Publications
Permanent URI for this collectionhttps://repositorio.grial.eu/handle/123456789/34
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Item Actas de los Premios de Investigación e Innovación de Educación Secundaria Obligatoria, Bachillerato y Formación Profesional de Castilla y León 2022 (PIIECYL 2022). Salamanca, España. 25 de mayo, 2022(Instituto Universitario de Ciencias de la Educación (IUCE), 2022-05-25) Olmos-Migueláñez, S.; García-Peñalvo, F. J.; García-Holgado, A.; Ortiz-López, A.; Frade Martínez, C.Olmos-Migueláñez, S., García-Peñalvo, F. J., García-Holgado, A., Ortiz-López, A., & Frade Martínez, C. (Eds.). (2022). Actas de los Premios de Investigación e Innovación de Educación Secundaria Obligatoria, Bachillerato y Formación Profesional de Castilla y León 2022 (PIIECYL 2022). Salamanca, España. 25 de mayo, 2022. Instituto Universitario de Ciencias de la Educación (IUCE).Item Evaluación de la calidad en e-Learning en Educación Superior: Una revisión sistemática de la literatura(Ediciones Universidad de Salamanca, 2022-09-15) Ortiz-López, A.; Olmos-Migueláñez, S.; Sánchez-Prieto, J. C.La calidad es hoy un factor clave en las instituciones de Educación Superior, dónde los procesos de evaluación y los estándares de calidad se reafirman como garantía de éxito y eficacia de sus enseñanzas en línea. La revisión sistemática que se propone trata de dar respuesta a cuatro preguntas que abordan las dimensiones estudiadas de la calidad, los procesos seguidos para su evaluación, las aportaciones realizadas y las líneas futuras de investigación. Para ello, se analizaron inicialmente 715 publicaciones que, tras la aplicación de seis criterios de inclusión, derivaron en un total 25 aportaciones realizadas en los últimos siete años con el objetivo de ofrecer una visión profunda de la evaluación de la calidad en e-Learning. Los resultados reflejan la amplitud del campo en cuanto a sus dimensiones y la continua generación de modelos evaluativos, un campo que no consigue unificar aún criterios y dimensiones de cara a la generación de un modelo común para asentar la calidad como un factor estable, continuo y validado en las instituciones de Educación Superior.Item Actas de los Premios de Investigación e Innovación de Educación Secundaria Obligatoria, Bachillerato y Formación Profesional de Castilla y León 2021 (PIIECYL 2021). Salamanca, España. 14 de Mayo, 2021(Instituto Universitario de Ciencias de la Educación (IUCE), 2021-05-14) Olmos-Migueláñez, S.; García-Peñalvo, F. J.; García-Holgado, A.; García-Holgado, L.; Ortiz-López, A.; Vázquez-Ingelmo, A.Premios de Investigación e Innovación de Educación Secundaria Obligatoria, Bachillerato y Formación Profesional de Castilla y León 2021 (PIIECYL 2021). Salamanca, España. 14 de Mayo, 2021Item Cultural values and technology adoption: A model comparison with university teachers from China and Spain(Elsevier, 2019-01-24) Huang, F.; Teo, T.; Sánchez-Prieto, J. C.; García-Peñalvo, F. J.; Olmos-Migueláñez, S.In this study, we investigated how certain cultural values influenced Chinese and Spanish university teachers' intentions to use technology. 426 Chinese university teachers and 404 Spanish university teachers participated in the study. The participants completed self-designed questionnaires based on Hofstede's cultural dimensions (individualism-collectivism, power distance, uncertainty avoidance and indulgence-constraint) as well as subjective norms and behavioural intention. We found consistent and significant relationships between subjective norms and behavioural intention in both the Spanish and Chinese samples. In addition, we found that the teachers' perceived cultural preferences influenced their subjective norms and intentions to use technology in both the Chinese and Spanish samples. However, the relationships between these variables were different in the Spanish and Chinese samples. In addition, we compared three models which were all theoretically reasonable to determine the model that best fitted the data. This study contributes to our understanding of how culture influences teachers' intentions to use technology in the contexts of Spain and China.Item e-Learning quality assessment in higher education: A mapping study(ACM, 2020-10-21) Ortiz-López, A.; Olmos-Migueláñez, S.; Sánchez-Prieto, J. C.Quality assessment is today a success factor and a guarantee in the implementation and development of countless initiatives, programs and strategies in a very wide variety of fields. For this reason, in an educational field in a constant transformation, the evaluation of the quality of each process, phase and tool must be understood as an essential and basic part in teaching, betting on the implementation of quality evaluation processes in the virtual environment and also trying to adapt reality to new learning environments. In the present moment, in a society in which everything has to be evaluated, the establishment of evaluation standards for new instruments and the standardization of accepted and validated processes will also make virtual teaching-learning environments more reliable and effective. This research proposes a mapping study with the aim to find out the situation in which the research on quality evaluation in e-Learning in higher education finds itself. The criteria used for the