Keywords

Continuing education, teacher education, professional development, university teachers, higher education, learning ecologies, technological resources, informal learning

Abstract

This study analyses the extent to which faculty use the technological resources that make up their Learning Ecologies to encourage their teacher professional development. The interest of this research is the growing impact of Learning Ecologies as a framework to examine the multiple learning opportunities provided by the complex digital landscape. Global data referred to the use of technological resources grouped in three dimensions (Access, Search and Information Management resources, Creation and Content Editing resources, and Interaction and Communication resources) has been identified. In addition, the influence of different variables such as gender, age, years of teaching experience and the branch of knowledge were also examined. The methodology used has been quantitative through a survey. The sample consisted of 1,652 faculty belonging to 50 Spanish universities. To meet the aim of the study, descriptive and inferential analysis (ANOVA) were carried out. On the one hand, it is noted a moderate use of technological resources for professional development and, on the other hand, significant differences are observed on all variables analysed. The results warn of the need to promote, both at individual and institutional level, more enriched Learning Ecologies, in such a way that each teacher can take better advantage of the learning opportunities, provided by the networked society.

View infography

References

Adell, J., & Castañeda, L.J. (2010). Los entornos personales de aprendizaje (PLEs): Una nueva manera de entender el aprendizaje. In R. Roig, & M. Firoucci (Eds.), Claves para la investigación en innovación y calidad educativas. La integración de las tecnologías de la información y la comunicación en las aulas. Alcoy: Marfil-RomaTRE Universita degli studi. https://bit.ly/2WjjIw3

Link Google Scholar

Barron, B. (2006). Interest and self-sustained learning as catalysts of development: A learning ecology perspective. Human Development, 49, 193-224. https://doi.org/10.1159/000094368

Link DOI | Link Google Scholar

Brill, J., & Park, Y. (2011). Evaluating online tutorials for university faculty, staff, and students: The contribution of just-in-time online resources to learning and performance. International Journal on E-learning, 10(1), 5-26. https://bit.ly/2HUNw8Q

Link Google Scholar

Caballero, K. (2013). La formación del profesorado universitario y su influencia en el desarrollo de la actividad profesional. Revista de Docencia Universitaria, 11(2), 391. https://doi.org/10.4995/redu.2013.5582

Link DOI | Link Google Scholar

Cabero, J., Llorente, M.C., & Marín, V. (2010). Hacia el diseño de un instrumento de diagnóstico de ‘competencias tecnológicas del profesorado’ universitario. Revista Iberoamericana de Educación, 52(7), 1-12. https://bit.ly/2M842rj

Link Google Scholar

Castañeda, L., & Adell, J. (2013). Entornos personales de aprendizaje: Claves para el ecosistema educativo en red. Alcoy: Marfil. https://doi.org/10.21071/edmetic.v2i1.2856

Link DOI | Link Google Scholar

Cobo, C., & Moravec, J. (2011). Aprendizaje invisible. Hacia una nueva ecología de la educación. Barcelona: Universidad de Barcelona. https://bit.ly/2Hfriib

Link Google Scholar

Cohen, J. (1988). Statistical power analysis for the behavioral sciences. Hillsdate, NJ: LEA.

Link Google Scholar

Cormier, D. (2008). Rhizomatic education: Community as curriculum. In¬novate: Journal of Online Education, 4(5). https://bit.ly/2K3HdCA

Link Google Scholar

Dabbagh, N., & Kitsantas, A. (2012). Personal learning environments, social media, and self-regulated learning: A natural formula for connecting formal and informal learning. The Internet and Higher Education, 15(1), 3-8. https://doi.org/10.1016/j.iheduc.2011.06.002

Link DOI | Link Google Scholar

Darling-Hammond, L., & Richardson, N. (2009). Research review/teacher learning: What matters? Educational Leadership, 66(5), 46-53. https://bit.ly/2YPSvyi

Link Google Scholar

Díaz, W.B. (2015). Formación del profesorado universitario, evaluación de la actividad docente y promoción profesional (Tesis Doctoral). UNED, Madrid. https://bit.ly/2HD8bze

Link Google Scholar

Díez-Gutiérrez, E., & Díaz-Nafría, J.M. (2018). Ubiquitous learning ecologies for a critical cybercitizenship. [Ecologías de aprendizaje ubicuo para la ciberciudadanía crítica]. Comunicar, 26, 9-58. https://doi.org/10.3916/C54-2018-05

Link DOI | Link Google Scholar

Drent, M., & Meelissen, M. (2008). Which factors obstruct or stimulate teacher educators to use ICT innovatively? Computers & Education, 51(1), 187-199. https://doi.org/10.1016/j.compedu.2007.05.001

