16 SES 05.5 PS, General Poster Session
General Poster Session
The need to improve the teaching and learning process in the European Higher Education Area (EHEA) has led to the optimization of digital resources and the use of existing virtual tools (Vila, Rodríguez-Cano, Flores, Álvarez, Blasco, et al., 2013). The educational potential with computer networks have generated new models of formative management. This concept makes possible to create new learning environments based on virtualization and digitization that greatly optimize the quality of teaching (De Pablos, 2010). These resources have become essential tools that contribute to the acquisition of multiple learnings, motivate students and improve their academic performance and satisfaction (Cecez-Kecmanovic, & Webb, 2000).
The relevance of these resources for the management of students' learning process has been accompanied by a new understanding of the role of teachers that has grown from a single transmitter of information to be a guide and careers adviser as well as a provider of new tools and resources to explore and acquire new learning (Gisbert, 2002, Salinas, 2004). Similarly, the role of the student has been modified by this new methodological change, in which is required that a student has competency to work independently, to think from a critical perspective, to solve problems and adapt to new situations, to make decisions, to develop the ability to work in teams, etc. (Ferro, Martínez, & Otero, 2009; Salinas, 2004).
Among the advantages of this new educational model based on the new technologies, is the space-time rupture that implied traditional education. This new method of learning generates new forms of relationships between teachers and students that, besides being able to share knowledge, information, etc. (Ferro, Martínez, & Otero, 2009) allows the student benefit from continuous contact with teachers by means of e-tutorials. They allow asking at any time the questions that may appear during the training process (Area, 2005; Cabrero, 2008).
At the same time, the relation between students and knowledge has also been modified, since the use of these virtual environments provides a more flexible and adapted solution to the learning needs and characteristics of students who can access all resources at any time and from everywhere. (Area, 2005; Cabrero, 2008). All of this makes easier the self-education and knowledge reprocessing. The fact of being part of a learning community improves interaction among students, develop social relationships that encourage teamwork and promote the clarification of doubts cooperatively (Cecez-Kecmanovic, & Webb, 2000).
In recent years, the potential of digital resources have found a development path as a support resource for university teaching (Area, 2010). In fact, much of the Spanish universities currently benefit from virtual campus or services. The tendency is to combine virtual and face-to-face teaching. In this regard, it is important to underline the advances at the University of La Laguna in recent years and, in particular, the support received from the Vice President for Institutional Quality and Educational Innovation of this institution, to promote innovation projects concerning the curricular integration of new technologies in higher education. It is in this context where arises a teaching innovation project that aims to use the virtual classes as a resource to contribute the acquisition and understanding of the contents of a subject in the second year of Degree in Pedagogy. The aim of this study was to analyze student satisfaction regarding the use of virtual tutorials developed by teachers to extend and complement the theoretical classes, and students to develop practical content.
Area, M (2005). Internet y la calidad de la educación superior en la perspectiva de la convergencia europea. Revista Española de Pedagogía, 63 (230) pp. 85-100. Area, M. (2010). ¿Por qué formar en competencias informacionales y digitales en la educación superior? Revista de Universidad y Sociedad del Conocimiento (RUSC), 7 (2). Cabero, J. (2008). La alfabetización digital de los alumnos. Competencias digitales para el siglo XXI. Revista portuguesa de pedagogía, 42, (2), pp-7-28. Cecez-Kecmanovic, D., & Webb, C. (2000). Towards a communicative model of collaborative web-mediated learning. Australian Journal of Educational Technology, 16, (1), pp. 73-85. De Pablos, J. (2010). Universidad y sociedad del conocimiento. Las competencias informacionales y digitales. Revista de Universidad y Sociedad de conocimiento, 7, (2), pp. 6-16. Ferro, C., Martínez, A., & Otero, M. (2009). Ventajas del uso de las TICs en el procesos de enseñanza-aprendizaje desde la óptica de los docentes universitarios españoles. Revista Electrónica de Tecnología Educativa, 29, pp. 1-12. Gisbert, M. (2002). El nuevo rol del profesor en entornos tecnológicos. Acción pedagógica, 11, (1), pp. 48-59. Salinas, J. (2004). Innovación docente y uso de las TIC en la enseñanza universitaria. Revista Universidad y Sociedad del Conocimiento, 1 (1). Vila, R.; Rodríguez-Cano, C.; Flores, C.; Álvarez, J. D.; Blasco, J. E.; Grau, S.; Guarinos, I.; Lledó, A.; López, E.; Lorenzo, G.; Martínez, M.; Mengual, S.; Perandones, T.; Sánchez, F. J., & Tortosa, M. (2013). Evaluación de las Competencias Digitales del alumnado en el Espacio Europeo de Educación Superior. Proyecto “e-Accesible”. Ref. IPT-430000-2010-29 (2010-2013), cofinanciado por el FEDER de la UE.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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