logo logo European Journal of Educational Research

EU-JER is is a, peer reviewed, online academic research journal.

Subscribe to

Receive Email Alerts

for special events, calls for papers, and professional development opportunities.

Subscribe

Publisher (HQ)

Eurasian Society of Educational Research
Eurasian Society of Educational Research
7321 Parkway Drive South, Hanover, MD 21076, USA
Eurasian Society of Educational Research
Headquarters
7321 Parkway Drive South, Hanover, MD 21076, USA
higher education technology teaching competences virtual education andragogy

Digital Andragogical Competences of Ecuadorian Higher Education Teachers during the COVID-19 Pandemic

Derling Jose Mendoza Velazco , Mercedes Navarro Cejas , Magda Francisca Cejas Martinez , Paola Gabriela Vinueza Naranjo , Vladimir Vega Falcón

The changes brought about in higher education by the Coronavirus disease (COVID-19) pandemic require effective action. Teachers must be trained to wor.

T

The changes brought about in higher education by the Coronavirus disease (COVID-19) pandemic require effective action. Teachers must be trained to work on university platforms. The study allows us to analyse the current educational problems, which are found in many countries, not only in Ecuador. The research aimed to determine the virtual andragogical competencies of Ecuadorian university education during the COVID-19 pandemic. A mixed research approach was used. A quantitative analysis was applied first, followed by a qualitative analysis. The sample selection was participatory and non-probabilistic. The sample consisted of 1003 active higher education teachers in Ecuador. A questionnaire of 106 questions divided into four variables was applied. A multiple analysis of variance (MANOVA) was performed. The analyses demonstrated the need to apply four integral competencies. First the teacher must "Know how to be", through continuous ICT training. After the teacher has been trained, he/she must "Know". This process involves mastering educational technology. After updating knowledge, they must "Know how to live together". Develop critical and constructive communication. Then "Know how to do" by applying an effective guiding methodology. Teacher training under the competency-based approach is seen as a viable alternative.

Keywords: Higher education, technology, teaching competences, virtual education, andragogy.

cloud_download PDF
Cite
Article Metrics
Views
566
Download
614
Citations
Crossref
6

Scopus
12

References

Adam, F. (1991). Andragogía y enseñanza universitaria [Andragoguery and university teaching]. Fondo Editorial Andragógico de FIDEA.

Adam, F. (2008). Colegio y educación para adultos [College and adult education]. CEDEAL.

Agreda, M., Hinojo, M., & Sola, M. (2016). Diseño y validación de un instrumento para evaluar la competencia digital de los docentes en la educación superior española [Design and validation of an instrument for assess digital skills of teachers in spanish higher education]. Media & Education Journal/ Revista de Medios y Educación, 49, 39-56.

Aguilar, J. (2015). Desafíos de la investigación en formación docente del nivel medio superior en México [Research challenges in teacher training at the upper secondary level in Mexico]. Educational profiles/ Perfiles Educativos, 37(spe), 89-107.

Aguilar, S., & Barroso, J. (2015). La triangulación de datos como estrategia en investigación educativa [Data triangulation as education researching strategy]. PIXEL-BIT Media & Education Journal/PIXEL-BIT Revista de Medios y Educación, 47, 73-88. https://doi.org/10.12795/pixelbit.2015.i47.05

Aguinaga, S., Rimari, M., & Velázquez, M. (2018). Modelo contextualizado de inclusión educativa [Contextualized model educational inclusion]. Education Journal/ Revista educación, 42(2), 1-18. https://doi.org/10.15517/revedu.v42i2.23885

Alcalá, A. (1999). Guía de estudio en andragogía [Andragogy Study Guidebook]. Universidad Nacional Abierta UNA.

Alonso, B., & Blázquez, E. (2012). El docente de educación virtual. Guía básica [The e-learning teacher. A basic guide]. Narcea Editions.

