La competencia digital del profesorado universitario durante la transición a la enseñanza remota de emergencia

Autores/as

DOI: https://doi.org/10.6018/red.540121
Palabras clave: competencia digital, educación superior, formación docente, educación a distancia, COVID-19, perfiles docentes

Resumen

La migración forzosa de las universidades presenciales a un modelo de educación a distancia a causa del COVID-19 ha evidenciado los déficits existentes en relación con la competencia digital docente. Mediante un diseño descriptivo e inferencial de corte transversal, este estudio analiza el nivel de competencia digital con el que los docentes transitaron a la enseñanza remota de emergencia durante el confinamiento, explora la incidencia de la formación en el dominio de dicha competencia e identifica los perfiles digitales docenes. Para ello, se aplicó un cuestionario a una muestra de 220 docentes de una universidad pública española. Los principales hallazgos revelan un nivel intermedio en la competencia digital con oscilaciones en las diferentes áreas competenciales. Además, se constata que la formación digital previa parece haber sido una condición necesaria pero no suficiente para realizar una migración óptima. Finalmente, se detectan cinco perfiles digitales: objetores, rezagados, confiados, aprendices y vanguardistas. Se concluye con la necesidad de establecer planes de formación cuyo diseño pivote en torno a un diagnóstico de las competencias digitales, la aplicación de herramientas tecnológicas a la enseñanza y la adopción de nuevos enfoques pedagógicos y metodológicos. Se recomienda ampliar la investigación incorporando otras variables para validar estos hallazgos preliminares.

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Publicado
09-01-2023
Cómo citar
Pérez López, E., & Yuste Tosina, R. (2023). La competencia digital del profesorado universitario durante la transición a la enseñanza remota de emergencia . Revista de Educación a Distancia (RED), 23(72). https://doi.org/10.6018/red.540121
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