The influence of institutional measures and technological proficiency on university teaching through digital platforms]

Authors

  • José Ignacio Aguaded Gómez Universidad de Huelva
  • Ramón Tirado Morueta Universidad de Huelva

DOI:

https://doi.org/10.7203/relieve...2980

Keywords:

Learning Management System (LMS), university teaching, technological competence, support measures, technological effects.

Abstract

The objective of this study is to empirically test the theoretical model that explains the influence of primary and secondary factors on the integration of digital platforms in university teaching. A sample of 495 teachers from universities in Andalusia completed an online questionnaire that analysed the functions of usage, the digital materials used, the didactic and technological competence of the teaching staff, the support measures adopted by the institutions and the effect on teaching of platform use. Prior factor analysis and the application of the Amos program enabled us to develop a structural equation model to corroborate the indirect influence of the support measures and institutional recognition on teachers in their use of the platforms, and the direct influence of the teachers’ technological proficiency.

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Published

2013-09-02

Issue

VOL 18, NO 1 (2012)

Section

Research Articles

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