Competencia digital en docentes universitarios
Date
Journal Title
Journal ISSN
Volume Title
Publisher
Horizontes Rev. Inv. Cs. Edu.
Abstract
La investigación tuvo como objetivo determinar el nivel de competencia digital en docentes universitarios, estuvo enmarcado dentro del paradigma positivista, enfoque cuantitativo, diseño no experimental descriptivo y explicativo. La población estuvo representada por 200 docentes de una Escuela de Posgrado de Lima, aplicando un instrumento validado «Cuestionario de Competencias Digitales Docentes» (CDD) mediante el análisis de su fiabilidad y validez: de constructo, convergente y discriminante. Para comprobar la fiabilidad de la herramienta se empleó el estadístico de consistencia interna Alpha de Cronbach, siendo esta de 0.98. Finalmente, los resultados descriptivos revelan que las competencias digitales revelan un nivel bueno con un 77%, el mismo nivel en sus dimensiones. Asimismo, se determinó que la dimensión que predominó, fue la creación de contenido digital, esto se corroboró con (B= ,561) donde presentó mayor coeficiente. Asimismo, esta dimensión presentó un odds ratio (Exp (B)) de 0,573. Como el valor de significancia de 0,00 < 0.05.
The research aimed to determine the level of digital competence in university teachers, was framed within the positivist paradigm, quantitative approach, descriptive and explanatory non-experimental design. The population was represented by 200 teachers from a Graduate School in Lima, applying a validated instrument "Digital Competence Questionnaire for Teachers" (CDD) by analyzing its reliability and validity: construct, convergent and discriminant. To test the reliability of the tool, the internal consistency statistic Cronbach's Alpha was used, which was 0.98. Finally, the descriptive results reveal that the digital competencies reveal a good level with 77%, the same level in its dimensions. Likewise, it was determined that the dimension that predominated, was the creation of digital content, this was corroborated with (B= ,561) where it presented the highest coefficient. Likewise, this dimension presented an odds ratio (Exp (B)) of 0.573. As the significance value of 0.00 < 0.05.
The research aimed to determine the level of digital competence in university teachers, was framed within the positivist paradigm, quantitative approach, descriptive and explanatory non-experimental design. The population was represented by 200 teachers from a Graduate School in Lima, applying a validated instrument "Digital Competence Questionnaire for Teachers" (CDD) by analyzing its reliability and validity: construct, convergent and discriminant. To test the reliability of the tool, the internal consistency statistic Cronbach's Alpha was used, which was 0.98. Finally, the descriptive results reveal that the digital competencies reveal a good level with 77%, the same level in its dimensions. Likewise, it was determined that the dimension that predominated, was the creation of digital content, this was corroborated with (B= ,561) where it presented the highest coefficient. Likewise, this dimension presented an odds ratio (Exp (B)) of 0.573. As the significance value of 0.00 < 0.05.
Description
Vol. 8, No. 33