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dc.contributor.authorDomínguez Lloria, Sara 
dc.contributor.authorFernández Aguayo, Sara 
dc.contributor.authorMarín Marín, José Antonio
dc.contributor.authorAlvariñas Villaverde, Mirian 
dc.date.accessioned2021-11-29T12:31:30Z
dc.date.available2021-11-29T12:31:30Z
dc.date.issued2021-05-23
dc.identifier.citationSustainability, 13(11): 5854 (2021)spa
dc.identifier.issn20711050
dc.identifier.urihttp://hdl.handle.net/11093/2766
dc.description.abstractThe need to adapt to new learning scenarios due to the impact of COVID-19 on our education system is undeniable. This fact means that we must adapt teaching to non-face-to-face scenarios in order to adapt the teaching processes without the students losing the acquisition of competences. The aim of this study is to evaluate the effectiveness of a digital application for the development of competences of primary education undergraduate students in a non-face-to-face teaching context derived from the pandemic through a service-learning project. To achieve this objective, a specific programme was designed using a collaborative platform. Numerous instruments were used to assess the acquisition of basic, specific, general and transversal competences. On a quantitative level, the Teamworks Skills Questionnaire and an evaluation rubric were used, and on a qualitative level, a student field diary, a survey to measure satisfaction and an observational record were used. The main results show that after the implementation of the use of the platform, both the level of competence of the students and their satisfaction with the project were very high and that the impact on their training was very positive. Among the main conclusions, we highlight that the use of this type of platform allows students to acquire competences in non-classroom contexts. On the other hand, we conclude that training in the use of digital tools in initial teacher training is necessary for good professional performance. On the other hand, this experience allowed future teachers to realise the need to master new technologies in order to be able to adapt to the new needs that different educational scenarios pose in the information society.eng
dc.description.sponsorshipMinisterio de Ciencia, Innovación y Universidades | Ref. EDU2017-82629-Rspa
dc.description.sponsorshipUniversidad de Vigo | Ref. RED-IS (Red Educativa Docente- Innovar en Sociedad)spa
dc.language.isoengspa
dc.publisherSustainabilityspa
dc.relationinfo:eu-repo/grantAgreement/AEI/Plan Estatal de Investigación Científica y Técnica y de Innovación 2017-2020/EDU2017-82629-R/ES
dc.rightsAttribution 4.0 International
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/
dc.titleEffectiveness of a collaborative platform for the mastery of competencies in the distance learning modality during COVID-19eng
dc.typearticlespa
dc.rights.accessRightsopenAccessspa
dc.identifier.doi10.3390/su13115854
dc.identifier.editorhttps://www.mdpi.com/2071-1050/13/11/5854spa
dc.publisher.departamentoDidáctica, organización escolar e métodos de investigaciónspa
dc.publisher.departamentoDidácticas especiaisspa
dc.publisher.grupoinvestigacionEducación, Actividade Física e Saúde. GIES.spa
dc.subject.unesco5802 Organización y Planificación de la Educaciónspa
dc.subject.unesco5803.02 Preparación de Profesoresspa
dc.subject.unesco1203.10 Enseñanza Con Ayuda de Ordenadorspa
dc.date.updated2021-11-29T11:28:44Z
dc.computerCitationpub_title=Sustainability|volume=13|journal_number=11|start_pag=5854|end_pag=spa
dc.referencesThis article is derived from the research stay at the University of Granada within the programme of stays of the Vice Rectorate for Research and Transfer in the Department of Didactics and School Organisationspa


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