Innovative Teaching Strategies and Competences for Digital Education
DOI:
https://doi.org/10.5944/ried.26.1.36081Keywords:
digital education, online education, digital competence, innovative methodologies, teaching, higher educationAbstract
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
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.