ICT and the university teaching: does e-learning change the teaching methodology? University of Lleida case studt.

El artículo está basado en un estudio realizado con el objetivo de analizar el uso de las TIC en el desarrollo de los procesos formativos universitarios. La investigación se desarrolló bajo la modalidad de estudio de casos, y se centró en observar las variaciones de las metodologías docentes en función de si una asignatura era presencial, semipresencial y no presencial, recogiendo datos tanto del profesorado como del estudiantado. Los resultados mostraron un patrón metodológico común independientemente de la modalidad formativa de la asignatura y un interés del profesorado alternar diferentes metodologías.The present research analyzes the ICT usage in teaching at university level. The work is based on case studies analysis, and a special attention is placed in the methodology variations due to the subject being taught face-to-face, in blended-learning or e-learning environment. Data from both teachers and students was taken and analyzed. The results showed a common methodological pattern in all the subjects, independently from the teaching modality. The teachers are enthusiastic when alternating different environments

Nativos digitales, inmigrantes digitales: rompiendo mitos. Un estudio sobre el dominio de las TIC en profesorado y estudiantado de la Universidad de Lleida

INTRODUCTION. At university there is a certain trend to consider that students are better for the use of ICT than lecturers, justifying this idea on the difference of age and the fact that they have been born in a digital period. It"s long time since lecturers has the opportunity of carrying out formative processes of tools and technological programs, accepting that the digital education constitutes a key in the processes of teaching and learning. The study that we presented was developed at the University of Lleida the courses 2007-2008, 2008-2009 and 2009-2010. METHOD. The main goal was to comprise information and to analyse the domination using different typology of tools and computer programs on the part of lecturers and students. Data were comprised, through a questionnaire, to lecturers and students of face-to-face, blended or e-learning subjects. RESULTS. The results were analysed descriptively but a cluster study was also carried out with the aim of obtaining profiles concerning to the domination of the TIC tools. DISCUSSION. The study proved that lecturers as well as students had a good level of knowledge of the ICT, confirming recent results of works that indicate being digital native is not an impediment to know and to dominate ICT tools

The flipped classroom model at the university: analysis based on professors’ and students’ assessment in the educational field

We find ourselves in the era of a new paradigm of education, in which learning ceases to be an internal and individual activity and becomes an activity performed collectively, critically, in participation with others, and online (Siemens, 2005). It is in this sense that the flipped classroom model arises. The present study provides evidence of the model’s efficacy at the university. The study investigates whether the model improves: the teaching and learning processes, the satisfaction in the development of the course, the academic performance of students and the assessment of professors. The method used consisted of an evaluative study and the collection of data from both professors and students. Regarding students, we analysed the following set of data: academic results, the university’s official survey, a questionnaire created and validated for the purpose of this study, and a focus group. Regarding professors, we collected data by interviewing the professors that organized the course. The results were in line with the previous study carried out by Yarbro, Arfstrom, McKnight and McKnight (2014). The study by Yarbro and colleagues, as well as present study, confirmed that the model contributed to: the enrichment of teaching and learning processes, aspects related to the integration of concepts, the role change of professors and students, the improvement of the processes of participation and communication, the integration of the ICTs, the improvement of academic results, and the promotion of student interest in the course

Valoración del estudiantado sobre el uso del material interactivo en materias de la Universidad de Lleida

El trabajo se centra en el uso de contenidos digitales como objeto de aprendizaje en asignaturas de la Universidad de Lleida. El estudio se realizó en estudiantado el curso 2010-2011 a partir de un cuestionario. La finalidad era averiguar cuál es el formato que el estudiantado considera más útil durante el proceso de enseñanza-aprendizaje. Los resultados muestran que los estudiantes valoran positivamente los contenidos interactivos, pero prefieren disponer del texto para estudiar.This article explores the use by students of digital contents in curricular subjects at the University of Lleida. Students taking these subjects were administered a questionnaire during the academic year 2010-2011. The main aim of this project was to analyze the kinds of format that students consider most useful for their learning processes. The results obtained suggest that although students consider interactive contents positively, there is still an overall preference for text formats when it comes to studying

University Professor Training in Times of COVID-19: Analysis of Training Programs and Perception of Impact on Teaching Practices

During the confinement and post-confinement period, the continuous training centers at different Catalan universities adapted the lifelong learning of professors. The present study analyzes the education of lecturers from Catalan universities before and after the pandemic, as well as their perception of its impact. A documentary analysis was performed of the continuous training programs for professors. Posteriorly, an enquiry was made about the perception of impact of this training, through a descriptive and inferential analysis with the use of a questionnaire designed ad hoc. Results indicated an increase in training associated with institutional digital tools, online evaluation, and design of online courses. The efforts by the professors to implement the knowledge acquired is underlined, with a higher perception of impact observed in the areas of Social and Legal Sciences and Arts and Humanities. In addition, the main difficulties perceived were the lack of time for adapting their practice of teaching with the knowledge acquired, as well as the complexity of performing an online evaluation. It is concluded that there is a need for continuous training programs that help establish support networks and collaboration between professors for the improvement of teaching, and in which one of the priorities is online evaluation.This study has been co-financed under the RETSASO EFA 341/19 Project with FEDER funds. It has also been subsidized by the DOTS University Chair (Chair for the Development of Healthy and Sustainable Organizations and Territories), approved by agreement no. 193/2017 of the Governing Council of the University of Lleida on 19 July 2017