Link DOI | Link Google Scholar

Durán, M., Prendes, M., & Gutiérrez, I. (2019). Certificación de la competencia digital docente: Propuesta para el profesorado universitario. Revista Iberoamericana de Educación a Distancia, 22(1), 187-205. https://doi.org/10.5944/ried.22.1.22069

Link DOI | Link Google Scholar

Finney, S.J., & DiStefano, C. (2006). Non-normal and categorical data in structural equation modeling. In G.R. Hancock, & R.O. Mueller (Eds.), Structural equation modeling: A second course (pp. 269-314). Greenwich: Information Age Publishing. https://bit.ly/2YB0YsZ

Link Google Scholar

Gast, I., Schildkamp, K., & Van-der-Veen, J.T. (2017). Team-based professional development interventions in higher education: A systematic review. Review of Educational Research, 87(4), 736-767. https://doi.org/10.3102/0034654317704306

Link DOI | Link Google Scholar

González-Sanmamed, M., Sangrá, A., Souto-Seijo, A., & Estévez, I. (2018). Ecologías de aprendizaje en la era digital: Desafíos para la educación superior. Publicaciones, 48, 11-38. https://doi.org/10.30827/publicaciones.v48i1.7329

Link DOI | Link Google Scholar

González-Sanmamed, M., Santos, F., & Muñoz-Carril, P.C. (2016). Teacher education & profesional development: A learning perspective. Lifewide Magazine,16, 13-16. https://bit.ly/2K4RiPS

Link Google Scholar

González?Sanmamed, M., Muñoz?Carril, P.C., & Santos?Caamaño, F.J. (2019). Key components of learning ecologies: A Delphi assessment. British Journal of Educational Technology, 50(4), 1639-1655. https://doi.org/10.1111/bjet.12805

Link DOI | Link Google Scholar

He, T., & Li, S. (2019). A comparative study of digital informal learning: The effects of digital competence and technology expectancy. British Journal of Educational Technology, 1-15. https://doi.org/10.1111/bjet.12778

Link DOI | Link Google Scholar

Inamorato, A., Gausas, S., Mackeviciute, R., Jotautyte, A., & Martinaitis, Z. (2019). Innovating professional development in higher education: An analysis of practices innovating professional development in higher education. Luxembourg: Publications Office of the European Union. https://doi.org/10.2760/26224

Link DOI | Link Google Scholar

Jackson, N. (2013). The concept of learning ecologies. In N. Jackson, & B. Cooper (Eds.), Lifewide learning, education & personal development (pp.1-21). https://bit.ly/28Jc8As

Link Google Scholar

Jaipal, K., Figg, C., Collier, D., Gallagher, T., Winters, K.L., & Ciampa, K. (2018). Developing TPACK of university faculty through technology leadership roles. Italian Journal of Educational Technology, 26(1), 39-55. https://bit.ly/31FBOXY

Link Google Scholar

Jaramillo-Baquerizo, C., Valcke, M., & Vanderlinde, R. (2019). Professional development initiatives for university teachers: Variables that influence the transfer of learning to the workplace. Innovations in Education and Teaching International, 59(3), 352-362. https://doi.org/10.1080/14703297.2018.1479283

Link DOI | Link Google Scholar

Kop, R. (2011). The challenges to connectivist learning on open online networks: Learning experiences during a massive open online course. The International Review of Research in Open and Distributed Learning, 12(3), 19-38. https://doi.org/10.19173/irrodl.v12i3.882

Link DOI | Link Google Scholar

Looi, C.K. (2001). Enhancing learning ecology on the Internet. Journal of Computer Assisted Learning, 17(1), 13-20. https://doi.org/10.1111/j.1365-2729.2001.00155.x

Link DOI | Link Google Scholar

Lozano, I., Iglesias, M.J., & Martínez, M.A. (2014). Las oportunidades de las académicas en el desarrollo profesional docente universitario: un estudio cualitativo. Educación XX1, 17(1), 159-182. https:/doi.org/10.5944/educxx1.17.1.10709

Link Google Scholar

Maina, M., & García, I. (2016). Articulating personal pedagogies through learning ecologies. In B. Gros, Kindshuk, & M. Maina (Eds.), The future of ubiquitous learning: Learning designs for emerging pedagogies (pp. 73-94). Berlin Heidelberg: Springer. https://doi.org/10.1007/978-3-662-47724-3_5

