Aula virtual y presencial en aprendizaje de comunicación audiovisual y educación
TL;DR: In this paper, the authors evaluated the use of WebCT and ICT by students in the case study: "Values and counter-values transmitted by television series for children and teenagers".
Abstract: 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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TL;DR: 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 and a significant relationship between perceived enjoyment and perceived ease of use and between results demonstrability and perceived usefulness is found.
Abstract: 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.
111 citations
Cites background from "Aula virtual y presencial en aprend..."
...For example, some authors [72] found a very favourable opinion from the majority of students regarding the use of virtual learning platforms....
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TL;DR: In this paper, the authors 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.
Abstract: 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.
30 citations
Journal Article•
TL;DR: In this article, the authors present the results of a Research Excellence Project (HUM2013) developed in univer sities of Andalusia (Spain), with the aim of analyzing different models of pedagogical uses, teachers' perceptions of virtual skills when using digital material and the importance of institutional support for e-learning.
Abstract: Conocer la implantacion de la ensenanza virtual en el sistema universitario es hoy una prioridad basica en la investigacion educativa para evaluar los nuevos procesos de ensenanza y aprendizaje que esta modalidad didactica esta generando. El ya llamado «blended e-learning» se ha ido implantando en las distintas universidades de todo el mundo con resultados muy variables. En este trabajo se presentan los resultados de un Proyecto de Investigacion de Excelencia desarrollado en las Universidades de Andalucia (Espana), para conocer basicamente los modelos de uso, asi como averiguar las percepciones que el profesorado tiene sobre sus competencias virtuales en el uso que hace de los materiales digitales. Finalmente, se estudia el papel del apoyo institucional en esta necesaria implicacion docente para la ensenanza virtual. Como metodo de analisis, se utiliza un cuestionario disenado «ad hoc» sobre una muestra representativa de cuatro universidades y se aplica el modelo de ecuaciones estructurales. Los resultados indican los efectos indirectos y directos de las medidas de apoyo institucional y de la competencia tecnologica, respectivamente, sobre el uso de las TIC; no obstante, tales factores no influyen sobre el modelo pedagogico. En consecuencia, se plantea la necesidad de una reconceptualizacion del modelo pedagogico universitario, que requiere una reestructuracion del modelo didactico tradicional hacia estrategias de innovacion, cooperacion y construccion compartida del conocimiento. Palabras clave: Ensenanza virtual, ensenanza semipresencial, educacion universitaria, competencias docentes, modelo pedagogico. Blended e-learning in universities in Andalusia. In order to assess the new teaching and learning processes linked to «blended e-learning» it has become necessary to analyze the implementation of e-lear ning in university education. This new training solution has been implemented in universities all around the world with different outcomes. The main purpose of this paper is to present the results of a Research Excellence Project (HUM2013) which has been developed in univer sities of Andalusia (Spain), with the aim of analyzing different models of pedagogical uses, teachers’ perceptions of virtual skills when using digital material and the importance of institutional support for e-learning. The analysis method consists of an ad hoc questionnaire with a representative sample of four universities, using model structural equations. The outcomes show indirect and direct effects of institutional support measures and technological competences respectively concerning ICT uses. However, these factors have no influence on pedagogical models. As a consequence, it becomes evident the necessity of redefining the concept of pedagogical models in university, for what a new structure is required in traditional didactic models hea
16 citations
01 Oct 2012
TL;DR: Ferres et al. as mentioned in this paper present a metodologia metemodologica parte del convencimiento de que the concept of competencia mediatica comporta el conocimento y manejo tanto de conceptos como de procedimientos and actitudes relacionados with seis dimensiones basicas.
Abstract: Normal 0 21 false false false En este trabajo nos proponemos obtener informacion en profundidad, valiosa e ilustradora sobre el concepto que se tiene en los escenarios familiares acerca de la competencia en comunicacion mediatica, sobre todo en familias con hijos en proceso de formacion (educacion infantil y primaria), pues en estos entornos es especialmente relevante el concepto de competencia mediatica por su valor y su potencial en el ambito de la educacion. El metodo de investigacion para obtener esta informacion es el de la tecnica del Grupo de Discusion o Focus group . Nuestra propuesta metodologica parte del convencimiento de que la competencia mediatica comporta el conocimiento y manejo tanto de conceptos como de procedimientos y actitudes relacionados con seis dimensiones basicas (Ferres, 2007). Implica el conocimiento y uso de lenguajes, de tecnologia, de procesos de produccion y distribucion, de procesos de percepcion e interaccion, de ideologia y valores, y por ultimo de aspectos esteticos. A partir de tales dimensiones hemos estructurado las preguntas para los Grupos de Discusion. El resultado final de nuestra investigacion ha sido la composicion validada de un guion de entrevista grupal, guion que puede ser aplicado a una muestra mas amplia a nivel nacional o en diferentes comunidades autonomas.
13 citations
TL;DR: In this article, a traves de una serie de entrevista was used to define the situación and necesidades actuales de alfabetizacion mediatica in el aula, a trave de traves of a serie of entrevistas.
