Innovative Teaching Strategies and Competences for Digital Education

Authors

DOI:

https://doi.org/10.5944/ried.26.1.36081

Keywords:

digital education, online education, digital competence, innovative methodologies, teaching, higher education

Abstract

The pandemic has given great prominence to what we call online education or digital distance education. The so-called Information and Knowledge Society has been faced with a major challenge for which, as has happened at other times in history, distance education has been a lifeline. The unforeseen situation of not being able to attend educational institutions physically has been a challenge for many teachers who had never experienced online teaching or, even, technology-enhanced teaching. This article analyses the type of teaching that was generated in this period of time, the different methodologies used during the pandemic, and the levels of digital competence of university teachers to face the assumption of more innovative teaching models. As a result, it is observed that more active methodologies stand out, supported by technologies sometimes classical and sometimes emergent, which go beyond the "zoomification" of lessons, managing time and spaces in a more creative and efficient way. Teachers and institutions have understood that digital education requires the development of this type of methodology, but for this it is necessary to increase the levels of digital competence of teachers, which results in a better educational use of technologies, devices and tools that they have at their fingertips.

FULL ARTICLE:
https://revistas.uned.es/index.php/ried/article/view/36081/26864

Downloads

Author Biographies

Albert Sangrà, Universitat Oberta de Catalunya, UOC (Spain)

Director de la Cátedra UNESCO en Educación y Tecnología para el Cambio Social en la Universitat Oberta de Catalunya (UOC). Es investigador del grupo consolidado Edul@b y profesor catedrático de los Estudios de Psicología y Ciencias de la Educación. Actualmente es también el director del Programa de Doctorados Industriales de la Generalitat de Catalunya. Es miembro del equipo fundador de la UOC y ha sido maestro de primaria y secundaria. Doctor en Pedagogía por la URV, Postgraduado por la Open University del Reino Unido y por Harvard University de los Estados Unidos, investiga sobre los usos de las TIC en la educación y la formación y, en particular, sobre las políticas, la organización, la gestión y el liderazgo en la implementación de la educación online y la garantía de su calidad, y en el desarrollo profesional docente para la enseñanza online. Ha sido galardonado con el Premio a la Excelencia en e-Learning 2015, otorgado por el  World Education Congress, y también ha sido reconocido como EDEN Senior Fellow per l'European Distance and E-Learning Network.

Montse Guitert, Universitat Oberta de Catalunya, UOC (Spain)

Doctora en Ciencias de la Educación por la Universidad de Barcelona (1995). Investigadora principal del grupo de investigación consolidado (SGR1174) Edul@b de educación y TIC de los Estudios de Psicología y Ciencias de la Educación. de la UOC de la que forma parte desde sus orígenes (1995) Investiga sobre los usos de las TIC en la educación y la formación y, en particular, sobre el aprendizaje y  trabajo colaborativo en red entre docentes y estudiantes, en la  educación en línea y el desarrollo profesional docente así como las competencias digitales. Ha sido galardonada con la distinción Jaume Vicens Vives 2016 de la Generalidad de Cataluña por el liderazgo en la formación de competencias digitales.y también ha sido reconocida como EDEN Senior Fellow per l'European Distance and E-Learning Network.

Patricia Alejandra Behar, Universidade Federal do Rio Grande do Sul (Brazil)

Professora Titular da Faculdade de Educação e dos Cursos de Pós Graduação em Educação (PPGEdu) e em Informática na Educação (PPGIE) da Universidade Federal do Rio Grande do Sul. Visitor Professor pelo Programa Fulbright no Teachers College da Columbia University. Bolsista de Produtividade em Pesquisa (DT/Cnpq), nível I. Tem experiência na área de Educação, com ênfase em Educação a Distância (EAD) e Informática na Educação. Atua, principalmente, nos seguintes temas: modelos e arquiteturas pedagógicas para EAD, competências em EAD, recomendação pedagógica em EAD, desenvolvimento de ambientes virtuais de aprendizagem (AVA), produção e avaliação de materiais educacionais digitais, formação de professores em AVA. Coordenadora do Núcleo de Tecnologia Digital aplicada à Educação (NUTED/Cnpq) da Faculdade de Educação (FACED) e vinculado ao Centro Interdisciplinar de Novas Tecnologias na Educação (CINTED). Desenvolveu o ambiente virtual ROODA, utilizado como uma das plataformas de EAD da UFRGS. Autora dos Livros MODELOS PEDAGÓGICOS EM EDUCAÇÃO A DISTÂNCIA. ArtMed: Porto Alegre, 2009, COMPETÊNCIAS EM EDUCAÇÃO A DISTÂNCIA. Penso: Porto Alegre, 2013, RECOMENDAÇÃO PEDAGÓGICA EM EDUCAÇÃO A DISTÂNCIA. Penso: Porto Alegre, 2019 e COMPETÊNCIAS DIGITAIS EM EDUCAÇÃO: DO CONCEITO À PRÁTICA. Artesanato Educacional: SP, 2022. Membro da Rede Nacional de Ciência para Educação, desde 2016.

References

Armellini, A., y Padilla Rodríguez, B. C. (2021). Active Blended Learning: Definition, Literature Review, and a Framework for Implementation. IGI Global. https://doi.org/10.4018/978-1-7998-7856-8.ch001

Asgari, S., Trajkovic, J., Rahmani, M., Zhang, W., Lo, R. C., y Sciortino, A. (2021). An observational study of engineering online education during the COVID-19 pandemic. Plos One, 16(4), e0250041. https://doi.org/10.1371/journal.pone.0250041

García, J. N., Marbán, J., de Caso, A. M., Pacheco, D. I., Robledo, P., Álvarez, L., García-Martín, J., y García-Martín, E. (2011). Innovación en el EEES con metodologías activas. International Journal of Developmental and Educational Psychology, 1(3), 365-372.

