Article Sidebar

Submitted
Aug 30, 2024
Accepted
Oct 13, 2024
Published
Nov 7, 2024
Download
PDF
Statistic
Read Counter : 30 Download : 6

Main Article Content

Abstract

The idea of the university as a mere transmitter of knowledge has long been obsolete. In the context of educational research and innovation, it is university teachers who fulfill these roles. This shift, along with the technological advancements of the 21st century, highlights the need for a thorough investigation into how well university teachers are equipped to face these new challenges. Consequently, various tools have been developed to provide a research framework that allows for comparisons between countries. Tools such as DigCompEdu have been used to assess teachers' digital competencies and to facilitate cross-country comparisons.
However, this study does not focus on teaching competencies but rather on exploring research competencies related to ICTs. In this context, a comparison is made between Spain and Ecuador to examine how two institutions from different countries operate, as well as how they function in relation to gender and the stage of academic career development. This aims to identify aspects that can serve as distinguishing factors.
The results show that there are no significant differences in the comparison of researchers from the two universities, finding significant changes only for specific aspects, establishing as differentiating factors the idea of a greater intention to use ICT for research by researchers at the University of Granada and showing how during the training of university teachers, confidence is acquired to train new researchers, establishing the ideal time for training once they have more than 10 years of research and with a permanent university link.

Keywords

ICT Research Competences Digital Competences Correlation Education Research

Article Details

Creative Commons License

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

The author declares that the submitted to Journal of e-Learning and Knowledge Society (Je-LKS) is original and that is has neither been published previously nor is currently being considered for publication elsewhere.
The author agrees that SIe-L (Italian Society of e-Learning) has the right to publish the material sent for inclusion in the journal Je-LKS.
The author agree that articles may be published in digital format (on the Internet or on any digital support and media) and in printed format, including future re-editions, in any language and in any license including proprietary licenses, creative commons license or open access license. SIe-L may also use parts of the work to advertise and promote the publication.
The author declares s/he has all the necessary rights to authorize the editor and SIe-L to publish the work.
The author assures that the publication of the work in no way infringes the rights of third parties, nor violates any penal norms and absolves SIe-L from all damages and costs which may result from publication.

The author declares further s/he has received written permission without limits of time, territory, or language from the rights holders for the free use of all images and parts of works still covered by copyright, without any cost or expenses to SIe-L.

For all the information please check the Ethical Code of Je-LKS, available at http://www.je-lks.org/index.php/ethical-code

How to Cite
Victoria-Maldonado, J. J., Roque-Herrera, Y., Berral-Ortiz, B., & Sarmiento-Benavides, A. S. (2024). Comparison of digital research skills between Spain and Ecuador. Journal of E-Learning and Knowledge Society, 20(3), 90-100. https://doi.org/10.20368/1971-8829/1136031

