El impacto del entorno de aprendizaje virtual en la competencia profesional de los futuros docentes en el aprendizaje permanente

Autores/as

DOI:

https://doi.org/10.46502/issn.1856-7576/2024.18.01.6

Palabras clave:

aprendizaje permanente, desarrollo profesional, docentes de informática, estudiantes, herramientas virtuales, IES, personal académico.

Resumen

El estudio tuvo como objetivo probar empíricamente el impacto de un entorno de aprendizaje virtual en la competencia profesional de los futuros profesores de informática en el aprendizaje permanente mediante la realización de una encuesta y la comparación de la competencia profesional de estudiantes de licenciatura y maestría, así como sus opiniones sobre el impacto del entorno de aprendizaje virtual sobre la competencia profesional de los futuros docentes en el aprendizaje permanente. Los métodos de encuesta fueron cognitivos, motivacionales, basados en actividades y basados en valores. Una encuesta entre estudiantes encontró que un entorno de aprendizaje virtual tiene el impacto más significativo en el componente de actividad de la competencia profesional, y la mayoría de los estudiantes están motivados para utilizar entornos de aprendizaje virtuales para mejorar su competencia profesional. La encuesta al profesorado reveló una actitud positiva hacia el desarrollo profesional a través de entornos virtuales de aprendizaje, la prevalencia entre los estudiantes de niveles altos y suficientes de competencia profesional y alfabetización digital. Los resultados obtenidos se pueden utilizar para ajustar el proceso educativo virtual de formación profesional de futuros docentes en el sistema de las IES de Ucrania.

Biografía del autor/a

Oksana Karabin, Volodymyr Hnatiuk National Pedagogical University of Ternopil, Ternopil, Ukraine.

Associate Professor of the Department of Informatics and Methods of its Teaching, Faculty of Physics and Mathematics, Volodymyr Hnatiuk National Pedagogical University of Ternopil, Ternopil, Ukraine.

Tetiana Hladun, Bogomolets National Medical University, Kyiv, Ukraine.

Associate Professor of the Department of General and Medical Psychology, Bogomolets National Medical University, Kyiv, Ukraine.

Viktoriia Romaniuk, The National Defence University of Ukraine, Kyiv, Ukraine.

Senior Lecturer of the Department of Foreign Languages, The National Defence University of Ukraine, Kyiv, Ukraine.

Anastasiia Vitchenko, Mykhailo Dragomanov State University of Ukraine, Kyiv, Ukraine.

Associate Professor of the Department of Foreign Language Methodology, Faculty of Foreign Philology, Mykhailo Dragomanov State University of Ukraine, Kyiv, Ukraine.

Valerii Hrytsenko, Bohdan Khmelnytsky National University of Cherkasy, Cherkasy, Ukraine.

Professor of the Department of Automation and Computer-Integrated Technologies, Bohdan Khmelnytsky National University of Cherkasy, Cherkasy, Ukraine.

Citas

Amhag, L., Hellström, L., & Stigmar, M. (2019). Teacher Educators' Use of Digital Tools and Needs for Digital Competence in Higher Education. Journal of Digital Learning in Teacher Education, 35(4), 1-18. https://doi.org/10.1080/21532974.2019.1646169

Bashkireva, T., Bashkireva, A., Morozov, A., Kuraev, A., & Nebrodovskaya-Mazur, E. (2021). Problems of Professional Self-Development Among Undergraduates in the Digital Space, Identified During the COVID-19 Pandemic. SHS Web of Conferences, 93, 01018. https://doi.org/10.1051/shsconf/20219301018

Bogusevschi, D., Muntean, C. H., & Muntean, G.-M. (2020). Teaching and Learning Physics using 3D Virtual Learning Environment: A Case Study of Combined Virtual Reality and Virtual Laboratory in Secondary School. Journal of Computers in Mathematics and Science Teaching, 39(1), 5-18. Retrieved from https://www.learntechlib.org/p/210965/

Budnyk, O. (2021). Development of digital competence of future teachers in the new Ukrainian school. In: Innovative educational technologies in the New Ukrainian School (pp. 22-34). Retrieved from https://acortar.link/wROjZ7

