Virtual empathy as digital competence in education 3.0
- Rafael García-Pérez
- Juan-Manuel Santos-Delgado
- Olga Buzón-García
ISSN: 2365-9440
Año de publicación: 2016
Número: 13
Tipo: Artículo
Otras publicaciones en: International Journal of Educational Technology in Higher Education
Referencias bibliográficas
- Ala-Mutka, K. (2010). Learning in Informal Online Networks and Communities. Institute for Prospective. Technological Studies, Joint Research Centre, European Commission. Retrieved from http://ftp.jrc.es/EURdoc/JRC56310.pdf
- Ala-Mutka, Kirsti (2011). Mapping Digital Competence: Towards a Conceptual Understanding. Institute for Prospective Technological Studies. Retrieved from: http://ftp.jrc.es/EURdoc/JRC67075_TN.pdf
- Anderson, T. (2010). Theories for learning with emerging technologies. In G. Valesianos (Ed.), Emerging technologies in distance education (pp. 23–40). Edmonton, Canada: AU Press, Athabasca University.
- Area, M., & Pessoa, T. (2012). From solid to liquid: new literacies to the cultural changes of Web 2.0. Comunicar, 38(19), 13–20. doi:10.3916/C38-2012-02-01
- Castañeda, L., & Adell, J. (Eds.). (2013). Entornos Personales de Aprendizaje: claves para el ecosistema educativo en red. Alcoy: Marfil.
- Cobo, C., & Moravec, J. W. (2011). Aprendizaje invisible. Hacia una nueva ecología de la educación. Barcelona: Collecció Transmedia XXI. Laboratori de Mitjans Interactius/Publicacions i Edicions de la Universitat de Barcelona.
- Coll, C., & Engel, A. (2014). Introduction: Personal Learning Environments in the context of formal education. Culture & Education, 26(4), 617–630. doi:10.1080/11356405.2014.985947
- Cortina-Pérez, B., Gallardo-Vigil, M. A., Jiménez-Jiménez, M. A., & Trujillo-Torres, J. M. (2014). Digital illiteracy: a challenge for 21st century teachers. Culture & Education, 26(2), 231–264. doi:10.1080/11356405.2014.935108
- Eshet-Alkalai, Y. (2004). Digital Literacy. A Conceptual Framework for Survival Skills in the Digital Era. Journal of Educational. Multimedia & Hypermedia, 13(1), 93–106. Retrieved from: http://www.openu.ac.il/personal_sites/ download/Digital-literacy2004-JEMH.pdf
- Fernández-Pinto, I., López-Pérez, B., & Márquez, M. (2008). Empathy: measures, theories and applications under review. Annals of Psychology, 24(2), 284–298. Retrieved from: http://www.um.es/analesps/v24/v24_2/12-24_2.pdf
- Ferrando, P. J., & Chico, E. (2000). Adaptación y análisis psicométrico de la escala de deseabilidad social de Marlowe y Crowne. Psicothema, 12(3), 383–389. Retrieved from: http://www.psicothema.com/pdf/346.pdf
- Ferrari, A. (2013). DIGCOMP a framework for developing and understanding digital competence in Europe. In Y. Punie & B. N. Brecko (Eds.). Luxembourg: Publications Office. Retrieved from: http://ipts.jrc.ec.europa.eu/publications/pub. cfm?id=6359
- García-Pérez, R., Rebollo-Catalán, A., & García-Pérez, C. (2016). The relationship between teacher training preferences and their digital skills on social networks. Bordon, 68(2), 137–153.
- Garrison, D. R., & Anderson, T. (2003). E-learning in the 21st century: a framework for research and practice. London: Routledge/Falmer.
