Articles publicats (Ciències de l'Educació)
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- ItemOpen AccessValors educatius dels estudiants de treball social/serviço social. Enfocament comparatiu; Lleida (Catalunya-Espanya) i Leiria (Portugal)(CIDUI Congrés Internacional de Docència Universitària i Innovació, 2025) Blavia, Carolina; Kovačević Kuč, LanaAquest estudi analitza els valors dels estudiants de Treball Social de la Universitat de Lleida (UdL) i de l’Institut Politècnic de Leiria – Portugal (IPL) mitjançant el qüestionari de Schwartz. Els resultats mostren diferències culturals moderades en les quatre dimensions estudiades: auto-transcendència, auto-millora, obertura al canvi i conservació. Els estudiants de Portugal obtenen puntuacions lleugerament més altes en auto-transcendència i conservació, mentre que els d’Espanya destaquen en obertura al canvi. Auto-millora presenta puntuacions baixes en ambdós grups. Aquestes diferències tenen implicacions en les intervencions formatives. Es proposa treballar els valors des d’una perspectiva educativa i pràctica per preparar els futurs professionals per als reptes socials, alineant amb l’ODS Nº 16.
- ItemOpen AccessSeamless Learning Environments in Higher Education with Mobile Devices and Examples(IGI Global, 2016-01-01) Marín, Victoria I.; Jääskelä, Paivikki; Häkkinen, Päivi; Juntunen, Merja; Rasku-Puttonen, Helena; Vesisenaho, MikkoThe use of seamless learning environments that have the potential to support lifelong learning anytime and anywhere has become a reality. In this sense, many educational institutions have started to consider introducing seamless learning environments into their programs. The aim of this study is to analyze how various educational university programs implement the design elements for seamless learning environments with mobile devices. For that purpose, three cases involved in a Finnish teaching development project are explored by conducting semi-structured interviews with key participants. The themes of the interviews were related to the theoretical background for (mobile) seamless learning environments from previous literature. This paper describes the findings of the three cases as common aspects for designing mobile, seamless learning environments; and it proposes a research agenda on challenges related to designing seamless learning environments with the integrated use of mobile devices in the curricula.
- ItemOpen AccessAccessibility and Usability in the Development of Digital Educational Resources: The Case of MfM, a Platform for Teacher Training(IACSIT Press, 2025) Marín, Victoria I.; Subarroca-Gómez, A.; González Martínez, JuanDespite their importance, the dimensions of accessibility and usability are not overly present in the usual design and development processes of open educational resources by educators and instructional designers. This paper aims to fill this gap in literature, with the objective of evaluating and validating a teacher training platform (Mestres que formen Mestres–MfM) in terms of user experience (usability) and web accessibility. This has been done from the perspective of 15 participants from the three teaching profiles of potential users: university teacher educators, in-service teachers in schools and preservice teachers (initial teacher training). A mixed methodology in two phases has been applied through the sequential application of a heuristic and aprioristic evaluation of web usability and accessibility and a second evaluation of the design applying standardized scales (System Usability Scale– SUS and Usability Metric for User Experience–UMUX). The development of MfM has considered usability and web accessibility as essential characteristics to ensure that digital educational resources are functional and inclusive, and so the positive results show. This article documents this accessibility and usability analysis, as well as its main results as a practical example. In this sense, and as practical implications, this example can serve as a model to evaluate the accessibility and usability when developing other digital educational resources.
- ItemOpen AccessResearch-based learning in education studies: Design inquiry using group e-Portfolios based on blogs(Australasian Society for Computers in Learning in Tertiary Education (ASCILITE), 2020) Marín, Victoria I.Research-based learning (RBL) is an approach that aims to engage students in research activities within their study discipline. Since this method puts the focus on the learner, Web 2.0 tools are considered to provide good support in enhancing collaboration processes, which are necessary in conducting research in real-life situations. The link between RBL and the use of digital technologies in higher education has not yet been extensively empirically explored. Therefore, the main aim of this study, based on a project-based university seminar, was to explore the possibilities of group e-Portfolios based on blogs, within the framework of a concrete form of RBL in education studies, the design-inquiry approach. The study employed mixed methods, consisting of quantitative and qualitative data collected via a student questionnaire, and further qualitative data collected from the group blogs and the students' final reflections. The results show the possibilities and challenges of using e-Portfolios based on blogs for RBL processes. The article concludes by providing guidelines and recommendations and presents a framework that connects the models used in the study. articles published in the australasian journal of educational technology (AJET) are available under creative commons attribution non-commercial no derivatives licence.
- ItemOpen AccessDigital transformation in German higher education student and teacher perceptions and usage of digital media(Springer, 2018) Bond, Melissa; Marín, Victoria I.; Dolch, Carina; Bedenlier, Svenja; Zawacki-Richter, OlafDigitalization in Higher Education (HE) institutions is an issue that concerns many educational stakeholders. ICT skills are becoming increasingly relevant in every context, especially in the workplace, therefore one of the prime objectives for universities has become preparing future professionals to be able to deal with problems and search for solutions, including digital competence as a vital skill set. Different policies, initiatives and strategies are currently being proposed in Germany, addressing educational technology innovations in HE. The University of Oldenburg is presented as an example, in an endeavour to gain an understanding of what is being proposed and what is actually happening in teaching and learning in German university classrooms. Two datasets were examined regarding the use and perceptions of students (n = 200) and teachers (n = 381) on the use of digital tools. Findings reveal that both teachers and students use a limited number of digital technology for predominantly assimilative tasks, with the Learning Management System being perceived as the most useful tool. In order to support the broader use of educational technology for teaching and learning purposes, strategies for HE institutions are suggested.