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Permanent URI for this collectionhttps://repositorio.grial.eu/handle/123456789/34
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Item Mentoring for future female engineers: pilot at the Higher Polytechnic School of Zamora(IEEE, 2021-09-30) González-Rogado, A. B.; García-Holgado, A.; García-Peñalvo, F. J.The gender gap is a problem that affects all areas and regions in the world. The lack of females depends on different external and internal factors that make it a complex problem. In particular, this gap is most pronounced in engineering. Engineering and technical studies have a shortage of female vocations and a high dropout rate. In this paper, we present the pilot peer-mentoring programme, which has been carried out in the 2020-21 academic year at the University of Salamanca in the Higher Polytechnic School of Zamora. Mentoring has been given to first-year female students of engineering degrees. The implementation of the pilot programme has provided helpful information for implementing the mentoring programme from the 2021-22 academic year.Item Development of a SPOC of Computer Ethics for students of Computer Science degree(IEEE, 2021-09-30) García-Holgado, A.; García-Peñalvo, F. J.; Therón, R.; Vázquez-Ingelmo, A.; Gamazo-García, A.; González-González, C. S.; Gil Iranzo, R.; Frango Silveira, I.; Alier-Forment, M.Technology brings different benefits to society and involves challenges and ethical dilemmas that must be considered during any technology development. In this sense, graduates must recognise the social, legal, ethical and cultural issues inherent to the discipline of computer science. However, there is a lack of integration of computer ethics in the computer science curriculum in Spanish universities. This work introduces a pilot experience to develop a Small Private Open Course (SPOC) to introduce computer ethics as an extracurricular activity in the Bachelor’s Degree of Computer Engineering at the University of Salamanca.Item Gender gap perception of computer science students in Costa Rica: A case study in two public universities(CEUR-WS.org, 2021-10-28) García-Holgado, A.; Estrada, M.; Marín, G.; García-Peñalvo, F. J.Gender equality is among the objectives of governments, companies, public institutions and other different entities. There are various challenges related to the gender gap that affect different parts of society. In particular, the gender gap associated with the technology sector is a well-known problem for which organizations are looking for solutions. It starts in primary education and continues into the professional field. The number of women who start and finish higher education programs related to computer science and informatics shows alarming figures in most countries and regions worldwide. In Costa Rica, the number of women enrolled in these programs in 2017 was around 20% despite the fact that this country is well ranked in the Global Gender Gap Index, both globally and in the Latin America and the Caribbean region. This study aims to analyze the perception of computing students concerning the gender gap in computer science studies in two public universities in Costa Rica. We applied a validated instrument that identifies computer engineering students’ perceptions of gender and diversity issues divided into three dimensions: academic perception, social perception and professional competence. The results indicate the gender influences in most of the items related to academic perception and people who experienced discrimination, themselves or a relative, are more sensitive to the inequalities (N=228).Item Improving Institutional Repositories through User-Centered Design: Indicators from a Focus Group(MDPI, 2021-11-02) González-Pérez, L. I.; Ramírez-Montoya, M. S.; García-Peñalvo, F. J.User experience with intuitive and flexible digital platforms can be enjoyable and satisfying. A strategy to deliver such an experience is to place the users at the center of the design process and analyze their beliefs and perceptions to add appropriate platform features. This study conducted with focus groups as a qualitative method of data collection to investigate users’ preferences and develop a new landing page for institutional repositories with attractive functionalities based on their information-structural rules. The research question was: What are the motivations and experiences of users in an academic community when publishing scientific information in an institutional repository? The focus group technique used in this study had three sessions. Results showed that 50% of the participants did not know the functionalities of the institutional repository nor its benefits. Users’ perceptions of platforms such as ResearchGate or Google Scholar that provide academic production were also identified. The findings showed that motivating an academic community to use an institutional repository requires technological functions, user guidelines that identify what can or cannot be published in open access, and training programs for open access publication practices and institutional repository use. These measures align with global strategies to strengthen the digital identities of scientific communities and thus benefit open science.Item Gender gap perceptions of computing students: a case study in two Spanish universities(IEEE, 2020-12-03) García-Holgado, A.; González-González, C. S.; García-Peñalvo, F. J.Reducing the gender gap is one of the main challenges that society is facing. Equality, not only of women but of different gender identities, is one of the European Union's priorities, as well as of a large part of the developed countries. In particular, in science, technology, engineering and mathematics (STEM), the gender gap is visible both in the academic and professional fields. In higher education, according to the Women in Digital Scoreboard, in Europe, only 17% of ICT specialists are women. This figure is lower in Spain, with only 16%. According to the Ministry of Education in Spain, the percentage of women in computer science studies in 2018-2019 was 12.93%. This study aims to analyze the perception of computing students concerning the gender gap in computer science studies. In particular, the study was carried out in two Spanish universities located in different