Publication: Relación entre las competencias digitales y la actitud hacia la innovación curricular: el rol del aprendizaje colaborativo.
Authors
Roy Sadradín, Damarys ; Fuentealba Urra, Sergio ; Céspedes Carreño, Cristian ; Valenzuela Galdames, Mabel
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Publisher
Universidad de Murcia. Servicio de Publicaciones
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DOI
https://doi.org/10.6018/reifop.661551
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info:eu-repo/semantics/article
Description
Abstract
La innovación curricular es un desafío crucial en la educación, impulsado por la integración
de tecnologías digitales. Este estudio analiza el papel del aprendizaje colaborativo en la
relación entre competencias digitales y actitud hacia la innovación curricular en 203
estudiantes de Magíster en Docencia para la Educación Superior de la Universidad Andrés
Bello, Chile. Se emplearon instrumentos validados: la escala de competencias digitales
(Organista-Sandoval et al.), el Cuestionario de Actitudes hacia la Innovación Curricular
(Riquelme y Folch, 2017) y la Escala Valorativa de Aprendizaje Colaborativo (Solís Castillo,
2022). Los resultados muestran que las competencias digitales tienen un impacto
significativo en la colaboración académica (β=0,393; p<0,001), y esta influye en la actitud
hacia la innovación curricular (β=0,381; p<0,001). La mediación completa del aprendizaje
colaborativo se confirmó mediante el modelo de mediación de Hayes, reduciendo la
influencia directa de las habilidades digitales. Se concluye que promover el aprendizaje
colaborativo es clave para fomentar una actitud positiva hacia la innovación curricular en
contextos educativos de postgrado.
Curricular innovation is a critical challenge in education, driven by the integration of digital technologies. This study examines the role of collaborative learning in the relationship between digital skills and attitude toward curricular innovation in 203 postgraduate students in online university teaching programs. Validated instruments were used: the Digital Skills Scale (Organista-Sandoval et al.), the Questionnaire on Attitudes toward Curricular Innovation (Riquelme and Folch, 2017), and the Collaborative Learning Scale (Solís Castillo, 2022). Results reveal that digital skills significantly impact academic collaboration (β=0.393; p<0.001), which, in turn, influences the attitude toward curricular innovation (β=0.381; p<0.001). The full mediation of collaborative learning was confirmed through Hayes’ mediation model, reducing the direct influence of digital skills. It is concluded that fostering collaborative learning is crucial to promoting a positive attitude toward curricular innovation in postgraduate educational contexts.
Curricular innovation is a critical challenge in education, driven by the integration of digital technologies. This study examines the role of collaborative learning in the relationship between digital skills and attitude toward curricular innovation in 203 postgraduate students in online university teaching programs. Validated instruments were used: the Digital Skills Scale (Organista-Sandoval et al.), the Questionnaire on Attitudes toward Curricular Innovation (Riquelme and Folch, 2017), and the Collaborative Learning Scale (Solís Castillo, 2022). Results reveal that digital skills significantly impact academic collaboration (β=0.393; p<0.001), which, in turn, influences the attitude toward curricular innovation (β=0.381; p<0.001). The full mediation of collaborative learning was confirmed through Hayes’ mediation model, reducing the direct influence of digital skills. It is concluded that fostering collaborative learning is crucial to promoting a positive attitude toward curricular innovation in postgraduate educational contexts.
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Citation
REIFOP, Revista Electrónica Interuniversitaria de Formación del Profesorado, V. 28, N. 2, pp. 115-127
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