selection of publications are concise and the complete process carried out is reflected in each of its phases. The results allow us to describe the current reality in a temporal perspective and the state of the art, in order to address the potential future lines of research in the field of quality assessment in virtual environments.Item Break the walls! Second-Order barriers and the acceptance of mLearning by first-year pre-service teachers(2019-03-22) Sánchez-Prieto, J. C.; Hernández-García, Á.; García-Peñalvo, F. J.; Chaparro-Peláez, J.; Olmos-Migueláñez, S.Despite their many advantages, teachers' adoption of mobile technologies as didactic tools is still limited. Their adoption is conditioned by first-order and second-order barriers. The former are associated with the availability of resources, and the latter refer to internal barriers as a consequence of the reflection of instructors about their own teaching practice, which are harder to overcome. Teacher training plays an important role on the formation of these barriers, but prior research mainly focuses on pre-service teachers in their last years of training, where some of those barriers have already been formed, and it mostly investigates computer-based learning. This research aims to fill that gap by analyzing the influence of second-order barriers on first-year pre-service teachers' intention to use mobile devices in their future teaching practice. The study identifies the most relevant second-order barriers and tests the proposed model using a sample of 160 first-year primary education preservice teachers. The results of the partial least squares structural equation modeling analysis offer relevant practical, theoretical and methodological implications for mobile learning adoption: first, they provide evidence of the key role of second-order barriers, accounting for 70.8% of the variance of the intention to use these technologies; second, the importance of compatibility and enjoyment, higher than that of traditional key variables as perceived ease of use and perceived usefulness, points out tothe need to reconsider pre-service teacher training programs; third, the study compares traditional reflective modeling of subjective normItem Influence of gender on the acceptance of mLearning among pre-service secondary teachers(2018-09-04) Sánchez-Prieto, J. C.; Olmos-Migueláñez, S.; García-Peñalvo, F. J.Influence of gender on the acceptance of mLearning among pre-service secondary teachers. Paper presented in network 16 - ICT in Education and Training at the ECER’18 ConferenceItem ICT Acceptance Among University Teachers: A Cross-Cultural Comparison Between China and Spain(2018-09-04) Sánchez-Prieto, J. C.; Huang, F.; Teo, T.; García-Peñalvo, F. J.; Olmos-Migueláñez, S.ICT Acceptance Among University Teachers: A Cross-Cultural Comparison Between China and Spain. Paper presented in network 16 - ICT in Education and Training at the ECER’18 ConferenceItem Assessment of the Disposition of Future Secondary Education Teachers Towards Mobile Learning(ACM, 2017-10-18) Sánchez-Prieto, J. C.; Olmos-Migueláñez, S.; García-Peñalvo, F. J.Mobile technologies occupy an increasingly important place within the catalogue of didactic resources available to teachers, who play a key role in the success of innovation processes in the field of education. The research presented in this paper intends to contribute to the knowledge of the factors that condition the acceptance of mobile devices on the part of future secondary education teachers. To this end, we have elaborated a TAM-based model expanded with the constructs of perceived enjoyment and self-efficacy. The questionnaire for this model has been administered to 222 students from the Secondary Education Teacher Training Master’s Degree of the University of Salamanca. The results of the study show a slightly positive attitude towards the use of mobile technologies on the part of the students. The hypothesis test reflects significant differences in the means of the construct perceived enjoyment according to gender.Item Apego tecnológico y uso futuro de dispositivos móviles entre los estudiantes del Máster de Educación Secundaria(AIDIPE, 2017-06-28) Sánchez-Prieto, J. C.; Olmos-Migueláñez, S.; García-Peñalvo, F. J.En los últimos años se han puesto en marcha una serie de programas dentro del estado español para dotar de dispositivos móviles a los centros educativos con el objetivo de promover que los docentes los integren en sus aulas. Sin embargo, estas iniciativas requieren de la necesaria colaboración por parte de los docentes presentes y futuros para conseguir un cambio metodológico eficaz. En esta comunicación se analizan los resultados de un estudio sobre la disposición de los estudiantes del Máster del Profesorado de Educación Secundaria de la Universidad de Salamanca a integrar el uso de dispositivos móviles en su futura práctica docente. Con este fin, se ha elaborado un modelo basado en TAM, expandido con el constructo “apego”. Los resultados del estudio revelan que, aunque los estudiantes del citado Máster presentan una actitud generalmente positiva hacia el uso de tecnologías móviles en el aula, todavía existe mucho espacio de mejora, particularmente en las actitudes relacionadas con el apego a los dispositivos en el ámbito laboral y la utilidad percibida.