Diagnosis of the level of self-perceived digital competence of university professors for the creation of content: incidence of the teaching modality

Abstract

INTRODUCTION. Technology and its potential have made it possible to design new mediated training scenarios which, based on principles such as non-physical attendance or asynchronous communication, break with the traditional spatial and temporal axes of higher education and make teaching and learning processes more flexible. This reality gives rise to hybrid or online modalities that place teaching digital competence at the centre of the process, becoming a basic variable for the success of the training action itself. OBJECTIVE. From a self-perception perspective, the aim of this study is to identify the level of digital competence linked to the creation of content of the teaching staff who carry out their role in degrees leading to teaching in different teaching modalities, also analysing variables such as years of experience or dedication. METHOD. The sample consisted of 770 participants from different universities in Spain, who responded to a selection of items from the DigCompEdu Check-In questionnaire related to the use, selection and creation of digital content. RESULTS. The results show that neither experience nor dedication influences on the digital competence of the teaching staff, but the modality in which they teach does: the teaching staff who taught in distanceonline mode had higher initial and final digital competence than the teaching staff who taught in face-to-face mode. DISCUSSION AND CONCLUSIONS. The results invite us both to undertake new studies that show the perception that teachers have of the level of digital competence for the creation of content, and to continue to invest in teacher training that takes into account institutional environments and contexts, such as teaching-learning modalities when creating digital educational content.