Link DOI | Link Google Scholar

Muijs, D., Day, C., Harris, A., & Lindsay, G. (2004). Evaluating CPD: An overview. In C. Day (Ed.), International Handbook on the Continuing Professional Development of teachers (pp. 291-319). Berkshire: McGraw-Hill Education

Link Google Scholar

Parsons, S.A., Hutchison, A.C., Hall, L.A., Ward, A., Ives, S.T., & Bruyning, A. (2019). US teachers’ perceptions of online professional development. Teaching and Teacher Education, 82(1), 33-42. https://doi.org/10.1016/j.tate.2019.03.006

Link DOI | Link Google Scholar

Ranieri, M., Giampaolo, M., & Bruni, I. (2019). Exploring educators’ professional learning ecologies in a blended learning environment. British Journal of Educational Technology, 1-14. https://doi.org/10.1111/bjet.12793

Link DOI | Link Google Scholar

Sangrà, A., González-Sanmamed, M., & Guitert, M. (2013). Learning ecologies: Informal professional development opportunities for teachers. In D. Tan, & L. Fang (Eds.), Proceedings of the IEEE 63rd Annual Conference International Council for Educational Media. Singapore: ICEM-CIME https://doi.org/10.1109/CICEM.2013.6820171

Link DOI | Link Google Scholar

Sangrá, A., Guitert, M., Pérez-Mateo, M., & Ernest, P. (2011). Lifelong lear¬ning ecologies and teachers’ professional development: A roadmap for research. In M.F. Paulsen, & A. Szücs (Eds.), Learning and Sustainability. The New Ecosystem of Innovation and Knowledge. Proceedings of the 2011 EDEN Annual Conference. Dublin, Ireland. https://bit.ly/30NdaF2

Link Google Scholar

Sangrá, A., Raffaghelli, J.E., & Guitert?Catasús, M. (2019). Learning ecologies through a lens: Ontological, methodological and applicative issues. A systematic review of the literature. British Journal of Educational Technology, 1-20. https://doi.org/10.1111/bjet.12795

Link DOI | Link Google Scholar

Seaman, J., & Tinti-Kane, H. (2013). Social media for teaching and learning. London: Pearson Learning Systems.

Link Google Scholar

Siemens, G. (2007). Connectivism: Creating a learning ecology in distributed environments. In T. Hug (Ed.), Didatics of microlearning: Concepts, discourses, and examples (pp. 53-68). Münster: Waxmann Verlag.

Link Google Scholar

Trust, T., Krutka, D.G., & Carpenter, J.P. (2016). Together we are better: Professional learning networks for teachers. Computers & Education, 102, 15-34. https://doi.org/10.1016/j.compedu.2016.06.007

Link DOI | Link Google Scholar

Van-den-Beemt, A., & Diepstraten, I. (2016). Teacher perspectives on ICT: A learning ecology approach. Computers & Education, 92, 161-170. https://doi.org/10.1016/j.compedu.2015.10.017

Link DOI | Link Google Scholar

Van-Waes, S., De-Maeyer, S., Moolenaar, N.M., Van-Petegem, P., & Van-den-Bossche, P. (2018). Strengthening networks: A social network intervention among higher education teachers. Learning and Instruction, 53, 34-49. https://doi.org/10.1016/j.learninstruc.2017.07.005

Link DOI | Link Google Scholar

Vera, J.A., Torres, L.E., & Martínez, E.E. (2014). Evaluación de competencias básicas en TIC en docentes de educación superior en México. Pixel-Bit, 44, 143-155. https://bit.ly/2X79f3V

Link Google Scholar

Yurkofsky, M.M., Blum-Smith, S., & Brennan, K. (2019). Expanding outcomes: Exploring varied conceptions of teacher learning in an online professional development experience. Teaching and Teacher Education, 82, 1-13. https://doi.org/10.1016/j.tate.2019.03.002

Link DOI | Link Google Scholar

Crossmark

Technical information

Received: 28-05-2019

Revised: 10-07-2019

Accepted: 01-08-2019

OnlineFirst: 15-11-2019

Publication date: 01-01-2020

Article revision time: 43 days | Average time revision issue 62: 40 days

Article acceptance time: 65 days | Average time of acceptance issue 62: 72 days

Preprint editing time: 173 days | Average editing time preprint issue 62: 176 days

Article editing time: 218 days | Average editing time issue 62: 221 days

Metrics

Metrics of this article

Views: 31191

Abstract readings: 27436

PDF downloads: 3755

Full metrics of Comunicar 62

Views: 277565

Abstract readings: 237264

PDF downloads: 40301

Cited by

Cites in Web of Science

Gonzalez Sanmamed, Mercedes; Tejada Fernandez, Jose; Fernandez Cruz, Manuel; . Editorial: Learning ecologies: opportunities form training in the networked society GEOGRAPHY AND SUSTAINABILITY, 2021.