Araya, C., Taut, S., Santelices, V., Manzi, J., & Miño, F. (2012). Teoría subyacente del programa de Asignación de Excelencia Pedagógica en Chile [The theory underlying the certification of teaching excellence programme in Chile]. Education Journal/ Revista de Educación, 359(24), 530-553. http://doi.org/10.4438/1988-592X-RE-2011-359-106

Arias, F. (2012). El proyecto de investigación [The research project]. Episteme Editorial.

Arocena, R. (2014). La investigación universitaria en la democratización del conocimiento [University research in the democratization of knowledge]. Ibero-American Journal of Science, Technology and Society - CTS /Revista Iberoamericana de Ciencia, Tecnología y Sociedad - CTS, 9(27), 85-102.

Arshad, M., Vivek, M., Kamalun, M., Khojah, M., & Tahir, M. (2021). Students’ perception towards E-Learning during COVID-19 pandemic in India: an empirical study. Sustainability, 13(1), 1-14. https://doi.org/10.3390/su13010057

Axford, R. (1976). Fundamentos y propósitos de la educación de adultos [Basics and purposes of adult education]. Editorial Troquel.

Azmi, M. & Noer, F. (2020). The Andragogical Approach for Teaching English Speaking Skill for College Students. Journal of Applied Science, Engineering, Technology, and Education, 2(2), 136-140. https://doi.org/10.35877/454RI.asci2264

Noer, F. (2020). The andragogical approach for teaching english speaking skill for college students. Journal of Applied Science, Engineering, Technology, and Education, 2(2), 136-140. https://doi.org/10.35877/454RI.asci2264

Balestrini, M. (2002). Como se elabora el proyecto de investigación [How the research project is developed]. Ediluz.

Barraza, A., & Barraza, S. (2018). Evidencias de validez y confiabilidad de la escala de procrastinación académica en una población estudiantil mexicana [Evidence of validity and reliability of the scale of academic procrastination in a mexican student population]. Journal of Psychology and Behavioural Sciences of the Academic Unit of Legal and Social Sciences/ Revista de Psicología y Ciencias del Comportamiento de la Unidad Académica de Ciencias Jurídicas y Sociales, 9(1), 75-99.

Beltrán, J. (1995). Psicología de la educación [Psychology of education]. Eudema.

Biesta, G., & S'fstrom, C. (2018). Un manifiesto por la educación [A manifesto for education]. Educational Praxis/ Praxis educativo, 22(2), 20-36. http://doi.org/10.19137/praxiseducativa-2018-220203

Bilbao, C. (2008). Perfil profesional del profesor universitario [Professional profile of the university professor]. Dólmenes.

Carneiro, R. (2021). Las TIC y los nuevos paradigmas educativos: La transformación de la escuela en una sociedad que se transforma [ICT and new educational paradigms: The transformation of the school in a changing society]. Santillana.

Cecchini, J., Méndez, A., & García, C. (2018). Validación del cuestionario de inteligencia emocional en educación física [Validation of the emotional intelligence questionnaire in physical education]. Journal of Sport Psychology/ Revista de Psicología del Deporte, 27(1), 87-96.

Cejas, M., Mendoza, D., Navarro, M., Rogel, J., & Ortega, Y. (2019). A performance-focused competency-based approach to quality college education. Educational Integration/ Integratsiya Obrazovaniya, 23(3), 350-365.

Cela, J., Esteve, V., Esteve, F., González, J., & Gisbert, M. (2017). El docente en la sociedad digital: una propuesta basada en la pedagogía transformativa y en la tecnología avanzada [Teachers in the digital society: a proposal based on transformative pedagogy and advanced technology]. Journal of Curriculum and Teacher Education/ Revista de Currículum y Formación de Profesorado, 21(1), 403-422. https://doi.org/10.30827/profesorado.v21i1.10371

Centre for Educational Planning and Reflection. (2010). Formación del profesorado. Serie de educación básica el perfil del profesor y su formación [Teacher training. Basic education series the teacher's profile and training]. Editorial CERPE.

Chacón, P. (2012). La Andragogía como disciplina propulsora de conocimiento en la educación superior [Andragoguery as a discipline that drives knowledge in higher education]. Educare Electronic Journal/ Revista Electrónica Educare, 16(1), 15-26. https://doi.org/10.15359/ree.16-1.2

Cruz, V. (2002). Mejora del profesorado [Teacher improvement]. Libertador Experimental Pedagogical University UPEL.

