Competencias Digitales en Docentes de Educación Superior: Niveles de Dominio y Necesidades Formativas

Translated title of the contribution: Digital Competences in Higher Education Faculty: Levels of Mastery and Training Needs

Katia Verónica Pozos Pérez, José Tejada Fernández*

*Corresponding author for this work

Research output: Contribution to journalArticleResearchpeer-review

Abstract

Based on a previous model of faculty digital competence in higher education, a mixed sequential study (QUAN+QUAL) was carried out. A multi-stage design is applied to a study focused on detecting needs according to two of the study's objectives: to identify current competences and to establish-prioritize training needs. The population of the study refers to the faculty of university institutions in the Metropolitan Area of Valle de México. A sample of 20 institutions (11 public, 9 private) participates, with 247 professors involved. The results point out to a mid-low mastery of the digital competences corresponding to the teaching role (planning, development, and delivery of learning experiences, and evaluation with the support of ICTs). Next are the digital competences related to research and professional development supported on the ICTs. The digital competences in which the Mexican university faculty is most proficient are those that are linked to the commitment and social responsibility of professors with the use of ICTs. It is concluded that there are priority training needs in line with the mid to low level of mastery of competences.
Translated title of the contributionDigital Competences in Higher Education Faculty: Levels of Mastery and Training Needs
Original languageSpanish
Pages (from-to)59-87
Number of pages29
JournalRevista Digital de Investigación en Docencia Universitaria
Volume12
Issue number2
Early online date16 Nov 2018
DOIs
Publication statusPublished - 13 Dec 2018

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