https://doi.org/#EANF#

Antonio Garcia-Martinez, Jose; Jose Santos-Caamano, Francisco; Munoz-Carril, Pablo-Cesar; Gonzalez Sanmamed, Mercedes; . Analysis of the Technological Resources Used by University Students in Education Educause, 2021.

https://doi.org/10.1080/08923647.2021.1913786

Santos-Caamano, Francisco-Jose; Vazquez-Cancelo, Maria-Jose; Rodriguez-Machado, Eduardo-Rafael; . Digital technologies and learning ecologies: challenges and opportunities BMC medical research methodology, 2021.

https://doi.org/10.6018/educatio.466091

Said-Hung, Elias; Marcano, Beatriz; Garzon-Clemente, Rebeca; . ACADEMIC ANXIETY IN TEACHERS AND COVID-19. CASE OF HIGHER EDUCATION INSTITUTIONS IN LATIN AMERICA Informacion psicologica, 2021.

https://doi.org/#EANF#

Prendes Espinosa, M. Paz; Montiel Ruiz, Francisco Jose; Gonzalez Calatayud, Victor; . Use of ICT by secondary school teachers analyzed using the learning ecology model: a case study in the region of Murcia AUSTRALASIAN JOURNAL OF EDUCATIONAL TECHNOLOGY, 2021.

https://doi.org/10.30827/publicaciones.v51i3.18374

Garcia-Martinez, Jose-Antonio; Rosa-Napal, Francisco-Cesar; Romero-Tabeayo, Isabel; Lopez-Calvo, Sara; Fuentes-Abeledo, Eduardo-Jose; . Digital Tools and Personal Learning Environments: An Analysis in Higher Education RIE-REVISTA DE INVESTIGACION EDUCATIVA, 2020.

https://doi.org/10.3390/su12198180

Antonio Garcia-Martinez, Jose; Herrera-Villalobos, Graciela; Arturo Fallas-Vargas, Manuel; . Connected learning: a study on university students' personal learning networks RIE-REVISTA DE INVESTIGACION EDUCATIVA, 2021.

https://doi.org/10.6018/educatio.463821

Queiruga Dios, Miguel Angel; Vazquez Dorrio, Jose Benito; Saiz Manzanares, Maria Consuelo; Inesta, Emilia Lopez; Ojeda, Maria Diez; . Assessment of the virtualised self-regulated learning ecology for the Didactics of Natural Sciences during the COVID-19 crisis RESEARCH IN SCIENCE EDUCATION, 2021.

https://doi.org/10.30827/publicaciones.v51i3.18046

Gonzalez-Sanmamed, Mercedes; Cesar Munoz-Carril, Pablo; Estevez-Blanco, Iris; . Digital Learning Ecologies in a Time of COVID-19 EDUCACION XX1, 2021.

https://doi.org/#EANF#

Morer, Albert Sangra; Raffaghelli, Juliana E.; Sanmamed, Mercedes Gonzalez; Carril, Pablo Cesar Munoz; . Primary school teachers' professional development through the learning ecologies lens: new ways for keeping up to date in uncertain times Liquid Times: Living in an Age of Uncertainty, 2021.

https://doi.org/10.30827/publicaciones.v51i3.20790

Estevez, Iris; Souto-Seijo, Alba; Rey, Patricia Romero; . Learning Ecologies and Teacher Professional Development: opportunities and challenges in a changing educational context Studies in health technology and informatics, 2021.

https://doi.org/10.30827/publicaciones.v51i3.19541

Santos Caamano, Francisco Jose; Vazquez Cancelo, Maria Jose; Rodriguez Machado, Eduardo Rafael; . Obstacles in the development of learning ecologies: a challenge for expanded learning in pandemic scenarios Revista mexicana de ciencias políticas y sociales, 2021.

https://doi.org/10.30827/publicaciones.v51i3.18512

Cowie, Neil; . The development of an Ecology of Resources for online English as a Foreign Language (EFL) teachers in a Japanese university during the COVID-19 pandemic Asian Journal of Distance Education, 2021.

https://doi.org/10.46661/ijeri.5356

Diaz-Noguera, Maria Dolores; Hervas-Gomez, Carlos; De la Calle-Cabrera, Ana Maria; Lopez-Meneses, Eloy; . Autonomy, Motivation, and Digital Pedagogy Are Key Factors in the Perceptions of Spanish Higher-Education Students toward Online Learning during the COVID-19 Pandemic 7TH WORLD CONFERENCE ON EDUCATIONAL SCIENCES, 2022.