Cuesta, O. (2018). Reconocimiento social del docente universitario: Subjetividad agobiada, puja por el prestigio académico y reivindicación del acto educativo [Social recognition of the university instructor: Oppressed subjectivity, bid for academic prestige, and revindication of the educational act]. The USB Agora/ El ágora USB, 18(1), 54-71. http://doi.org/10.21500/16578031.3292

Díaz, S. (2006). Estrategias de aprendizaje metodológico para adultos [Adult methodological learning strategies]. Fondo Editorial Andragógico.

Espinoza, E., Villacres, G., & Granda, D. (2020). Influencia de las didácticas tecnológicas en el desarrollo del aprendizaje de los estudiantes [Influence of technological didactics in the development of student learning]. Metropolitan Journal of Applied Sciences/ Revista Metropolitana de Ciencias Aplicadas, 3(3), 63-70.

García, E., García, A., & Reyes, J. (2014). Relación maestro alumno y sus implicaciones en el aprendizaje [Master student and their implications in the learning relationship]. Journal Ra Ximhai/ Ra Ximhai, 10(5), 279-290.

García, M. (2014). La evaluación de competencias en educación superior mediante rúbricas: Un caso práctico [Assessing competencies in higher education by rubrics: A case study]. Inter-University Electronic Journal of Teacher Training/ Revista Electrónica Interuniversitaria de Formación del Profesorado, 17(1), 87-106. http://doi.org/10.6018/reifop.17.1.198861

García, M., Reyes, J., & Godínez, G. (2017). The ICT in higher education, innovations and challenges. Iberoamerican Journal of Social Sciences/ Revista Iberoamericana de las Ciencias Sociales, 6(12), 1-18. https://doi.org/10.23913/ricsh.v6i12.135

Garita, L. (2008). La Didáctica Universitaria en el contexto de la andragogía: Aprender a aprender en la educación de personas adultas [University didactics in the context of andragogy: Learning to learn in adult education]. TEC Bussines/ TEC Empresarial, 2(2), 29-33.

Gispert, C. (2003). Manual de educación [Education handbook]. Editorial Océano.

González, J., & Pazmiño, M. (2015). Cálculo e interpretación del Alfa de Cronbach para el caso de validación de la consistencia interna de un cuestionario, con dos posibles escalas tipo Likert [Calculation and interpretation of Cronbach's alpha for the validation of the internal consistency of a questionnaire, with two possible Likert scales]. Publicizing Journal/ Revista Públicando, 2(2), 62-77.

Grünwald, N., Pfaffenberger, K., Melnikova, J., Zaščerinska, J., & Ahrens, A. (2016). A study on digital teaching competence of university teachers from Lithuania and Latvia with in the Peesa project. Andragogy/ Andragogika, 1(7), 109-123. https://doi.org/10.17770/iss2018.4252

Hernández, R., Fernández, C., & Baptista, P. (2014). Metodología de la Investigación [Research Methodology]. Editorial McGraw-Hill.

Hirsch, A. (2016). Comportamiento responsable en la investigación y conductas no éticas en universidades de México y España [Responsible behaviour in research and unethical conduct in Mexican and Spanish universities]. Journal of Higher Education/ Revista de la Educación Superior, 45(179), 79-93. https://doi.org/10.1016/j.resu.2016.06.005

Holmes, W. (2020). Multivariate analysis of variance for multilevel data: A simulation study comparing methods. The Journal of Experimental Education, 88, 1-16. https://doi.org/10.1080/00220973.2020.1718058

Hooshyar, D., Kori, K., Pedaste, M., & Bardone, E. (2019). The potential of open learner models to promote active thinking by enhancing self‐regulated learning in online higher education learning environments. British Educational Research Association, 50(5), 2365-2386. https://doi.org/10.1111/bjet.12826

Hurtado, A. (2018). La gestión universitaria: Una praxis educativa consustanciada con los planes nacionales de desarrollo [University management: An educational praxis consubstantial with national development plans]. Refereed journal of the center for research and management studies/ Revista arbitrada del centro de investigación y estudios gerenciales, 28, 33-51.