Abstract: El objetivo de este trabajo es definir la situacion y necesidades actuales de alfabetizacion mediatica en el aula, a traves de una serie de entrevistas. Los resultados demuestran que los docentes necesitan formacion en esta area, que la ensenanza en alfabetizacion mediatica es adecuada en terminos de contenido pero inadecuada como actividad. Los estudiantes muestran cambios significativos en sus propias percepciones sobre los medios tras recibir clases de alfabetizacion mediatica. Para evaluar el nivel y la actitud de los estudiantes se aplicaron una escala de alfabetizacion mediatica y una escala de actitud. La informacion se obtuvo a traves de un formulario de informacion privado desarrollado por los investigadores. En las conclusiones se hallo una relacion significativa, positiva y de bajo nivel entre los grados de actitud hacia los contenidos de la alfabetizacion mediatica. La principal conclusion obtenida es que no existe una diferencia significativa entre los estudiantes que asisten a clases de alfabetizacion mediatica en segundo grado de educacion primaria y sus actitudes en el aula y su nivel de alfabetizacion. Asimismo, tampoco se aprecia una diferencia significativa entre el nivel educativo de los padres y sus actitudes. Sin embargo, si se aprecian diferencias notables cuando existe habito de lectura diaria de la prensa y la radio.
8 citations
References
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TL;DR: Those characteristics of instructional technology that may influence a faculty member's willingness to integrate it in his/her teaching by drawing upon the diffusion of innovation literature are identified.
Abstract: The purpose of this paper is identify those characteristics of instructional technology that may influence a faculty member's willingness to integrate it in his/her teaching by drawing upon the diffusion of innovation literature. It then presents the results of a study, conducted at a small liberal arts college, on the effectiveness of a faculty training program that was designed to encourage faculty to adopt a course management system in their classroom-based, undergraduate courses. The training program was based on an approach that considers those factors that influence the adoption rate of technology, specifically the course management system, Blackboard.
204 citations
TL;DR: In this paper, the authors examined factors that enable and impede the adoption of web-based learning and teaching in a large multicampus urban Australian university and identified a series of enabling and impeding factors faced by pioneering technology-adopter teaching academics.
Abstract: Most universities worldwide are becoming distance education providers through adopting web‐based learning and teaching via the introduction of learning management systems that enable them to open their courses to both on‐ and off‐campus students. Whether this is an effective introduction depends on factors that enable and impede the adoption of such systems and their related pedagogical strategies. This study examines such factors related to adopting a learning management system in a large multicampus urban Australian university. The research method used case study approaches and purposively selected the sample consisting of innovative teaching academics from across the university, who used web‐based approaches to teach both on‐ and off‐campus learners. The data were analyzed using a combination of Rogers’ theory of diffusion of innovations and actor‐network theory and revealed a series of enabling and impeding factors faced by pioneering technology‐adopter teaching academics, some of which are technology...
164 citations
TL;DR: In this paper, a documento "Competencias en comunicacion audiovisual" is presented, in which the authors define the dimensiones that deberia atender una educación in comunicación audiáncia and senalar los indicadores mediante those that se deberian valorar the result of this education.
Abstract: Mediante el documento «Competencias en comunicacion audiovisual» se pretende definir las dimensiones que deberia atender una educacion en comunicacion audiovisual y senalar los indicadores mediante los que se deberian valorar los resultados de esta educacion. El documento es el resultado de las aportaciones de unos 50 expertos de entre los mas reconocidos del ambito iberoamericano, y ha sido consensuado por 14 reconocidos expertos del Estado espanol.
59 citations
TL;DR: The main contributions by students from a Teaching Innovation Project (2005) at the University of Cordoba focused on a part-time attendance teaching methodology (blen ded learning) through a virtual space within the degree of Educational Psychology are described in this article.
Abstract: This paper describes the main contributions by students from a Teaching Innovation Project (2005) at the University of Cordoba focused on a part-time attendance teaching methodology (blen ded learning) through a virtual space within the degree of Educational Psychology. The most relevant contributions to the project (later applied in the Faculty of Educational Sciences in the University of Granada, Spain) are also collected. The students’ thoughts on the strengths and weakness as the main receptors of teaching in the European Space are an important factor in the improvement of teaching restructuring, based on the training necessities of all the educational agents involved directly and indirectly in this moment of change (teachers, students, educational authorities, etc.).
40 citations
TL;DR: One finding was that CMSs are primarily used to transmit information to students, and Implications are described for using external factors to increase effective use of more complex CMS features.
Abstract: Course management systems (CMSs) have become a common resource for resident courses at colleges and universities. Researchers have analyzed which CMS features faculty members use most primarily by asking them which features are used. The study described builds on previous research by counting the number of CMS features a faculty member used and by analyzing how three external factors are related to the use of CMS features. The external factors are (a) the college in which a course was offered, (b) class size, and (c) the level of a class—such as 100 or 200. The only external factor showing a statistically significant relationship to the use of CMS features was the college in which a course was offered. Another finding was that CMSs are primarily used to transmit information to students. Implications are described for using external factors to increase effective use of more complex CMS features.
30 citations