https://doi.org/10.3390/ijerph19020654

Casimiro Urcos, Consuelo Nora; Tobalino Lopez, Donatila; Casimiro Urcos, Walther Hernan; Leon Gonzalez, Jorge Luis; . PROFESSIONAL PROFILE OF THE INITIAL EDUCATION STUDENT OF THE UNIVERSIDAD NACIONAL DE EDUCACION "ENRIQUE GUZMAN Y VALLE", PERU Perfiles educativos, 2021.

https://doi.org/#EANF#

Hervas-Gomez, Carlos; Diaz-Noguera, Maria Dolores; De la Calle-Cabrera, Ana Maria; Guijarro-Cordobes, Olga; . Perceptions of University Students towards Digital Transformation during the Pandemic PROFESORADO-REVISTA DE CURRICULUM Y FORMACION DE PROFESORADO, 2021.

https://doi.org/10.3390/educsci11110738

Ruiz Ortiz, Lidia; Zulueta Veliz, Yeleny; Baluja Garcia, Walter; Perez Mallea, Ivan; Montesino Perurena, Raydel; Gainza Reyes, Dainys; . EXPERIENCES OF DISTANCE POSTGRADUATE SCHOOL IN TIMES OF COVID-19 Educacion, 2021.

https://doi.org/#EANF#

Garcia-Martinez, Jose-Antonio; Fuentes-Abeledo, Eduardo-Jose; Rodriguez-Machado, Eduardo-Rafael; . Attitudes towards the Use of ICT in Costa Rican University Students: The Influence of Sex, Academic Performance, and Training in Technology INTERNATIONAL JOURNAL OF INSTRUCTION, 2021.

https://doi.org/10.3390/su13010282

Uruena, Linda Alejandra Leal; Mesa, Julio Ernesto Rojas; Mesa, Rojas; Ernesto, Julio; . Perceptions of Self-Efficiency and TPACK Knowledge in Preservice Teachers Journal of Educational Computing Research, 2020.

https://doi.org/10.15332/22563067.6295

Cites in Scopus

García-Martínez, J.-A., Rosa-Napal, F.-C., Romero-Tabeayo, I., López-Calvo, S., Fuentes-Abeledo, E.-J. . Digital tools and personal learning environments: An analysis in higher education), Sustainability (Switzerland), .

https://doi.org/10.3390/su12198180

García-Martínez, J.-A., Fuentes-Abeledo, E.-J., Rodríguez-Machado, E.-R. . Attitudes towards the use of ict in costa rican university students: The influence of sex, academic performance, and training in technology), Sustainability (Switzerland), .

https://doi.org/10.3390/su13010282

Souto-Seijo, A., Estévez, I., Romero, P., González-Sanmamed, M. . Teacher Development and Learning Ecologies: A Case Study Assisted by Atlas.ti), Advances in Intelligent Systems and Computing, .

https://doi.org/10.1007/978-3-030-70187-1_9

García-Martínez, J.A., Santos-Caamaño, F.J., Muñoz-Carril, P.-C., González Sanmamed, M. . Analysis of the Technological Resources Used by University Students in Education | [Análisis de los Recursos Tecnológicos que Utiliza el Alumnado Universitario de Estudios de Educación]), American Journal of Distance Education, .

https://doi.org/10.1080/08923647.2021.1913786

Said-Hung, E., Marcano, B., Garzón-Clemente, R. . Academic anxiety in teachers and COVID-19. Case of higher education institutions in Latin America | [Ansiedad acadÉmica en docentes y COVID-19. Caso instituciones de educaciÓn superior en IberoamÉrica]), Prisma Social, .

Link Google Scholar

Santos-Caamaño, F., Vázquez-Cancelo, M.-J., Rodríguez Machado, E.R. . Obstacles in the development of learning ecologies: A challenge for expanded learning in pandemic scenarios | [学习生态发展的障碍:在疫情背景下加强培训的挑战]), Publicaciones de la Facultad de Educacion y Humanidades del Campus de Melilla, .

https://doi.org/10.30827/PUBLICACIONES.V51I3.18512

Queiruga Dios, M.Á., Dorrío, J.-B.V., Sáiz-Manzanares, M.C., López-Iñesta, E., Ojeda, M.D. . Assessment of the virtualized self-regulated learning ecology for the Didactics of Natural Sciences during the COVID-19 crisis | [在新冠疫情危机期间对自然科学教学法的虚拟化自我调节学习生态进行评估]), Publicaciones de la Facultad de Educacion y Humanidades del Campus de Melilla, .

