Vergara-Rodríguez Diego, Antón-Sancho Álvaro, Fernández-Arias Pablo
Department of Mechanical Engineering, Catholic University of Ávila, C/Canteros, s/n, 05005 Avila, Spain.
Department of Mathematics and Experimental Science, Catholic University of Ávila, C/Canteros, s/n, 05005 Avila, Spain.
Int J Environ Res Public Health. 2022 Mar 21;19(6):3732. doi: 10.3390/ijerph19063732.
This paper conducts quantitative research on the influence of the COVID-19 pandemic on the adaptation to digital learning environments (DLE) of a group of 908 university professors. We compared the perceptions of participants who were digital natives (born before 1980) with those of digital immigrants (born after 1980). For this purpose, a validated survey was used and the obtained responses statistically analyzed. The results show a negative correlation between pandemic stress and the digital competence of professors and their adaptation skills to digital environments, which although weak for both of the two groups compared are stronger for digital immigrants. Both self-confidence and digital competence show a positive influence on the perception of adaptation of skills to DLE, and this is weaker in digital natives. Gaps were identified by gender and area of knowledge of the participants; consequently, the need to carry out training actions for university faculty on skills linked to their digital competence in teaching is clear.
本文对新冠疫情对908名大学教授群体适应数字学习环境（DLE）的影响进行了定量研究。我们比较了数字原生代（1980年以前出生）参与者和数字移民（1980年以后出生）参与者的看法。为此，我们使用了一份经过验证的调查问卷，并对获得的回答进行了统计分析。结果表明，疫情压力与教授的数字能力及其对数字环境的适应技能之间存在负相关，尽管在比较的两组中这种相关性都较弱，但在数字移民中更强。自信心和数字能力都对技能适应DLE的认知产生积极影响，而在数字原生代中这种影响较弱。我们还发现了参与者在性别和知识领域方面的差距；因此，显然有必要为大学教师开展与他们教学中的数字能力相关技能的培训行动。
