Exploración del aprendizaje en la ubicuidad en docentes universitarios
[EN] Empirical research on ubiquitous learning has been centralized in students as the only learners in the digital age, while literature on u-learning in teachers is insufficient. For this reason, this paper focused on answering the research question: how is ubiquitous learning developed in univers...
| Autores: | ; |
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| Tipo de documento: | Artículo |
| Fecha de publicación: | 2021 |
| País: | España |
| Institución: | Universitat Politècnica de València (UPV) |
| Repositorio: | RiuNet. Repositorio Institucional de la Universitat Politécnica de Valéncia |
| Lenguaje: | Español |
| OAI Identifier: | oai:riunet.upv.es:10251/179308 |
| Acceso en línea: | https://riunet.upv.es/handle/10251/179308 |
| Nivel de acceso: | Acceso abierto |
| Palabra clave: | U-learning Learning in ubiquity Academic teaching personnel Universities Learning preferences Exploratory investigation Aprendizaje ubicuo Aprendizaje en la ubicuidad Personal académico docente Universidad Preferencias de aprendizaje Investigación exploratoria |
| Sumario: | [EN] Empirical research on ubiquitous learning has been centralized in students as the only learners in the digital age, while literature on u-learning in teachers is insufficient. For this reason, this paper focused on answering the research question: how is ubiquitous learning developed in university teachers? This with the purpose of identifying the advances and problems to be solved so that u-learning in the university context is a reality. A quantitative, descriptive, and exploratory research approach was used. A semi-structured questionnaire was also prepared, which was answered by 10 university professors belonging to a Mexican public institution. Among the main results, it is highlighted that the learning of teachers is configured in any place, space and time that is relevant for the institutional or personal educational projects of teachers. In fact, their main motivations for learning are linked to improving their teaching practice, although they are not subordinated to this purpose. In addition, teachers take advantage of both structured and spontaneous learning opportunities that arise at the time, but that are relevant in their institutional life as a teacher, researcher, and other significant roles. Based on these results, it is recommended that before designing and implementing a teacher training or update, it is investigated whether these are in tune with the interests of the teachers involved. The aim is to involve teachers at a higher level. |
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