Caena F., & Redecker, C. (2019). Aligning teacher competence frameworks to 21st-century challenges: The case for the European Digital Competence Framework for Educators (Digcompedu). European Journal of Education, 54, 356-369. https://doi.org/10.1111/ejed.12345

Celik, B., & Kara, S. (2022). Students’ perceptions of the general english proficiency test: A study on Tishk International University students in Erbil, Iraq. Amazonia Investiga, 11(59), 10-20. https://doi.org/10.34069/AI/2022.59.11.1

Demchenko, Yu. (2019). Self-education competence – indispensable component of professional competence (activity) of a would-be teacher. Topical Issues of the Humanities, 23(1), 154-159. https://doi.org/10.24919/2308-4863.1/23.166160

Dung, D. (2020). The Advantages and Disadvantages of Virtual Learning. IOSR Journal of Research & Method in Education, 10(3), 45-48. https://doi.org/10.9790/7388-1003054548

Garzón Artacho, E., Martínez, T. S., Ortega Martin, J. L., Marin Marin, J. A., & Gomez Garcia, G. (2020). Teacher Training in Lifelong Learning – The Importance of Digital Competence in the Encouragement of Teaching Innovation. Sustainability, 12(7), 2852. https://doi.org/10.3390/su12072852

Henseruk, H. (2019). Digital competence as one of the professionally important competencies of future teachers. Open educational e-environment of modern University, 6, 8-16. Retrieved from https://acortar.link/ujHGE6

Isyanov, R., Rustamov, K., Rustamova, N., & Sharifhodjaeva, H. (2020). Formation of ICT competence of future teachers in the classes of general physics. Journal of Critical Reviews, 7(5), 235-239. Retrieved from https://acortar.link/nvMEWy

Jafar, D. S. A., Saud, M. S., Hamid, M. Z. A., Suhairom, N., Hisham, M. H. M., & Zaid, Y. H. (2020). TVET Teacher Professional Competency Framework in Industry 4.0 Era. Universal Journal of Educational Research, 8(5), 1969 - 1979. https://doi.org/10.13189/ujer.2020.080534

Kanibolotska, O. (2020). Current state of life-learning professional training of foreign language teachers in the modern society. Topical Issues of the Humanities, 29(2), 200-205. Retrieved from https://acortar.link/xqEfce

Karabin, O. Y., & Hromiak, M. I. (2022). The main factors of formation of professional competence of future computer science teachers in the process of professional training. Modern Digital Technologies and Innovative Teaching Methods: Experience, Trends, Perspectives, 9, 107-109. Retrieved from http://dspace.tnpu.edu.ua/bitstream/123456789/27560/3/karabin_Gromjak.pdf

Khasanov, A. R. (2022). Development of information competence of future informatics teachers as a pedagogical problem. Texas Journal of Engineering and Technology, 15, 78-84. Retrieved from https://zienjournals.com/index.php/tjet/article/view/3038

Klieba, A. I. (2019). Digital competence of future computer science teachers of higher education. Scientific Journal of M.P. Dragomanov National Pedagogical University, 72(1), 223-226. https://doi.org/10.31392/NPU-nc.series5.2020.72-1.49

Koreneva, I., & Kyryienko, O. (2023). Historical and retrospective analysis of the formation of the teacher's professional competence. In: The 12th International scientific and practical conference “Modern research in world science” (pp. 486-492). Lviv: SPC “Sci-conf.com.ua”. Retrieved from https://acortar.link/sEYC8F

Kravchenko, L., Bilyk, N., Onipko, V., Plachynda, T., & Zavitrenko, A. (2021). Professional Mobility of the Manager of a Secondary Education Institution as the Basis of Their Self-Development. Revista Romaneasca pentru Educatie Multidimensionala, 13(1), 417-430. https://doi.org/10.18662/rrem/13.1/379

Lacka, E., & Wong, T., & Haddoud, M. (2020). Can digital technologies improve students' efficiency? Exploring the role of Virtual Learning Environment and Social Media use in Higher Education. Computers & Education, 163, 104099. https://doi.org/10.1016/j.compedu.2020.104099

