Examinando por Autor "Korres, Oihane"

Mostrando 1 - 5 de 5
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    Digital transformation and teaching innovation in higher education: a case study
    (Multidisciplinary Digital Publishing Institute (MDPI), 2024-08) Paños Castro, Jessica; Korres, Oihane; Iriondo Sanz, Ignasi; Petchamé Sabartés, Josep
    The digital maturity of universities has been a key element in coping with the forced situation brought about by COVID-19 and in subsequent years. This research paper presents a case study of a private Spanish university that aims to analyze the challenges and opportunities that have arisen after the pandemic in terms of resource management and training for teaching innovation and digitization. The nature of this study is qualitative, in which nine interviews were conducted with managers from different faculties and those responsible for Information and Communication Technologies. After analyzing the data with Atlas.ti, four categories were established (technological resources and devices, challenges, opportunities, and others). The study concludes by discussing the commitment to online training, the popularization of videoconferencing tools for teaching sessions, meetings, or synchronous tutorials, and the acceleration of digital transformation, among others.
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    Empowering university lecturers in the digital age: exploring the factors influencing the use of digital technologies in higher education
    (Multidisciplinary Digital Publishing Institute (MDPI), 2024-07) Azanza, Garazi; Korres, Oihane; Paños Castro, Jessica; Petchamé Sabartés, Josep
    In an era where digital technologies (DTs) are reshaping educational delivery methods, university lecturers’ ability and willingness to integrate these innovations into their teaching practices are increasingly important. This study, conducted from October 2022 to February 2023, aims to examine the impact of attitude and training on university lecturers’ self-efficacy in using DTs and to assess the influence of self-efficacy on their interest in using DTs. A total of 294 university lecturers participated in the study and completed a questionnaire assessing their perception of DTs as a didactic tool, attitude towards the use of virtual classrooms, perceived self-efficacy, and interest in the use of DTs, and training in the use of DTs. Data were analyzed using descriptive statistics, correlations, and multiple linear regressions to explore the relationships between study variables. The results indicated that positive attitudes and suitable training were positively associated with higher self-efficacy. Moreover, high levels of self-efficacy were found to be aligned with an interest in using DTs. These findings shed light on key factors that can effectively encourage the successful adoption of DTs among lecturers.
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    Trabajando conjuntamente: proyecto colaborativo entre asignaturas de inglés
    (Grupo de Comunicación Loyola, 2018) Gutiérrez Fernández, Nerea; Korres, Oihane
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    Los valores percibidos por los adolescentes de Bizkaia en su personaje televisivo preferido de ficción seriada: una aproximación desde los modelos de Schwartz y Hall-Tonna
    (Universidad de Deusto, 2015-12-18) Korres, Oihane; Elexpuru Albizuri, Iciar; Facultad de Psicología y Educación; Innovación educativa y aprendizaje a lo largo de la vida
    Los adolescentes, en pleno proceso de búsqueda personal, encuentran en las figuras mediáticas modelos de identificación y comparación que participan en la definición de su propia identidad y la construcción de sus valores. En esta investigación, se exploran las diferencias y semejanzas según el género de los adolescentes en cuanto a los personajes televisivos de ficción seriada que prefieren, los motivos que guían su elección y los valores que perciben en dichas figuras mediáticas. Para ello, se ha contado con una muestra compuesta por 464 estudiantes de último curso de Educación Secundaria Obligatoria de Bizkaia (España). Este estudio pretende ser una aportación innovadora al fenómeno indagado, abordándolo desde una perspectiva cuantitativo-cualitativa, que permita obtener una visión más global y completa del mismo. Así, se han utilizado dos cuestionarios (el Cuestionario de Hábitos Televisivos CH-TV 0.2 y el Cuestionario de Valores Televisivos VAL-TV 0.2) y una ficha de redacción personal. Por un lado, se ofrece una lectura conjunta de los resultados hallados con el CH-TV 0.2 y la información derivada del análisis de contenido realizado sobre las redacciones, en cuanto a los personajes preferidos y los motivos de elección. Por otro lado, se identifican los valores percibidos en sus personajes favoritos, tanto a través del Val-TV 0.2, en términos del modelo de Schwartz, como del análisis de documentos HTDOC, en base a la teoría de Hall-Tonna. Posteriormente se trata de explorar si la interpretación de los resultados obtenidos desde ambos modelos ayuda a una mejor comprensión de los valores televisivos percibidos por los estudiantes de la muestra. El conocimiento derivado de esta investigación permite extraer una serie de conclusiones y recomendaciones para fomentar el uso del medio televisivo como herramienta educativa, tanto para promover la mirada crítica y autónoma de los adolescentes ante los mensajes mediáticos, como para favorecer el desarrollo de sus valores. Además, la información obtenida puede guiar futuras investigaciones en torno a los adolescentes y la televisión.
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    Young users of social media: an analysis from a gender perspective
    (Frontiers Media SA, 2024) Aran Ramspott, Sue; Korres, Oihane; Elexpuru Albizuri, Iciar; Moro, Álvaro; Bergillos García, Ignacio
    One of the major challenges for edu-communication research is to analyze the influence of social media on young and adolescent users. This article examines the evaluation of gender inequalities – real and symbolic – in the consumption of social networks such as YouTube and Instagram among young people. Within the framework of a Research & Development & innovation (R&D + i) project, it presents a discursive-theoretical analysis of how young users of social media perceive the presence and representation of gender on social media and whether such digital representations can be associated with an empowering gender perspective. This study presents results from 14 focus groups (N = 83), composed of students aged 12 to 18, drawn from three Spanish Autonomous Communities (Catalonia, the Balearic Islands and the Basque Country). The results show that gender issues arise in participants’ conversations, especially among female participants, who perceive the importance of physical appearance on platforms such as Instagram and TikTok. Female participants feel more pressure in terms of appearance and dress compared to male participants. Among male participants there are more expressions of self-affirmation and more mentions related to fun and social prestige. Both male and female participants express concern about the impact of that pressure on younger girls. The influence of social media on self-image is more evident among female participants, who make frequent mention of the importance of self-esteem in relation to beauty standards and exposure to idealized body images. Notably, there were no comments by male participants that acknowledge any influence of social media on their self-image. The findings are in line with existing research and taken as a whole gives rise to concern as to the gender disparities observed in the use of social media, which do not constitute a picture of female empowerment. This research underlines the importance of promoting a respectful and equitable environment in relation to gender equality within digital spaces. Thus, this study provides support for the need to develop and implement edu-communicative initiatives to foster critical thinking around the influence of social media in this context and the evaluation of the impact of such initiatives in future research.