- Goroshit, M., & Hen, M. (2014). Does Emotional Self-efficacy Predict Teachers' Self-efficacy and Empathy? Journal of Education and Training Studies, 2(3), 26–32. doi:10.11114/jets.v2i3.359
- Gorostiaga, A., Balluerka, N., & Soroa, G. (2014). Assessment of empathy in educational field and its relationship with emotional intelligence. Revista de Educación, 364, 12–38. doi: 10.4438/1988-592X-RE-2014-364-253
- Greene, J. A., Yu S. B., & Copeland, D. Z. (2014). Measuring critical components of digital literacy and their relationships with learning. Computers & Education, 76, 55–69. doi:10.1016/j.compedu.2014.03.008
- Hussain (2012). E-Learning 3.0 = E-Learning 2.0 + Web 3.0? IADIS International Conference on Cognition and Exploratory Learning in Digital Age. Retrieved from: http://files.eric.ed.gov/fulltext/ED542649.pdf
- Janssen, J., Stoyanov, S., Ferrari, A., Punie, Y., Pannekeet, K., & Sloep, P. (2013). Experts’ views on digital competence: Commonalities and differences. Computers & Education, 68, 473–481. doi:10.1016/j.compedu.2013.06.008
- Jiménez-Cortés, R., Rebollo-Catalán, A., García-Pérez, R., & Buzón-García, O. (2015). Social networks user motivation: an analysis of rural women’s profiles. RELIEVE, 21(1). doi:10.7203/relieve.21.1.5153
- Kim, J. (2011). Developing an instrument to measure social presence in distance Higher Education. British Journal of Educational Technology, 42(5), 763–777. doi:10.1111/j.1467-8535.2010.01107.x
- López-Pérez, B., Fernández-Pinto, I., & Abad, F. J. (2008). Test de empatía cognitiva y afectiva, TECA [Cognitive and Affective Empathy Scale – CAES-]. Madrid: TEA.
- Marcelo, C., & Perera, V.H. (2007). Communication and E-learning: Didactic Interaction in New Learning Environments. Revista de Educación, 343, 381–429. Retrieved from: http://www.revistaeducacion.mec.es/re343/re343_17.pdf
- Marcelo, C., Yot, C., & Mayor, C. (2015). University Teaching with Digital Technologies. Comunicar, 45(23), 117–24. doi: 10.3916/C44-2015-12
- Martínez-Otero Pérez, V. (2011). The empathy in education: study of a university students sample. Revista Electrónica de Psicología Iztacala, 14(4), 174–190. Retrieved from: http://www.medigraphic.com/pdfs/epsicologia/epi-2011/ epi114j.pdf
- Meyers, E. M., Erikson, I., & Small, R. V. (2013). Digital literacy and informal learning environments: An introduction. Learning, Media and Technology, 38(4), 355–367. doi:10.1080/17439884.2013.783597
- OCDE. (2014). TALIS 2013 Results: An international perspective on teaching and learning, TALIS, OCDE Publishing. doi:10.1787/9789264196261-en
- Poore, M. (2014). The Next G Web. Discernment, meaning-making, and the implications of Web3.0 for education, Technology, Pedagogy and Education, 23(2), 167–180. doi:10.1080/1475939X.2013.802992
- Ramírez-Leon, Y. V., & Peña-Alcira, J. B. (2011). Web 3.0 as a Tool to Support Distance Education. Etic@net, 10. Retrieved from: www.ugr.es/~sevimeco/revistaeticanet/numero10/Articulos/Creditos.htm
- Rebollo-Catalán, A., García-Pérez, R., & Sánchez-Franco, M. (2013). Inclusión digital de las mujeres en las redes sociales. Sevilla: Diputación de Sevilla.
- San Nicolás, M. B., Fariña, E., & Area, M. (2012). Teachers’ and students’ digital skills during virtual teaching development. The case study of Laguna University. Revista Historia de la Educación Latinoamericana, 14(19), 227–245. Retrieved from: http://revistas.uptc.edu.co/revistas/index.php/historia_educacion_latinamerican/article/view/1993/1988
- Santos-Acevedo, G. (2011). Social presence in online discussion forums. Píxel-Bit. Revista de Medios y Educación, 39(1), 17–28. Retrieved from: http://acdc.sav.us.es/pixelbit/images/stories/p39/02.pdf
- Tyner, K., Gutiérrez-Martín, A., & Torrego-González, A. (2015). “Multiliteracy” without walls in the age of convergence. Digital competency and the "culture of making" as incentives for continuing education. Profesorado, 19(2), 42–56. Retrieved from: http://www.ugr.es/~recfpro/rev192ART3.pdf
- Vega Caro, L. (2013). Presencia social de las mujeres rurales en las redes sociales. En Rebollo-Catalán, García-Pérez y SánchezFranco (Coords.), Inclusión digital de las mujeres en las redes sociales (pp. 131–149). Sevilla: Diputación de Sevilla.
- Vega-Caro, L., & Buzón-García, O. (2016). Rural women’s presence in social networks. Pixel-Bit, 48, 149–167. Retrieved from: http://acdc.sav.us.es/ojs/index.php/pixelbit/article/view/281/13
- Weller (2009). Using learning environments as a metaphor for educational change. On the Horizon, 17(3), 181–189. doi:10.1108/10748120910993204
- Wheeler, S. (2015). Learning with 'e's: educational theory and practice in the digital age. Wales: Crown House Publishing.