References

  1. Acilar, A., & Sæbø, Ø. (2021). Towards understanding the gender digital divide: a systematic literature review. Global Knowledge Memory and Communication,72(3), 233-249. https://doi.org/10.1108/gkmc-09-2021-0147
  2. Al-Daihani, S. M., Al-Qallaf, J. S., & AlSaheeb, S. A. (2018). Use of social media by social science academics for scholarly communication. Global Knowledge, Memory and Communication, 67(7), 412-424. https://doi.org/10.1108/GKMC-11-2017-0091.
  3. Alonso-Arévalo, J., Saraiva, R., & Flórez-Holguín, R. (2020). Revistas depredadoras: fraude en la ciencia. Cuadernos de documentación multimedia, 31, 1-6.
  4. Alonso-García, S., Victoria-Maldonado, J. J., García-Sempere, P. J., & Lara-Lara, F. (2023). Student evaluation of teacher digitals skills at Granada University. Frontiers in education, 7. 1-4, https://doi.org/10.3389/feduc.2022.1069245
  5. Alonso-García, S., Victoria-Maldonado, J.J., Martínez Domingo, J.A., & Berral-Ortiz, B. (2024). Analysis of self-perceived digital competences in future educators: A study at the University of Granada. Journal of Technology and Science Education, 14(1), 4-15. https://doi.org/10.3926/jotse.2521
  6. Antúnez Sánchez, A. G., & Veytia Bucheli, M. G. (2020). Desarrollo de competencias investigativas y uso de herramientas tecnológicas en la gestión de información. Conrado, 16(72), 96-102. http://scielo.sld.cu/scielo.php?script=sci_arttext&pid=S1990-86442020000100096&lng=es&tlng=es
  7. Ato, M., López, J.J., & Benavente, A. (2013). Un sistema de clasificación de los diseños de investigación en psicología. Anales de Psicología, 29(3), 1038-1059. https://dx.doi.org/10.6018/analesps.29.3.178511
  8. Betancur Chicué, V., & García-Valcárcel Muñoz-Repiso, A. (2022). Necesidades de formación y referentes de evaluación en torno a la competencia digital docente: revisión sistemática. Fonseca, Journal of Communication, (25), 133–147. https://doi.org/10.14201/fjc.29603
  9. Carranza-Yuncor, N. R., Rabanal-León, H. C., Villena Zapata, L. I., & Mora Mau, M. E. (2024). Competencia digital. Análisis comparativo pospandemia en maestros de instituciones urbanas y rurales. Bordón Revista de Pedagogía, 76(1), 31–48. https://doi.org/10.13042/bordon.2024.99045
  10. Cohen, J. (1988). Statistical power analysis for the behavioral sciences. Erbaum Press.
  11. García, Z. del P., & Aznar, I. (2017). Childhood educator training, a challenge to educative innovation in higher education. Innoeduca. International Journal of Technology and Educational Innovation, 3(2), 98–108.https://doi.org/10.24310/innoeduca.2017.v3i2.2451
  12. Guillén-Gámez, F. D., Gómez-García, M., & Ruiz-Palmero, J. (2024). Competencia digital en labores de Investigación: predictores que influyen en función del tipo de universidad y género del profesorado de Educación Superior. Pixel bit, 69, 7–34. https://doi.org/10.12795/pixelbit.99992
  13. Guillén-Gámez, F. D., Ruiz-Palmero, J., & Gómez-García, M. (2023b). Digital competences in research: creativity and entrepreneurship as essential predictors for teacher training. Journal of Computers in Education. 1-20. https://doi.org/10.1007/s40692-023-00299-3
  14. Guillén-Gámez, Francisco D., Ruiz-Palmero, J., & García, M. G. (2023a). Digital competence of teachers in the use of ICT for research work: development of an instrument from a PLS-SEM approach. Education and Information Technologies, 28(12), 16509–16529. https://doi.org/10.1007/s10639-023-11895-2
  15. Hampton, K. N., Robertson, C. T., Fernandez, L., Shin, I., & Bauer, J. M. (2021). How variation in internet access, digital skills, and media use are related to rural student outcomes: GPA, SAT, and educational aspirations. Telematics and Informatics, 63, 101666, 1-15. https://doi. org/ 10. 1016/j. tele. 2021.101666
  16. Martín-Párraga, L.; Llorente-Cejudo, C.; Barroso-Osuna, J. Self-Perception of Digital Competence in University Lecturers: A Comparative Study between Universities in Spain and Peru According to the DigCompEdu Model. Societies 2023, 13(6) 142, 1-14. https://doi.org/10.3390/ soc13060142
  17. Ministerio de Ciencia e Innovación. (2023). Científicas en Cifras 2023. Secretaría General Técnica del Ministerio de Ciencia e Innovación. https://www.ciencia.gob.es/dam/jcr:f4f6bb28-cae5-4da2-85f4-067508c410eb/CientiificasCifras2023.pdf
  18. Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A Framework or Teacher Knowledge.Teachers College Record, 108(6), 1017-1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x
  19. Mora-Cantallops, M., Inamorato Dos Santos, A., Villalonga-Gómez, C., Lacalle Remigio, J. R., Camarillo Casado, J., Sota Eguizábal, J. M., et al. (2022). Competencias digitales del profesorado universitario en España: Un estudio basado en los marcos europeos DigCompEdu y OpenEduThe Digital Competence of Academics in Spain: A study based on the European frameworks DigCompEdu and OpenEdu. Luxembourg: Publications Office of the European Communities.