International Institute of Andragogy. (1986). Bases teóricas de la andragogía [Theoretical bases of andragogy]. Journal of Andragogy/ Revista de Andragogía, 3(7), 45-68.

Knowles, M. S. (1990). Adult Learner: A neglected species (4th ed.). Gulf Publishing Company.

Krichesky, G., & Murillo, F. (2018). La colaboración docente como factor de aprendizaje y promotor de mejora. Un estudio de casos [Teacher collaboration as a factor for learning and school improvement. A case study]. EducationXX1/ Educación XX1, 21(1), 135-156. https://doi.org/10.5944/educxx1.20181

Kümmel, E., Moskaliuk, J., Cress, U., & Kimmerle, J. (2020). Digital learning environments in higher education: A literature review of the role of individual vs. social settings for measuring learning outcomes. Educational Sciences, 10(78), 1-19. http://dx.doi.org/10.3390/educsci10030078

Lateef, B., Waheed, B., & Abubakar, U. (2015). A comparison of some test statistics for multivariate analysis of variance model with non-normal responses. Journal of Natural Sciences Research, 5(15), 1-10.

Loeng, S., & Omwami, E. (2018). Various ways of understanding the concept of andragogy. Cogent Educación, 5(1), 1-15. http://doi.org/10.1080/2331186X.2018.1496643

López, J., & Pérez, I. (2017). ¿Por qué es necesaria una didáctica específica para la educación superior? [Why is specific didactics necessary for higher education?]. Journal Science ECOCIENCIA/ Revista Científica ECOCIENCIA, 5(1), 1-17. https://doi.org/10.21855/ecociencia.51.13

Marrero, T. (2004). Educación para la emancipación: Notas para tratar de pensar la educación en contextos de despersonalización e interrupción social [Education for emancipation: Notes for trying to think the education in contexts of depersonalization and social disruption]. Simón Rodríguez National Experimental University/ Universidad Nacional Experimental Simón Rodríguez, 11(7), 1-17.

Matas, A. (2018). Diseño del formato de escalas tipo Likert: Un estado de la cuestión [Likert-type scale format design: State of art]. Electronic Journal of Educational Research/ Revista Electrónica de Investigación Educativa, 20(1), 38-47. https://doi.org/10.24320/redie.2018.20.1.1347

Mendoza, D., Cejas, M., Navarro, M., Vega, V., & Albán, C. (2019a). Moodle research software: contexto emocional en la educación superior ecuatoriana. International Journal of Engineering Research and Technology, 12(9), 1491-1500.

Mendoza, D., Cejas, M., Rivas, G., & Varguillas, C. (2021). Anxiety as a prevailing factor of performance of university mathematics students during the COVID-19 pandemic. The Education and Science Journal, 23(2), 94-113. https://doi.org/10.17853/1994-5639-2021-2-94-113

Mendoza, D., Nieto, Z., & Vergel, M. (2019b). Technology and mathematics as a cognitive component. Journal of Physics: Conference Series, 1414, 1-6. http://doi.org/10.1088/1742-6596/1414/1/012007

Morales, O., & Leguizamón, M. (2018). Teoría andragógica: Aciertos y desaciertos en la formación docente en TIC [Andragogy: Successes and failures in teacher training in ICT]. Praxis & Knowledge/ Praxis & Saber, 9(19), 161–181. https://doi.org/10.19053/22160159.v9.n19.2018.7926

Núñez, J. (2017). Los métodos mixtos en la investigación en educación: Hacia un uso reflexivo [Mixed methods in education research: Towards a reflexive use]. Research Notebooks/ Cadernos de Pesquisa, 47(164), 632-649. http://doi.org/10.1590/198053143763

Osbeck, C., Olof, F., Lilja, A., & Sporre, K. (2018). Possible competences to be aimed at in ethics education – Ethical competences highlighted in educational research journals. Journal of Beliefs & Values, 39(2), 195-208. https://doi.org/10.1080/13617672.2018.1450807