Lacka, E., & Wong, T. C. (2021). Examining the impact of digital technologies on students’ higher education outcomes: the case of the virtual learning environment and social media. Studies in Higher Education, 46(8), 1621-1634. https://doi.org/10.1080/03075079.2019.1698533

Makhkamova, D. X. (2023). The advantages of using the possibilities of infographics in the work of future informatics and information technology teachers. Open Access Repository, 9(3), 291-298. https://doi.org/10.17605/OSF.IO/K4UWE

Molotsi, A. R. (2020). The university staff experience using a virtual learning environment as a platform for e-learning. Journal of Educational Technology & Online learning, 3(2), 133-151. https://doi.org/10.31681/jetol.690917

Mushynska, N. (2018). Means of future economists’ professional self-development in the educational process of foreign language studying. Economics. Ecology. Socium, 2(3), 45-56. https://doi.org/10.31520/2616-7107/2018.2.3-5

Odrekhivskyy, M., Pasichnyk, V., Rzheuskyi, A., Andrunyk, V., Nazaruk, M., Kunanets, O., & Tabachyshyn, D. (2019). Problems of the Intelligent Virtual Learning Environment Development. MoMLeT, 2019, 359-369. Retrieved from https://ceur-ws.org/Vol-2386/paper27.pdf

Pererva, V., Lavrentieva, O., Lakomova, O., Zavalniuk, O., & Tolmachev, S. (2020). Environment in the process of organising the future teachers’ terminological work by specialty. In: Kiv, A. E. & Shyshkina M. P. (Eds.), Proceedings of the 7th Workshop on Cloud Technologies in Education (CTE 2019) (pp. 321-346). Kryvyi Rih. Retrieved from http://ceur-ws.org/Vol-2643/paper19.pdf

Skaskiv, H. M., & Hlad, N. I. (2021). Structural components of the computer science teacher's digital competence. Modern Digital Technologies and Innovative Teaching Methods: Experience, Trends, Perspectives, 8, 229-231. Retrieved from http://dspace.tnpu.edu.ua/bitstream/123456789/23517/1/Skaskiv1.pdf

Sydorenko, V. V., Yermolenko, A. B., Lukіianchuk, A. M., Denysova, A. V., & Kharagirlo, V. Ye. (2020). Platform “Profosvita” as innovative educational and digital environment for specialists' professional development. Educação & Formação, 5(3), 1-17. https://doi.org/10.25053/redufor.v5i15set/dez.3097

Toole, C. (2019). “Networked Learning Communities – The Benefits for Continuing Professional Development of Virtual Learning Environment Teachers” A Critical Literature Review. Irish Journal of Technology Enhanced Learning, 4(1), 48-67.

Torres, M., Acal, C., Honrani, E., & Estrada, M. (2021). Impact on the Virtual Learning Environment Due to COVID-19. Sustainability, 13, 582. https://doi.org/10.3390/su13020582

Voitovych, I. (2020). Preparation of future teachers for the use of information and communication technologies in professional activities. Departments of the Ternopil National Pedagogical University named after Volodymyr Hnatyuk. Retrieved from http://dspace.tnpu.edu.ua/bitstream/123456789/20828/1/monografia.pdf

Yekimov, S., Getmanets, G., Miroshnik, L., Sosnina, T., Havrylenko, A., Vasylieva, N., Zymivets, N., & Bondarenko, Z. (2020). Some problems of humanitarian training of future specialistsin pedagogical specialties using interactive technologies. Journal of Physics: Conference Series, 1691, 012221. https://doi.org/10.1088/1742-6596/1691/1/012221

Descargas

Publicado

2024-03-30

Cómo citar

Karabin, O. ., Hladun, T. ., Romaniuk, V. ., Vitchenko, A. ., & Hrytsenko, V. . (2024). El impacto del entorno de aprendizaje virtual en la competencia profesional de los futuros docentes en el aprendizaje permanente. Revista Eduweb, 18(1), 81–92. https://doi.org/10.46502/issn.1856-7576/2024.18.01.6

Número

Vol. 18 Núm. 1 (2024)

Sección

Articles

Licencia

Derechos de autor 2024 Oksana Karabin, Tetiana Hladun, Viktoriia Romaniuk, Anastasiia Vitchenko, Valerii Hrytsenko

Creative Commons License

Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.