Experiences in the Training of Teaching Digital Competence for Using Digital Social Networks
Background/purpose – The training of teachers to use digital social networks implies a change in the cultural paradigm and new alternatives for the development of their digital skills. This research analyzes the effectiveness of a workshop-structured massive online open course (MOOC) to develop the...
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| Format: | Article |
| Language: | English |
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ÜNİVERSİTEPARK Limited
2022-12-01
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| Series: | Educational Process: International Journal |
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| Online Access: | https://www.edupij.com/files/1/articles/article_278/EDUPIJ_278_article_63ab6bb6d3604.pdf |
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| author | Dieter-Reynaldo Fuentes-Cancell, Odiel Estrada-Molina, Nilda Delgado-Yanes, Jimmy-Manuel Zambrano-Acosta |
| author_facet | Dieter-Reynaldo Fuentes-Cancell, Odiel Estrada-Molina, Nilda Delgado-Yanes, Jimmy-Manuel Zambrano-Acosta |
| author_sort | Dieter-Reynaldo Fuentes-Cancell, Odiel Estrada-Molina, Nilda Delgado-Yanes, Jimmy-Manuel Zambrano-Acosta |
| collection | DOAJ |
| description | Background/purpose – The training of teachers to use digital social networks implies a change in the cultural paradigm and new alternatives for the development of their digital skills. This research analyzes the effectiveness of a workshop-structured massive online open course (MOOC) to develop the teaching of digital skills associated with using digital social networks for educational purposes.
Materials/methods – A quasi-experiment with pretest and posttest and intact groups was conducted. The population of the study was the teaching staff of Cuba’s University of Informatics Science, with a sample of 30 teaching professors.
Results – The statistical results justify that in the two experimental groups, the implementation of the MOOC was satisfactory as significant differences were evident. The results suggest and affirm that MOOC-type online courses are an appropriate means for the continuation of teacher training as professional development. It concludes by arguing challenges in teacher training to develop their digital skills, highlighting: (1) technological, social, and educational imaginary; and (2) teaching digital culture vs. cultural codes of the student body.
Conclusion – The main contribution is the effectiveness of teacher training through the interaction and interactivity between the designed MOOC and learning activities conducted using Facebook, LinkedIn, and Telegram. |
| format | Article |
| id | doaj-art-281c6d9b41b44b48a4e788af7dbb2463 |
| institution | Kabale University |
| issn | 2147-0901 |
| language | English |
| publishDate | 2022-12-01 |
| publisher | ÜNİVERSİTEPARK Limited |
| record_format | Article |
| series | Educational Process: International Journal |
| spelling | doaj-art-281c6d9b41b44b48a4e788af7dbb24632025-02-03T11:47:25ZengÜNİVERSİTEPARK LimitedEducational Process: International Journal2147-09012022-12-0111410.22521/edupij.2022.114.1Experiences in the Training of Teaching Digital Competence for Using Digital Social NetworksDieter-Reynaldo Fuentes-Cancell, Odiel Estrada-Molina, Nilda Delgado-Yanes, Jimmy-Manuel Zambrano-Acostahttps://orcid.org/0000-0002-2509-5400Background/purpose – The training of teachers to use digital social networks implies a change in the cultural paradigm and new alternatives for the development of their digital skills. This research analyzes the effectiveness of a workshop-structured massive online open course (MOOC) to develop the teaching of digital skills associated with using digital social networks for educational purposes. Materials/methods – A quasi-experiment with pretest and posttest and intact groups was conducted. The population of the study was the teaching staff of Cuba’s University of Informatics Science, with a sample of 30 teaching professors. Results – The statistical results justify that in the two experimental groups, the implementation of the MOOC was satisfactory as significant differences were evident. The results suggest and affirm that MOOC-type online courses are an appropriate means for the continuation of teacher training as professional development. It concludes by arguing challenges in teacher training to develop their digital skills, highlighting: (1) technological, social, and educational imaginary; and (2) teaching digital culture vs. cultural codes of the student body. Conclusion – The main contribution is the effectiveness of teacher training through the interaction and interactivity between the designed MOOC and learning activities conducted using Facebook, LinkedIn, and Telegram.https://www.edupij.com/files/1/articles/article_278/EDUPIJ_278_article_63ab6bb6d3604.pdfdigital competenceonline courses |
| spellingShingle | Dieter-Reynaldo Fuentes-Cancell, Odiel Estrada-Molina, Nilda Delgado-Yanes, Jimmy-Manuel Zambrano-Acosta Experiences in the Training of Teaching Digital Competence for Using Digital Social Networks Educational Process: International Journal digital competence online courses |
| title | Experiences in the Training of Teaching Digital Competence for Using Digital Social Networks |
| title_full | Experiences in the Training of Teaching Digital Competence for Using Digital Social Networks |
| title_fullStr | Experiences in the Training of Teaching Digital Competence for Using Digital Social Networks |
| title_full_unstemmed | Experiences in the Training of Teaching Digital Competence for Using Digital Social Networks |
| title_short | Experiences in the Training of Teaching Digital Competence for Using Digital Social Networks |
| title_sort | experiences in the training of teaching digital competence for using digital social networks |
| topic | digital competence online courses |
| url | https://www.edupij.com/files/1/articles/article_278/EDUPIJ_278_article_63ab6bb6d3604.pdf |
| work_keys_str_mv | AT dieterreynaldofuentescancellodielestradamolinanildadelgadoyanesjimmymanuelzambranoacosta experiencesinthetrainingofteachingdigitalcompetenceforusingdigitalsocialnetworks |