https://doi.org/10.30827/PUBLICACIONES.V51I3.18046

Espinosa, M.P.P., Montiel Ruiz, F.J., Calatayud, V.G. . Use of ICT by secondary school teachers analyzed using the learning ecology model: A case study in the region of Murcia | [使用学习生态模型分析中学教师对信息通信技术的使用:穆尔西亚地区的案例研究]), Publicaciones de la Facultad de Educacion y Humanidades del Campus de Melilla, .

https://doi.org/10.30827/PUBLICACIONES.V51I3.18374

Morer, A.S., Raffaghelli, J.E., González-Sanmamed, M., Muñoz-Carril, P.-C. . Primary school teachers' professional development through the learning ecologies lens: New ways for keeping up to date in uncertain times | [从学习生态学的角度看小学教师的职业发展:动荡时期提升技能的新方法]), Publicaciones de la Facultad de Educacion y Humanidades del Campus de Melilla, .

https://doi.org/10.30827/PUBLICACIONES.V51I3.20790

Estévez, I., Souto-Seijo, A., Rey, P.R. . Learning ecologies and teacher professional development: Opportunities and challenges in a changing educational context | [学习生态学与教师专业发展:不断变化的教育背景下的机遇与挑战]), Publicaciones de la Facultad de Educacion y Humanidades del Campus de Melilla, .

https://doi.org/10.30827/PUBLICACIONES.V51I3.19541

Singh, R.K., Kushwaha, B.P. . An Assessment of the Behavioral Intention of Generation Z Toward the Adoption of Digital Learning Applications), EAI/Springer Innovations in Communication and Computing, .

https://doi.org/10.1007/978-3-030-73885-3_10

Ortiz, L.R., Veliz, Y.Z., García, W.B., (...), Perurena, R.M., Reyes, D.G. . Experiences of distance postgraduate school in times of COVID-19 | [Experiencias de la escuela de posgrado a distancia en tiempos de COVID-19]), Universidad y Sociedad, .

Link Google Scholar

Hervás-Gómez, C., Díaz-Noguera, M.D., De la Calle-Cabrera, A.M., Guijarro-Cordobés, O. . Perceptions of university students towards digital transformation during the pandemic), Education Sciences, .

https://doi.org/10.3390/educsci11110738

Cites in Google Scholar

Díaz-Noguera, M. D., Hervás-Gómez, C., Guijarro-Cordobés, O., & Gallardo-Pérez, J. (2020). Perceptions of Students Toward Digital Transformation in University Teaching to Improve Sustainability in Education.

https://www.preprints.org/manuscript/202012.0660

González, V. M., Martínez, A. A., & Esparcia, A. C. (2020). Gestión del conocimiento en las universidades: Comunicar en entornos digitales. Gestión, 15(1).

https://revistas.ort.edu.uy/inmediaciones-de-la-comunicacion/article/view/2957

García-Martínez, J. A., Fuentes-Abeledo, E. J., & Rodríguez-Machado, E. R. (2021). Attitudes towards the use of ICT in Costa Rican university students: The influence of sex, academic performance, and training in technology. Sustainability, 13(1), 282.

https://www.mdpi.com/941320

García-Martínez, J. A., Rosa-Napal, F. C., Romero-Tabeayo, I., López-Calvo, S., & Fuentes-Abeledo, E. J. (2020). Digital Tools and Personal Learning Environments: An Analysis in Higher Education. Sustainability, 12(19), 8180.

https://www.mdpi.com/847212

Hervás-Gómez, C., Díaz-Noguera, M. D., Guijarro-Cordobés, O., & Gallardo-Pérez, J. (2020). Valuations of Students Toward Digital Transformation to a Result of Covid-19 to Improve Sustainability in Education.

https://www.preprints.org/manuscript/202012.0316

Souto-Seijo, A., Estévez, I., Romero, P., & González-Sanmamed, M. (2020). Aprendizajes formales, no formales e informales en la era digital: Contribuciones al desarrollo profesional docente. New Trends in Qualitative Research, 2, 428-436.

https://publi.ludomedia.org/index.php/ntqr/article/view/108

Marín, J. M. LOS PROGRAMAS DE DESARROLLO PROFESIONAL Y AUTO-APRENDIZAJE. UNA PROPUESTA DESDE EL CEJFE. La nueva gestión del conocimiento, 410.

...