García Aretio, L. (2021). COVID-19 y educación a distancia digital: preconfinamiento, confinamiento y posconfinamiento. RIED-Revista Iberoamericana de Educación a Distancia, 24(1), 9-25. https://doi.org/10.5944/ried.24.1.28080

García Aretio, L. (1999). Historia de la educación a distancia. RIED-Revista Iberoamericana de Educación a Distancia, 2(1), 8-27. https://doi.org/10.5944/ried.2.1.2084

González-Sanmamed, M., Muñoz-Carril, P. C., y Sangrà, A. (2014). Level of proficiency and professional development needs in peripheral online teaching roles. International Review of Research in Open and Distance Learning (IRRODL), 15(6), 163-187. https://doi.org/10.19173/irrodl.v15i6.1771

Hodges, C., Moore, S., Lockee, B., Trust, T., y Bond, A. (2020). The Difference Between Emergency Remote Teaching and Online Learning. EDUCAUSE Review (March 27, 2020). https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning

Johnston, B., MacNeill, S., y Smyth, K. (2018). Conceptualising the Digital University: The Intersection of Policy, Pedagogy and Practice. Palgrave Macmillan. https://doi.org/10.1007/978-3-319-99160-3

Kukulska-Hulme, A., Bossu, C., Charitonos, K., Coughlan, T., Ferguson, R., FitzGerald, E., Gaved, M., Guitert, M., Hrodotou, C., Maina, M., Prieto-Blázquez, J., Rienties, B., Sangrà, A., Sargent, J., Scanlon, E., y Whitelock, D. (2022). Innovating Pedagogy 2022. The Open University. https://prismic-io.s3.amazonaws.com/ou-iet/5c334004-5f87-41f9-8570-e5db7be8b9dc_innovating-pedagogy-2022.pdf.

Lemay, D. J., Bazelais, P., y Doleck, T. (2021). Transtition to Online Learning during the COVID-19 Pandemic. Computers in Human Behavior Reports, 4, 100130. https://doi.org/10.1016/j.chbr.2021.100130

Maile Cutri, R., y Mena, J. (2020). A critical reconceptualization of faculty readiness for online teaching. Distance Education, 41(3), 361-380. https://doi.org/10.1080/01587919.2020.1763167

Pedró, F. (2020). COVID-19 y educación superior en América Latina y el Caribe: efectos, impactos y recomendaciones políticas. Análisis Carolina. https://doi.org/10.33960/AC_36.2020

Prendes, M. P., Gutiérrez, I., y Martínez, F. (2018). Competencia digital: una necesidad del profesorado universitario en el siglo XXI. RED. Revista de Educación a Distancia, 56(7). https://doi.org/10.6018/red/56/7

Redecker, C. (2020). Marco Europeo para la Competencia Digital de los Educadores: DigCompEdu. (Trad. Fundación Universia y Ministerio de Educación y Formación Profesional de España). Secretaría General Técnica del Ministerio de Educación y Formación Profesional de España (Original publicado en 2017). https://sede.educacion.gob.es/publiventa/d/24685/19/0

Rodríguez Sánchez, M. (2011). Metodologías docentes en el EEES: de la clase magistral al portafolio. Tendencias pedagógicas, 17, 83-103. https://dialnet.unirioja.es/servlet/articulo?codigo=3653734.

Romero-Rodríguez, J. M., Hinojo-Lucena, F. J., Aznar-Díaz, I., y Gómez-García, G. (2022). Digitalización de la Universidad por Covid-19: impacto en el aprendizaje y factores psicosociales de los estudiantes. RIED-Revista Iberoamericana de Educación a Distancia, 25(2), 153-172. https://doi.org/10.5944/ried.25.2.32660

Sangrà, A. (Coord.) (2020). Decálogo para la mejora de la docencia online. Editorial UOC. Acceso abierto: http://openaccess.uoc.edu/webapps/o2/handle/10609/122307

Tullett, W., Leemans, I., Hsu, H., Weismann, S., Bembibre, C., Kiechle, M. A., Jethro, D., Chen, A., Huang, X., Otero-Pailos, J., y Bradley, M. (2022). Smell, History, and Heritage. The American Historical Review, 127(1), 261-309. https://doi.org/10.1093/ahr/rhac147

Vaughan, N., Cleveland-Innes, M., y Garrison, R. (2013). Teaching in Blended Environments. AU Press.

Downloads

Published

2023-01-01

How to Cite

Sangrà, A., Guitert, M., & Behar, P. A. (2023). Innovative Teaching Strategies and Competences for Digital Education. RIED. Revista Iberoamericana De Educación a Distancia, 26(1), 9–16. https://doi.org/10.5944/ried.26.1.36081

Issue

Vol. 26 No. 1 (2023): Special Issue: Innovative Teaching Strategies and Competences for Digital Education

Section

Special Issue

License

Copyright (c) 2023 Albert Sangrá, Montse Guitert, Patricia Alejandra Behar

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

The articles that are published in this journal are subject to the following terms:

1. The authors grant the exploitation rights of the work accepted for publication to RIED, guarantee to the journal the right to be the first publication of research understaken and permit the journal to distribute the work published under the license indicated in point 2.

2. The articles are published in the electronic edition of the journal under a Creative Commons Attribution 4.0 International (CC BY 4.0) license. You can copy and redistribute the material in any medium or format, adapt, remix, transform, and build upon the material for any purpose, even commercially. You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.

3. Conditions for self-archiving. Authors  are encouraged to disseminate electronically the OnlineFirst version (assessed version and accepted for publication) of its articles before publication, always with reference to its publication by RIED, favoring its circulation and dissemination earlier and with this a possible increase in its citation and reach among the academic community.