Özlem, K., Emre, K., & Mustafa, A. (2019). Comparison of test statistics of nonnormal and unbalanced samples for multivariate analysis of variance in terms of type-I error rates. Computational and Mathematical Methods in Medicine, 2019, 1-8. https://doi.org/10.1155/2019/2173638

Pellón, R. (2013). Watson, Skinner y algunas disputas dentro del conductismo. [Watson, Skinner and certain disputes among behaviorists]. Colombian Journal of Psychology/ Revista Colombiana de Psicología, 22(2), 389-399.

Pérez, S. (2009). Modelos básicos de andragogía [Andragic model, basics]. Campos Eliseos.

Rodríguez, A. (2016). Crítica a la crítica constructiva [Critique of constructive critique]. Theory and Critique of Psychology/ Teoría y Crítica de la Psicología, 8(nao), 212-221.

Roessger, K., Roumell, E., & Weese, J. (2020). Rethinking andragogical assumptions in the global age: How preferences for andragogical learning vary across people and cultures. Studies in Continuing Education, 42, 1-17 http://doi.org/10.1080/0158037X.2020.1732335

Samaja, J. (2018). La triangulación metodológica (Pasos para una comprensión dialéctica de la combinación de métodos) [Methodological triangulation (for a dialectic understanding of the approaches combination)]. Cuban Journal of Public Health/ Revista Cubana de Salud Pública, 44(2), 431-443.

Sánchez, B. (2005). Entropía curricular. Desafío para la educación del siglo XXI [Curriculum entropy. Challenge for 21st century education]. Editorial Universitaria.

Scull, J., Phillips, M., Sharma, U., & Garnier, K. (2020). Innovations in teacher education at the time of COVID19: an Australian perspective. Journal of Education for Teaching, 46(4), 497-506. https://doi.org/10.1080/02607476.2020.1802701

Secretary of Education, Higher Science, Technology, and Innovation Ecuadorian. (2021). Sistema integral de información de educación superior [Integrated higher education information system]. https://cutt.ly/an6rf20

Smalheiser, N., Graetz, E., Yu, Z., & Wang, J. (2021). Effect size, sample size and power of forced swim test assays in mice: Guidelines for investigators to optimize reproducibility. PloS one, 16(2), e0243668. https://doi.org/10.1371/journal.pone.0243668

Snyman, M., & Berg, G. (2018). The significance of the learner profile in recognition of prior learning. Adult Education Quarterly, 68(1), 24–40. https://doi.org/10.1177/0741713617731809

Standish, P. (2016). La enseñanza como exposición: La educación en negación [Teaching exposed: Education in denial]. Journal of Education/ Revista de Educación, 373(5), 109-120. https://doi.org/10.4438/1988-592X-RE-2016-373-323

Universidad Pedagógica Experimental Libertador. (2016). Manual de especialización y máster y tesis doctoral. [Bachelor of specialization and master's degree and doctoral thesis manual]. FEDUPEL.

Uttley, J. (2019). Power analysis, sample size, and assessment of statistical assumptions—improving the evidential value of lighting research. LEUKOS, 15(2-3), 143-162. https://doi.org/10.1080/15502724.2018.1533851

Van Griethuijsen, R., Kunst, E., Van Woerkom, M., Wesselink, R., & Poell, R. (2020). Does implementation of competence-based education mediate the impact of team learning on student satisfaction? Journal of Vocational Education & Training, 72(4), 516-535. https://doi.org/10.1080/13636820.2019.1644364

Vega, V., Navarro, M., Cejas, M., & Mendoza, D. (2019). Tourism planning and competitiveness in Ecuador. African Journal of Hospitality, Tourism and Leisure, 8(5), 1-10.

Yanez, S., Martinez, M., Mendoza, D., Lucano, A., Sanchez, H., & Barros, R. (2019). The solitary and hatred within social media. Academic Journal of Interdisciplinary Studies, 8(3), 71-78. https://doi.org/10.36941/ajis-2019-0006

...