Blázquez Ferrer, M. A., Borges Blázquez, R., González-Mas, M. C., Ibáñez Jaime, M. D., & Martínez García, E. (2020). Encuentros virtuales en tiempos de COVID-19 entre estudiantes universitarios y de Enseñanza Secundaria para la prevención del consumo de tabaco y cannabis.

http://rua.ua.es/dspace/handle/10045/110210

Marcano, B. Enseñar y aprender competencias digitales docentes para educación infantil. LIBRO DE CONTRIBUCIONES.

http://repositorio.unsa.edu.pe/bitstream/handle/UNSA/11014/COunsa.pdf?sequence=5&isAllowed=y#page=49

Estévez, I., Souto-Seijo, A., & González-Sanmamed, M. (2021). El estudio de caso en la investigación de las ecologías de aprendizaje del docente universitario. New Trends in Qualitative Research, 5, 104-115.

https://publi.ludomedia.org/index.php/ntqr/article/view/264

Chavez Melgarje, J. D. (2021). Uso de entornos virtuales en el desarrollo de la competencia en razonamiento cuantitativo en estadística en los estudiantes de una universidad privada.

https://repositorio.ucv.edu.pe/handle/20.500.12692/58611

Leal Urueña, L. A., & Rojas Mesa, J. E. (2020). Percepciones de autoeficacia y conocimientos TPACK en profesores en formación. Diversitas (17949998), 16(2).

...

Hung, E. M. S., Marcano, B., & Garzón-Clemente, R. (2021). Ansiedad académica en docentes y Covid-19. Revista Prisma Social, (33), 289-305.

https://revistaprismasocial.es/article/view/4202

Urueña, L. A. L., & Mesa, J. E. R. (2020). Percepciones de autoeficacia y conocimientos TPACKen profesores en formación. Diversitas, 16(2), 283-296.

https://revistas.usantotomas.edu.co/index.php/diversitas/article/view/6295

Sanmamed, M. G., Fernández, J. T., & Cruz, M. F. (2021). Ecologías de aprendizaje: oportunidades para la formación en la sociedad en red. Educatio Siglo XXI, 39(2), 13-18.

https://revistas.um.es/educatio/article/view/483471

Said-Hung, E., Marcano, B., & Garzón-Clemente, R. (2021). ANSIEDAD ACADÉMICA EN DOCENTES Y COVID-19. CASO INSTITUCIONES DE EDUCACIÓN SUPERIOR EN IBEROAMÉRICA. Revista Prisma Social, (33).

...

Iniesta-Alemán, I., & Calle, D. R. D. P. Aplicación de la ciencia de datos al análisis semántico. Herramientas metodológicas para el estudio de la comunicación, 6, 25.

https://www.academia.edu/download/67383247/HERRAMIENTAS_METODOLOGICAS_Ed_FRAGUA_2021.pdf#page=25

Morer, A. S., Raffaghelli, J., González-Sanmamed, M., & Carril, P. C. M. (2021). Desarrollo profesional de maestros de primaria desde la óptica de las ecologías de aprendizaje: Nuevas formas de actualizarse en tiempos inciertos. Publicaciones: Facultad de Educación y Humanidades del Campus de Melilla, (3), 21-70.

https://dialnet.unirioja.es/servlet/articulo?codigo=8035480

Estévez, I., Souto-Seijo, A., & Rey, P. R. (2021). Ecologías de Aprendizaje y Desarrollo Profesional Docente: oportunidades y retos en un contexto formativo cambiante. PUBLICACIONES, 51(3), 71-107.

https://revistaseug.ugr.es/index.php/publicaciones/article/view/19541

Espinosa, M. P. P., Ruiz, F. J. M., & Calatayud, V. G. (2021). Uso de TIC por parte del profesorado de enseñanza secundaria analizado a partir del modelo de ecologías de aprendizaje: estudio de caso en la región de Murcia. PUBLICACIONES, 51(3), 109-135.

https://revistaseug.ugr.es/index.php/publicaciones/article/view/18374

INCLUSIÓN, J. S. (2021). ANSIEDAD ACADÉMICA EN DOCENTES Y COVID-19. CASO INSTITUCIONES DE EDUCACIÓN SUPERIOR EN IBEROAMÉRICA (Doctoral dissertation, univErsidad autónoma dE CHiaPas, méxiCo).

https://www.academia.edu/download/66721098/4202_Articulo_Version_con_autoria_19673_1_10_20210429.pdf

González Sanmamed, M., Tejada Fernández, J., & Fernández Cruz, M. (2021). Presentación: Ecologías de aprendizaje: oportunidades para la formación en la sociedad en red.

...

