关键词

继续教育,师资教育,职业发展,大学老师,高等教育,学习生态,技术性资源,非正式学习

摘要

本研究分析了教职工使用构成其学习生态的技术资源对激励他们老师职业发展所达到的程度。研究的兴趣点是:将不断增长的学习生态作为框架来辨析多个由复合数码景象所提供的多种学习机会。研究中,涉及到使用技术性资源的全球数据得到了辨认,这些技术性资源在三个维度中成组(访问、寻找和信息管理资源,创造和内容编辑资源,以及互动与交流资源)。此外,诸如性别,年龄,有多少年教学经验,和知识分枝等不同变量的影响也得以识别。研究方法是通过一个定量性问卷调查开展的。研究样本由1,652个来自50所西班牙大学的教职员工构成。为了达到研究目的,我们开展了描述性与参照性分析(ANOVA)。一方面,我们注意到在职业发展中适度使用了技术性资源,另一方面,我们观察到所有受分析变量之间有着显著差别。研究结果警示需要提倡更富于学习生态的方法,无论在个体和组织层面都应如此,这样的话,每个老师都能更好地利用由网联社会所提供的学习机会。

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技术信息

收到: 28-05-2019

修订: 10-07-2019

公认: 01-08-2019

OnlineFirst: 15-11-2019

发布日期: 01-01-2020

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被引用

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González-Sanmamed, M., Estévez, I., Souto-Seijo, A., & Muñoz-Carril, P. (2020). Digital learning ecologies and professional development of university professors. [Ecologías digitales de aprendizaje y desarrollo profesional del docente universitario]. Comunicar, 62, 9-18. https://doi.org/10.3916/C62-2020-01

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