evaluation instrument, DigComEdu is based on subjective perceptions in order to evaluate and develop the pedagogical digital competence of educators at all levels (Redecker, 2017), the purpose of which is to measure EDC levels and their relationship with learning results. Although the DigCompEdu digital competences analysis model proposes six areas with twenty-two competences, we conclude in this research that for professors in the field of Business Administration and Law, it is equally effective to evaluate EDC by dividing it into four areas: 1) instrumental, regarding the use of ICT in teaching and learning; 2) attitudinal, referring to motivation to integrate ICT into pedagogy; 3) promotional, which refers to the teaching role of encouraging activities that involve the correct use of digital resources by students; and 4) security, regarding data protection and the safe use of digital resources in the learning process…
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