Antón-Sancho Álvaro, Vergara Diego, Fernández-Arias Pablo
Department of Mathematics and Experimental Science, Catholic University of Ávila. C/Canteros s/n, 05005 Ávila, Spain.
Department of Mechanical Engineering, Catholic University of Ávila. C/Canteros s/n, 05005 Ávila, Spain.
Behav Sci (Basel). 2022 Jun 22;12(7):203. doi: 10.3390/bs12070203.
A quick and effective solution to address the immediate change in teaching methods after the COVID-19 pandemic was digital learning environments (DLEs). The way in which this process of change towards DLEs was tackled was different around the world, depending on multiple factors, including the level of digitization, technology, and innovation. This paper conducts quantitative research on the influence of the COVID-19 pandemic on the adaptation of university professors to DLEs. In order to achieve this objective, a sample of 723 university professors from 15 countries in Latin America and the Caribbean was taken. The participants' self-perception of the stress generated and their levels of digital competence during the COVID-19 pandemic were studied according to the Global Innovation Index (GII) of their country of origin. The results show that professors have an intermediate-high self-perception of both their digital competence and their ability to adapt to DLEs. It is also shown that neither the professors' level of digital competence nor the GII of the country of origin fully explain the level of pandemic stress regarding the use of DLEs. This fact suggests that there must be other influential factors to consider, thus opening new lines of future research.
应对新冠疫情后教学方法的即时转变，一个快速且有效的解决方案是数字学习环境（DLE）。全球应对向DLE转变这一过程的方式各不相同，这取决于多种因素，包括数字化水平、技术和创新。本文对新冠疫情对大学教授适应DLE的影响进行了定量研究。为实现这一目标，抽取了来自拉丁美洲和加勒比地区15个国家的723名大学教授作为样本。根据参与者原籍国的全球创新指数（GII），研究了他们在新冠疫情期间对所产生压力的自我认知以及他们的数字能力水平。结果表明，教授们对自己的数字能力和适应DLE的能力有中高水平的自我认知。研究还表明，教授的数字能力水平和原籍国的GII都不能完全解释在使用DLE方面的疫情压力水平。这一事实表明，必定还有其他有影响力的因素需要考虑，从而开启了未来研究的新方向。
