dc.creator | Díaz Noguera, María Dolores | es |
dc.creator | Hervás Gómez, Carlos | es |
dc.creator | Calle Cabrera, Ana María de la | es |
dc.creator | López Meneses, Eloy | es |
dc.date.accessioned | 2022-03-29T12:18:48Z | |
dc.date.available | 2022-03-29T12:18:48Z | |
dc.date.issued | 2022-01-07 | |
dc.identifier.citation | Díaz Noguera, M.D., Hervás Gómez, C., Calle Cabrera, A.M.d.l. y López Meneses, E. (2022). Autonomy, Motivation, and Digital Pedagogy Are Key Factors in the Perceptions of Spanish Higher-Education Students toward Online Learning during the COVID-19 Pandemic. International Journal of Environmental Research and Public Health, 19 (654) | |
dc.identifier.issn | 1660-4601 | es |
dc.identifier.uri | https://hdl.handle.net/11441/131425 | |
dc.description.abstract | This paper proposes a development model of the adaptation capacity of students to digital
transformation in university teaching through three constructs: motivations, digital pedagogy, and
student autonomy. For this study, an ad hoc scale was created to record the adaptation capacity
of students to digital transformation. The sample was 483 students from the University of Seville
(Spain), to whom an online survey was administered during the development of online teaching in
the period of November 2020 using the Google Forms platform. The findings of this study showed
that university student motivation acquired a greater threshold than autonomy, whose threshold in
turn, was greater than that of digital pedagogy in the ability to adapt to online teaching and that the
capacity of adaptation to the online modality is explained by the perception that university students
have of the usefulness, products, and learning outcomes, among others. In conclusion, the lack of
adequate and enabled study spaces is key to developing the online model. We consider all these
aspects as prospective research objectives. | es |
dc.format | application/pdf | es |
dc.format.extent | 14 p. | es |
dc.language.iso | eng | es |
dc.publisher | MDPI | es |
dc.relation.ispartof | International Journal of Environmental Research and Public Health, 19 (654) | |
dc.rights | Attribution-NonCommercial-NoDerivatives 4.0 Internacional | * |
dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/4.0/ | * |
dc.subject | Active pedagogies | es |
dc.subject | Motivational factor | es |
dc.subject | Higher education | es |
dc.subject | TIC | es |
dc.subject | Empowerment | es |
dc.subject | Teaching competences | es |
dc.title | Autonomy, Motivation, and Digital Pedagogy Are Key Factors in the Perceptions of Spanish Higher-Education Students toward Online Learning during the COVID-19 Pandemic | es |
dc.type | info:eu-repo/semantics/article | es |
dc.type.version | info:eu-repo/semantics/publishedVersion | es |
dc.rights.accessRights | info:eu-repo/semantics/openAccess | es |
dc.contributor.affiliation | Universidad de Sevilla. Departamento de Didáctica y Organización Educativa | es |
dc.relation.publisherversion | https://doi.org/10.3390/ijerph19020654 | es |
dc.identifier.doi | 10.3390/ijerph19020654 | es |
dc.journaltitle | International Journal of Environmental Research and Public Health | es |
dc.publication.volumen | 19 | es |
dc.publication.issue | 654 | es |
dc.identifier.sisius | 1506310 | es |