  20. Nuñez Benítez, A., Wexell Machado, L. E., & Sotomayor Ortellado, R. I. (2020). Competencias TIC para investigación en docentes de la FOUNC con la implementación del Programa de Formación a Investigadores 2015-2018: Information Technology Communication Competences for research in FOUNC teachers with the implementation of the Training Program for Researchers 2015-2018. Scientia Oralis Salutem 1(1), 58–64. https://revistas.unc.edu.py/index.php/founc/article/view/13
  21. Otzen, T., & Manterola, C. (2017). Técnicas de Muestreo sobre una Población a Estudio. International Journal of Morphology, 35(1), 227-232. https://dx.doi.org/10.4067/S0717-95022017000100037
  22. Paiva, A. de F., Romero-Rodríguez, J. M., & Gómez-García, G. (2018). Desenvolvimento profissional e formação contínua de professores: uma análise do contexto da educação em Angola. Innoeduca International Journal of Technology and Educational Innovation, 4(1),71–78. https://doi.org/10.24310/innoeduca.2018.v4i1.4081
  23. Palacio, J. A., Hinojo-Lucena, M. A., & García, S. A. (2018). Higher education in agricultural technology with a territorial approach. Innoeduca. International Journal of Technology and Educational Innovation, 4(2), 159–171. https://doi.org/10.24310/innoeduca.2018.v4i1.2453
  24. Peraza, C. X., & Zurita-Barrios, N. Y. (2020). Las bases de datos como estrategia didáctica para investigadores noveles. Análisis del comportamiento de las líneas de crédito a través de la corporación financiera nacional y su aporte al desarrollo de las PYMES en Guayaquil 2011-2015. RECIMUNDO: Revista Científica de la Investigación y el Conocimiento4(4), 19–29. https://doi.org/10.26820/recimundo/4.(4).noviembre.2020.19-29
  25. Pin-Posligua, G. M. (2022). Análisis comparativo del desarrollo de las competencias digitales y uso de las TIC, en el docente ecuatoriano. Código Científico Revista De Investigación, 3(3), 349–366.
  26. Reynosa, E., Serrano, E. A., Ortega-Parra, A. J., Navarro, O., Cruz-Montero, J. M., & Salazar, E. O. (2020). Estrategias didácticas para investigación científica: relevancia en la formación de investigadores. Revista Universidad y Sociedad, 12(1), 259-266.
  27. Rivas, L. A. (2011). Las nueve competencias de un investigador. Investigación Administrativa, 40(108), 34-54. http://www.scielo.org.mx/scielo.php?script=sci_arttext&pid=S2448-76782011000200034&lng=es&tlng=es
  28. Roa, L. I., Díaz, T., & Estrada, L. (2022). Gestores de referencias bibliográficas y su impacto en las investigaciones. e-Ciencias de la Información, 12(1), 96-113.
  29. Rojano, Y., Contreras, M. & Cardona, D. (2021). El proceso etnográfico y la gestión estratégica de datos cualitativos con la utilización del aplicativo Atlas.ti. Revista Saber, Ciencia y Libertad, 16(2), 175 – 192. https://doi.org/10.18041/2382-3240/saber.2021v16n2.65001
  30. 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
  31. Romero-Rodríguez, L. M., Contreras-Pulido, P., & Pérez-Rodríguez, M. A. (2019). Media competencies of university professors and students. Comparison of levels in Spain, Portugal, Brazil and Venezuela / Las competencias mediáticas de profesores y estudiantes universitarios. Comparación de niveles en España, Portugal, Brasil y Venezuela. C&E, Cultura y Educación, 31(2), 326–368. https://doi.org/10.1080/11356405.2019.1597564
  32. Rueda, G. (2023). Competencias digitales en educación superior en tiempos de pandemia COVID-19: Estudio comparativo Perú y España.Revista Educación y Sociedad,4(8), 56-66.https://doi.org/10.53940/reys.v4i8.161
  33. Sánchez, L. (2022). Competencias TIC y uso de herramientas digitales para la investigación en docentes universitarios. Conocimiento educativo, 9(1), 25–41. https://doi.org/10.5377/ce.v9i1.14568
  34. Saubern, R., Henderson, M., Heinrich, E., & Redmond, P. (2020). TPACK – time to reboot?. Australasian Journal of Educational Technology, 36(3), 1–9. https://doi.org/10.14742/ajet.6378
  35. Snijder, R. (2016). Revisiting an open access monograph experiment: Measuring citations and tweets 5 years later. Scientometrics, 109(3), 1855–1875. https://doi.org/10.1007/s11192-016-2160-6
  36. Soto, M., & Hanna, S. (2020). Desarrollo de competencias investigativas en participantes de maestría organizacional. Gente Clave, 4(1), 108-128.
  37. Van Audenhove, L., Vermeire, L., Van den Broeck, W. and Demeulenaere, A. (2024), "Data literacy in the new EU DigComp 2.2 framework how DigComp defines competences on artificial intelligence, internet of things and data". Information and Learning Sciences, 125 (5), 406-436. https://doi.org/10.1108/ILS-06-2023-0072
  38. Vásquez, S., Vásquez, S. A., Vásquez, C. A., Alania, R., Díaz, M., & Gonzáles, M. del Águila. (2020). El perfil del docente investigador: hacia sus dimensiones y su fortalecimiento. Apuntes Universitarios, 10(4), 69–88. https://doi.org/10.17162/au.v10i4.492
  39. Vergara, D., Antón-Sancho, A., & Fernández-Arias, P. (2023). Engineering professors' habits: didactic use of Information & Communication Technologies (ICT). Education & Information Technologies. https://doi.org/10.1007/s10639-023-12110-y.
  40. Zambrano, J. L. (2020). La sociedad del conocimiento: cantidad, categoría y género de los investigadores en Ecuador. Mundos Plurales - Revista Latinoamericana de Políticas y Acción Pública, 6(1), 73-92.
  41. https://doi.org/10.17141/mundosplurales.1.2019.3855

DB Error: Unknown column 'Array' in 'where clause'