The scope of this study was to evaluate whether the adoption of e-learning in two universities, and in particular, the relationship between the perception of external control and perceived ease of use, is different because of gender differences. The study was carried out with participating students in two different universities, one in Chile and one in Spain. The Technology Acceptance Model was used as a theoretical framework for the study. A multi-group analysis method in partial least squares was employed to relate differences between groups. The four main conclusions of the study are: (1) a version of the Technology Acceptance Model has been successfully used to explain the process of adoption of e-learning at an undergraduate level of study; (2) the finding of a strong and significant relationship between perception of external control and perception of ease of use of the e-learning platform; (3) a significant relationship between perceived enjoyment and perceived ease of use and between results demonstrability and perceived usefulness is found; (4) the study indicates a few statistically significant differences between males and females when adopting an e-learning platform, according to the tested model.

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Gender and Acceptance of E-Learning: A Multi-Group Analysis Based on a Structural Equation Model among College Students in Chile and Spain.

Global ageing has led European and international organizations to develop programs for active ageing, in order to reconstruct the role of the elderly in society. Active ageing includes social communication aspects which have been the subject of less research than other more pressing ones linked to physical and economic characteristics. This research is centered on these communication variables; it addresses the link between the elderly and Internet, and has two main objectives: to discover how useful Internet is for this age group, and to explain the potential this medium has for active ageing. To do so, a qualitative methodology is used based on three discussion groups, each made up of four or five people between the ages of 56 and 81, led by an expert moderator. The results of the qualitative content analysis of each discussion indicate that the Internet is a source of opportunities for the elderly, and this potential may be divided into four categories: Information, communication, transactions and administration, together with leisure and entertainment. This potential improves the quality of life for the elderly and contributes to their active ageing. However, to maximize this, e-inclusion programs and methodologies are needed to make the Internet user-friendlier for the elderly and provide them with training in digital skills.

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Mayores e Internet: La Red como fuente de oportunidades para un envejecimiento activo

A finales de la primera decada del siglo XXI, el rapido aumento de cursos MOOC dibuja un nuevo panorama educativo planteando nuevos retos a la ensenanza y al aprendizaje debido, fundamentalmente, a sus caracteristicas de masividad, ubicuidad y gratuidad. En estos cursos se da una confluencia de mediaciones tecnologicas y pedagogicas aun por explorar en todas sus dimensiones. Este trabajo, utilizando un instrumento de indicadores educativos e interactivos en un MOOC (INdiMOOC-EdI) de elaboracion propia, se centra en averiguar que componentes pedagogicos posee la actual oferta de MOOC en lengua hispana, para poder dirimir aquellos elementos dependientes de las plataformas que los soportan. Para ello se realiza una investigacion mixta de tipo exploratoria y secuencial que analiza un total de 117 cursos ubicados en 10 plataformas diferentes, utilizando el instrumento creado y validado a tal efecto. Con la informacion obtenida se lleva a cabo un analisis de contenido en su vertiente cualitativa, mientras que con la cuantitativa se efectuan analisis estadisticos complementados con algoritmos propios de la mineria de datos. Los resultados muestran que las diferentes plataformas condicionan los disenos pedagogicos del MOOC en cinco aspectos fundamentales: el aprendizaje, las actividades y tareas, los medios y recursos, la interactividad y la evaluacion. Se concluye con una serie de indicadores de tipo descriptivo, formativo e interactivo que pueden orientar la pedagogia de futuros Cursos Online Masivos Abiertos.

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Un estudio sobre los componentes pedagógicos de los cursos online masivos

El presente trabajo forma parte de un proyecto I+D integrado por trece universidades espanolas en el que se estudian las necesidades y carencias en materia de educacion mediatica en el ambito de la ensenanza superior, tanto en las areas de Comunicacion (Comunicacion Audiovisual, Periodismo y Publicidad) como de Educacion (Magisterio, Pedagogia, Psicopedagogia y Educacion Social). Esta investigacion centra su objeto de estudio en el analisis de los manuales universitarios mas utilizados en Educacion y Comunicacion, en asignaturas directamente relacionadas con la educacion mediatica. Este informe se ha desarrollado en base a seis dimensiones competenciales mediaticas: lenguajes, tecnologia, procesos de interaccion, procesos de produccion y difusion, ideologia y valores y estetica. De cada uno de estos parametros se ha tenido en cuenta el ambito del analisis y de la expresion, partiendo de las pautas senaladas por Ferres y Piscitelli en su conocida propuesta articulada de indicadores para definir la nueva competencia mediatica, que se ha estructurado en torno a dos ambitos de trabajo: el de la produccion de mensajes propios y el de la interaccion con otros ajenos. Los resultados han sido obtenidos mediante la aplicacion de una metodologia cuantitativa, a traves de un analisis de contenido por campos semanticos. Las principales conclusiones extraidas apuntan hacia una mayor presencia de la dimension Ideologia y Valores, y una casi inexistente representacion de la dimension Estetica.

