Las herramientas docentes web 2.0: el efecto Covid-19 entre el profesorado universitario de España e Italia

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dc.contributor.authorChamorro Mera, Antonioes_ES
dc.contributor.authorMiranda González, Francisco Javieres_ES
dc.contributor.authorPérez Mayo, Jesúses_ES
dc.contributor.authorVega Gómez, Francisco I.es_ES
dc.date.accessioned2023-01-11T12:43:11Z
dc.date.available2023-01-11T12:43:11Z
dc.date.issued2022-12-31
dc.description.abstract[EN] The COVID-19 pandemic has forced some instructors to delve more deeply into the use of Web 2.0 based teaching tools and others to start using them for the first time. This article presents the results of a survey in which 1,344 Spanish university professors and 3,930 Italian professors participated, from all fields of knowledge. The objective is to assess whether university professors perceive that the use of web 2.0 tools will increase in the coming years and thus alter the way they teach after the face-to-face classroom teaching system has been restored. The results show that the perception of change is fairly high and this perception depends mainly on psychographic characteristics, such as attitude, perceived usefulness, social norms, and affective commitment to teaching. Similarities and differences between the two samples of university professors are discussed.en_EN
dc.description.abstract[ES] La pandemia por el virus COVID-19 ha obligado a muchos docentes universitarios a iniciarse en el uso de herramientas docentes basadas en la Web 2.0. A través de una encuesta, en la que han participado 1.344 profesores españoles y 3.930 profesores italianos de todos los campos de conocimiento, se ha evaluado si los docentes perciben que el uso de herramientas como las plataformas de videos, los blogs o las aplicaciones de trabajo colaborativo aumentará en los próximos años y modificará su forma de dar clases, aunque sea en un sistema de docencia presencial. Los resultados ponen de manifiesto que, en ambos países, la percepción del cambio es bastante alta y que esta percepción depende principalmente de características psicográficas del profesor, tales como la actitud, la utilidad percibida, la norma social y el compromiso afectivo con la docencia. Se comentan semejanzas y diferencias entre las dos muestras de profesores universitarios.es_ES
dc.description.accrualMethodOJSes_ES
dc.description.bibliographicCitationChamorro Mera, A.; Miranda González, FJ.; Pérez Mayo, J.; Vega Gómez, FI. (2022). Las herramientas docentes web 2.0: el efecto Covid-19 entre el profesorado universitario de España e Italia. REDU. Revista de Docencia Universitaria. 20(2):181-197. https://doi.org/10.4995/redu.2022.18663es_ES
dc.description.issue2es_ES
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dc.description.upvformatpfin197es_ES
dc.description.upvformatpinicio181es_ES
dc.description.volume20es_ES
dc.identifier.doi10.4995/redu.2022.18663
dc.identifier.eissn1887-4592
dc.identifier.urihttps://riunet.upv.es/handle/10251/191238
dc.languageEspañoles_ES
dc.publisherUniversitat Politècnica de Valènciaes_ES
dc.relation.ispartofREDU. Revista de Docencia Universitariaes_ES
dc.relation.pasarelaOJS\18663es_ES
dc.relation.publisherversionhttps://doi.org/10.4995/redu.2022.18663es_ES
dc.relation.references10.1016/0749-5978(91)90020-Tes_ES
dc.relation.references10.21890/ijres.81048es_ES
dc.relation.references10.1016/j.learninstruc.2019.101300es_ES
dc.relation.references10.1109/ICL.2014.7017817es_ES
dc.relation.references10.1080/13562517.2014.934343es_ES
dc.relation.references10.1007/s10639-018-9796-1es_ES
dc.relation.references10.4018/978-1-4666-0014-0.ch010es_ES
dc.relation.references10.5944/educxx1.14.2.249es_ES
dc.relation.references10.7763/IJIET.2016.V6.683es_ES
dc.relation.references10.1007/s11423-019-09695-yes_ES
dc.relation.references10.1016/j.tele.2018.10.003es_ES
dc.relation.references10.5944/educxx1.17508es_ES
dc.relation.references10.33225/jbse/19.18.595es_ES
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dc.relation.references10.1080/13562517.2013.836097es_ES
dc.relation.references10.3991/ijet.v15i05.10605es_ES
dc.relation.references10.1007/s12528-019-09206-1es_ES
dc.relation.references10.1080/21532974.2020.1719244es_ES
dc.relation.references10.1016/j.compedu.2012.04.001es_ES
dc.relation.references10.1007/s11423-015-9410-9es_ES
dc.relation.references10.1016/j.compedu.2008.08.006es_ES
dc.relation.references10.1080/10494820.2018.1489290es_ES
dc.relation.references10.7202/1037358ares_ES
dc.rightsReconocimiento - No comercial - Sin obra derivada (by-nc-nd)es_ES
dc.rights.accessRightsAbiertoes_ES
dc.subjectWeb 2.0es_ES
dc.subjectEducational technologyes_ES
dc.subjectCovid-19es_ES
dc.subjectTeaching toolses_ES
dc.subjectInstitutions of higher educationes_ES
dc.subjectTecnología de la educaciónes_ES
dc.subjectHerramientas docenteses_ES
dc.subjectInstituciones de enseñanza superiores_ES
dc.titleLas herramientas docentes web 2.0: el efecto Covid-19 entre el profesorado universitario de España e Italiaes_ES
dc.title.alternativeWeb 2.0 teaching tools: the Covid-19 effect among university teachers in Spain and Italyes_ES
dc.typeArtículoes_ES
dc.type.versioninfo:eu-repo/semantics/publishedVersiones_ES
dspace.entity.typePublication
upv.uuidfa20cf66-9127-48c4-bd89-2cd7a7821325es_ES

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REDU. Revista de Docencia Universitaria - Vol 20, No 2 (2022)