Teachers digital competences in Digcomp-based university environments

ABSTRACT

This article discusses a proposal to adapt the descriptors suggested by the European Union through DigComp for the areas of information and communication skills for university professors. The study was carried out thanks to the feedback received from different courses offered in the form of NOOC (Nano-Open Massive Courses) in different editions in 2016 and 2017. The data were obtained from diagnostic tests performed at the beginning and at the end of each course by the user, from their own observation. One of the most relevant conclusions of the study was that it had more students in basic level courses, followed by advanced and intermediate. The study presented here focuses, among other things, on trying to find the reasons why this occurred, showing an overview of the degree of digital competence that these teachers have. This will allow us to continue adapting and updating the mentioned descriptors to current needs. It is noteworthy that the results may have been influenced by the Covid-19 crisis; which forced the digitalization of classroom teaching activities in a short period.

Keywords:
Teacher training; Higher education teaching; Digital competences; NOOCs; Micro-credentials