Hung, E. S., Lárez, B. E. M., & Clemente, R. G. (2021). Ansiedad académica en docentes y Covid-19. Prisma Social: revista de investigación social, (33), 289-305.

https://dialnet.unirioja.es/servlet/articulo?codigo=7898384

Bedoya Lozada, C. N. Prácticas de mediación lectora en booktuber colombianos.

https://repository.javeriana.edu.co/handle/10554/54413

Santos-Caamaño, F. J., Vázquez-Cancelo, M. J., & Rodríguez-Machado, E. R. (2021). Tecnologías digitales y ecologías de aprendizaje: desafíos y oportunidades. Educatio Siglo XXI, 39(2), 19-40.

https://revistas.um.es/educatio/article/view/466091

Dios, M. Á. Q., Dorrío, J. B. V., Manzanares, M. C. S., Iñesta, E. L., & Ojeda, M. D. (2021). Valoración de la Ecología de Aprendizaje Autorregulado Virtualizada para la Didáctica de las Ciencias de la Naturaleza durante la crisis COVID-19. PUBLICACIONES, 51(3), 375-420.

https://revistaseug.ugr.es/index.php/publicaciones/article/view/18046

Caamaño, F. J. S., Cancelo, M. J. V., & Machado, E. R. R. (2021). Obstáculos en el desarrollo de las ecologías de aprendizaje: un desafío a la formación expandida en los escenarios de pandemia. PUBLICACIONES, 51(3), 497-531.

https://revistaseug.ugr.es/index.php/publicaciones/article/view/18512

Morer, A. S., Raffaghelli, J. E., Sanmamed, M. G., & Carril, P. C. M. (2021). Primary school teachers’ professional development through the learning ecologies lens: new ways for keeping up to date in uncertain times. PUBLICACIONES, 51(3), 21-70.

https://revistaseug.ugr.es/index.php/publicaciones/article/view/20790

Montes-Rodríguez, R., & Massó-Guijarro, B. (2021). New Learning Concepts for a New Digital Era: From Edupunk to Expanded Education. Ubiquitous Learning: An International Journal, 14(1).

...

González-Sanmamed, M., Muñoz-Carril, P. C., & Estévez-Blanco, I. (2021). Ecologías de Aprendizaje digital en tiempos de COVID-19. PUBLICACIONES, 51(3), 7-16.

https://revistaseug.ugr.es/index.php/publicaciones/article/view/21874

García-Martínez, J. A., Herrera-Villalobos, G., & Fallas-Vargas, M. A. (2021). Aprender conectados: un estudio sobre las redes personales de aprendizaje de estudiantes universitarios. Educatio Siglo XXI, 39(2), 41-60.

https://revistas.um.es/educatio/article/view/463821

Souto-Seijo, A. (2020). Ecologías de aprendizaje de los docentes universitarios de Ingeniería y Arquitectura.

https://ruc.udc.es/dspace/handle/2183/27079

García-Martínez, J. A., Santos-Caamaño, F. J., Muñoz-Carril, P. C., & González Sanmamed, M. (2021). Análisis de los Recursos Tecnológicos que Utiliza el Alumnado Universitario de Estudios de Educación. American Journal of Distance Education, 35(2), 152-167.

https://www.tandfonline.com/doi/abs/10.1080/08923647.2021.1913786

Cowie, N. (2020). The development of an Ecology of Resources for online English as a Foreign Language (EFL) teachers in a Japanese university during the COVID-19 pandemic.

https://rio.upo.es/xmlui/handle/10433/11005

González-Sanmamed, M. (2021). Teacher Development and Learning Ecologies: A Case Study Assisted by Atlas. ti. Computer Supported Qualitative Research: New Trends in Qualitative Research (WCQR2021), 1345, 116.

...

Souto-Seijo, A., Estévez, I., Romero, P., & González-Sanmamed, M. (2021, January). Teacher Development and Learning Ecologies: A Case Study Assisted by Atlas. ti. In World Conference on Qualitative Research (pp. 116-126). Springer, Cham.

https://link.springer.com/chapter/10.1007/978-3-030-70187-1_9

Chévez-Reynosa, N. A., Rodríguez-Rosell, M., & Aguaded, I. (2021). Doctorados virtuales centroamericanos: educomunicación, formación de tutores y calidad en la producción de conocimiento. Media Education, 12(1), 79-92.

https://oaj.fupress.net/index.php/med/article/download/10259/9796

Download

Alternative metrics

How to cite

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

Share

           

Post Office Box 527

21080 Huelva (Spain)

Administration

Editorial office

Creative Commons

This website uses cookies to obtain statistical data on the navigation of its users. If you continue to browse we consider that you accept its use. +info X