regions (N=95).Item Planning, Communication and Active Methodologies: Online Assessment of the Software Engineering Subject during the COVID-19 Crisis(2021-02-21) García-Peñalvo, F. J.; García-Holgado, A.; Vázquez-Ingelmo, A.; Sánchez-Prieto, J. C.The coronavirus pandemic has had a high impact worldwide. The health crisis has not only had an impact on people's own health and on health systems, but has also affected other areas. In the educational context, the lockdown measures implemented by different governments have challenged the learning ecosystem. In the case of higher education in Spain, with a strong attendance factor in most public universities, face-to-face classes were interrupted after a month in the second term, ending the academic year in the online mode. This change has meant a great effort on the teachers’ side to transform the face-to-face teaching into the online approach, which in many cases has meant quite a comprehensive new design of the subject, changing the evaluation process and the methodologies used. This work presents a success case of online assessment developed in the Software Engineering I subject of the Degree in Computer Engineering at the University of Salamanca. The objective is to show how the previous use of active methodologies and the integration of educational technologies in classroom-based teaching facilitates the transformation of assessment to an online or blended approach while maintaining a high degree of student involvement and satisfaction. After presenting a comparison between the face-to-face approach and the adaptation to the online approach, an analysis is made of the learning results and student satisfaction concerning previous academic years. The results show that the change of approach has not reduced the satisfaction results obtained in previous courses. In terms of learning outcomes, there is an overall increase in the grades obtained by students in all assessment itemsItem The Digital Competence of Pre-Service Educators: The Influence of Personal Variables(MDPI, 2021-02-20) Cabezas-González, M.; Casillas-Martín, S.; García-Peñalvo, F. J.Currently, 21st century students need competences that enable them to adapt to a new type of individual information and individual knowledge relationship, and, therefore, the education system should contemplate new ways for learners to develop in accordance with this so-called information and knowledge society. One of special importance is so-called digital competency. This article presents the results of a research study to determine the influence that the variables of gender, age, and academic degree have on the acquisition of digital competence by pre-service educators, with a sample of 370 students from different education degrees from the University of Salamanca (Spain). A quantitative methodology was used, employing a non-experimental method and the electronic survey technique to collect information on the dimensions of knowledge, as well as the management of and attitude towards information and communication technologies (ICTs). Data were analyzed inferentially from a comparison of means using nonparametric tests. This analysis was completed with the incorporation of Receiver Operating Characteristic (ROC) curves, which allowed us to graphically verify the differences between the subsamples and thus compare the different groups in relation to the proposed dimensions. The main conclusion was that the three variables studied can be considered as influential, though not determinant, in the acquisition of digital competency.Item Avoiding the Dark Side of Digital Transformation in Teaching. An Institutional Reference Framework for eLearning in Higher Education(MDPI, 2021-02-13) García-Peñalvo, F. J.The purpose of this paper is to define a reference framework for introducing eLearning practices in mainly face-to-face higher education institutions. We suggest a suitable adoption and management of associated infrastructures and processes, in order to guarantee the ethical use of data in the related academic and learning analytics. A theoretical framework is proposed after years of practice and experience in the institutional government of IT processes related to learning technology. The digital transformation of teaching should imply the right technological decisions made by people and for people, in order to achieve a more inclusive, participative, and human university supported by technology. digital transformation is a social requirement of governments, companies, and institutions, and it should take into account the associated risks of the unethical use of technology, which leads to the dark side of transformation processes. eLearning approaches, especially with the influence of the COVID-19 outbreaks, are increasing the need for digital mechanisms in universities. Further, there is a need for strategical support and reference models if we are to avoid these undesired effects.Item E-Mentoring in Higher Education: A Structured Literature Review and Implications for Future Research(MDPI, 2020-06-03) Tinoco-Giraldo, H.; Torrecilla Sánchez, E. M.; García-Peñalvo, F. J.Mentoring in higher education helps learners acclimate to a new academic topic, increases the likelihood of academic success, and reduces attrition. Learners rely on the expertise and experience of mentors to help them graduate in a timely manner and advance on to their career. As online and distance education becomes more pervasive, computer-mediated mentoring allows learners to connect with their mentors in new ways. Research about mentoring in higher education includes investigations into the efficacy of virtual or e-mentoring. We conducted a literature review of research from 2009 to 2019 to identify relevant elements for implementing e-mentoring programs in higher education. Our research revealed that there is a consistent interest in the subject matter within educational research; however, there is a gap on virtual mentoring in higher education for students conducting offsite internships. Our research reviews e-mentoring programs, identifies how these programs are evaluated, identifies factors of successful programs, and establishes a research agenda in areas of e-mentoring programs for students in o site internships and how they can be structured to achieve the same level of success