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La docencia sobre alfabetización mediática en las facultades de Educación y Comunicación

Journalism is in a state of perpetual change due to the implementation of technological tools on an everyday basis. In the contemporary news distribution environment, the boundaries between media are no longer distinct, therefore media/journalism educational institutions should adapt curricula according to the needs of each type of medium. The aim of this paper is to present the incorporated technologies in the radio journalism undergraduate course of the School of Journalism and Mass Communications at the Aristotle University of Thessaloniki and evaluate their necessity according to the students themselves. After the completion of the course, which involves the use of specialized technological tools in audio recording and editing, a survey employing quantitative method based on the technology acceptance model was conducted. The results indicate that the students, despite the difficulties that were encountered due to the initial lack of knowledge on the technology applied, evaluated very highly both their satisfaction with the produced outcome and the usefulness of the procedure. In fact, the major result is that perceived usefulness is a key factor that determines the utilization of specialized technology.

/pdf/technology-enhanced-learning-in-audiovisual-education-the-11t0gbb13a.pdf

Technology-Enhanced Learning in Audiovisual Education: The Case of Radio Journalism Course Design

The present article shows the process of creation and validation through pilot testing, of a test developed to assess media literacy of people over 60 years of age. Based on the review of literature on the different conceptions of media literacy, and from Aguaded Ferres´ proposal (2011) on the degree of competence of citizen-ship in Spain, and other similar instruments used in other coun-tries in the European Union. Using the triangulation of experts, a test is proposed, that attempts to measure the level of media literacy of citizens over 60 years involved in academic learning experiences. The validation method is the application of a pilot test on a sample of 17 people aged 60 years or more, six of which have elementary studies, other six have medium level studies and the remaining five have superior studies. As a result of the study a test is proposed, which in its application to larger samples will continue in the validation process, which decreas-es the number of items in the case of adapting to the reality of the group of older people indicated.

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La competencia mediática en personas mayores : propuesta de un instrumento de evaluación

The mixed model of Teaching-Learning aims to use Information and Communication Technologies (ICT) to guarantee an education more in line with the European Higher Education Area (EHEA). The following research objectives were formulated: 1) To find out the assessment made by teacher-training college students of the virtual classroom WebCT as an aid to face-to-face teaching. 2) To know the advantages of the use of WebCT and ICT by students in the case study: «Values and counter-values transmitted by television series for children and teenagers». The research has been carried out using a sample of 205 students from the University of La Rioja who attended a course on Technologies Applied to Education. The technique of qualitative and quantitative content analysis has been used to provide an objective, systematic and quantitative description content of different documents. The results obtained show that the communication, content and assessment tools of WebCT are favourably assessed by the students. We have reached the conclusion that WebCT and ICT constitute an aid to EHEA methodological innovation based on studentcentred learning. The students demonstrated their audiovisual competence in the analysis of values and the construction of multimedia documents using different formats. Through their work these students give a new meaning to the use of television series in education.

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Aula virtual y presencial en aprendizaje de comunicación audiovisual y educación

Los profesores tienen en los museos reales y virtuales un recurso didactico con potencial innovador y creativo para facilitar a los alumnos un conocimiento basado en la observacion del entorno natural, historico, artistico, cientifico y tecnico, o de cualquier otra naturaleza cultural. Ademas, los familiariza con el patrimonio que han heredado y que seran capaces de aumentar. Los principios que rigen toda actuacion didactica influyen en cuaiquiera de las estrategias de intervencion que se aplique en la utilizacion de los museos virtuales como recurso didactico.

https://dialnet.unirioja.es/descarga/articulo/2089302.pdf

Los museos virtuales como recurso de enseñanza-aprendizaje

La formacion inicial del profesorado no debe ser ajena a los cambios didacticos y a la innovacion educativa que introducen los medios de comunicacion e informacion. En este trabajo se presenta un estudio han participado 103 alumnos de diferentes especialidades del Curso de Aptitud Pedagogica (CAP) que aportan datos referentes a la utilizacion de estrategias de ensenanza-aprendizaje centradas en los medios siguiendo el modelo ORA (observacion, reflexion y aplicacion). Este enfoque situa a los docentes y a los alumnos en una nueva relacion pedagogica.

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Josefina Santibáñez Velilla

Papers

La competencia mediática en personas mayores : propuesta de un instrumento de evaluación

Aula virtual y presencial en aprendizaje de comunicación audiovisual y educación

Los museos virtuales como recurso de enseñanza-aprendizaje

Estrategias didácticas en medios en la formación inicial del profesorado

Competencia Mediática: Investigación sobre el grado de competencia de la ciudadanía en la Comunidad Autónoma de La Rioja