Francesc M Esteve‐Mon
Biographic Data
| ID | 6799923 |
|---|---|
| NAME | Francesc M Esteve‐Mon |
| GIVEN NAMES | Francesc M |
| FAMILY NAME | Esteve‐Mon |
| SIGNATURE | MON F M E |
| AFFILIATIONS | Universitat Jaume I |
| ORCID | 0000-0003-4884-1485 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 1 |
| WORKS AS AUTHOR | 9 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Initial Teacher Training of Novice Faculty in the Spanish Higher Education System
Educational reforms in European Higher Education have brought about substantial changes in educational policy, being necessary to address the initial training of university teachers. This study aims to analyse the training proposals for teacher induction of novice faculty in Spanish universities. The research followed an exploratory–descriptive methodology. Most Spanish universities offer ongoing teacher training for teaching and research staff, …
Design-based research in higher education
Design-based research is a methodological approach that has been applied in the field of educational technology since the beginning of this century. The main aim of this article was to explore its use in the field of educational research, specifically in the context of higher education during the 5-year period from 2019 to 2023, coinciding with the COVID-19 pandemic and the technological efforts made in response to it. In the current work, 180 do…
La formación digital en los programas de iniciación a la docencia universitaria en España
La digitalización masiva y acelerada en el ámbito educativo de las últimas décadas ha acarreado la necesidad de contar con docentes digitalmente competentes, especialmente en la educación superior. En este sentido, se han diseñado diversos marcos profesionales que intentan definir y conceptualizar la competencia digital docente. Sin embargo, la mayoría de las investigaciones y marcos se han centrado en etapas preuniversitarias. Asimismo, abordar …
La universidad digital
En un contexto en que la transformación digital ya lleva casi una década posicionándose como prioritaria para las instituciones de Educación Superior y en el que la reciente pandemia y sus condiciones no ha hecho más que azuzar y generalizar más si cabe esta apuesta por lo digital, es tiempo de contribuir a propuestas de análisis que propongan otras lógicas de esa transformación que nos permitan entender cómo son los planes de transformación digi…
A strategic approach of the crucial elements for the implementation of digital tools and processes in higher education
Implementation of digital tools and processes in Higher Education Institutions (HEIs) as an emergent activity depends on the sociomaterial relationships between institutional factors that dynamically interact with each other. This article systematically explores through a literature review some of the most relevant and up‐to‐date published studies to identify the ‘important factors’ to consider for the implementation of digital tools and processe…
International insights about a holistic model of teaching competence for a digital era
This paper qualitative examines a holistic framework for teaching in the digital era. The examination is based on teachers’ perspectives of their career, that is, what core features can be said to characterise teacher’s practice, across contexts, cultures and subjects. Semi-structured interviews of expert teachers, specifically from Australia, Europe and the Latin-America, are the main data source. The design process sought to examine teachers’ a…
Digital teaching competence of university teachers
This study analysed the level of digital competence of 910 university teachers at one Spanish and one Polish university, using a self-perception questionnaire based on the DigCompEdu framework. For this purpose, a quantitative methodology was used with the aim of finding out the situation at both institutions through focusing on gender, professional category, and areas of knowledge of the participants. The results showed that the university teach…
Desarrollo de la Competencia Digital Docente en Contextos Universitarios. Una Revisión Sistemática
La digitalización en la educación superior ha supuesto la necesidad apremiante de contar con profesorado digitalmente competente, evidenciándose aún más frente a la Covid-19. Las universidades han implementado estrategias diversas para ayudar al profesorado a desarrollar dicha competencia digital docente y si bien existen marcos e iniciativas institucionales, no se dispone de suficiente literatura científica que las describa. Esta investigación b…
Developing self-management and teamwork using digital games in 3D simulations
Emerging technologies are providing opportunities for designing new learning environments, especially environments in which students can learn by putting their skills into practice. Knowledge about the development of these experiences needs to be accumulated and processed so that they can be integrated effectively into training programmes. In this study we describe how transferable skills such as self-management and teamwork have been developed b…
Desarrollo de la Competencia Digital Docente en Contextos Universitarios. Una Revisión Sistemática
La digitalización en la educación superior ha supuesto la necesidad apremiante de contar con profesorado digitalmente competente, evidenciándose aún más frente a la Covid-19. Las universidades han implementado estrategias diversas para ayudar al profesorado a desarrollar dicha competencia digital docente y si bien existen marcos e iniciativas institucionales, no se dispone de suficiente literatura científica que las describa. Esta investigación b…
Developing self-management and teamwork using digital games in 3D simulations
Emerging technologies are providing opportunities for designing new learning environments, especially environments in which students can learn by putting their skills into practice. Knowledge about the development of these experiences needs to be accumulated and processed so that they can be integrated effectively into training programmes. In this study we describe how transferable skills such as self-management and teamwork have been developed b…
International insights about a holistic model of teaching competence for a digital era
This paper qualitative examines a holistic framework for teaching in the digital era. The examination is based on teachers’ perspectives of their career, that is, what core features can be said to characterise teacher’s practice, across contexts, cultures and subjects. Semi-structured interviews of expert teachers, specifically from Australia, Europe and the Latin-America, are the main data source. The design process sought to examine teachers’ a…
Digital teaching competence of university teachers
This study analysed the level of digital competence of 910 university teachers at one Spanish and one Polish university, using a self-perception questionnaire based on the DigCompEdu framework. For this purpose, a quantitative methodology was used with the aim of finding out the situation at both institutions through focusing on gender, professional category, and areas of knowledge of the participants. The results showed that the university teach…
Desarrollo de la Competencia Digital Docente en Contextos Universitarios. Una Revisión Sistemática
La digitalización en la educación superior ha supuesto la necesidad apremiante de contar con profesorado digitalmente competente, evidenciándose aún más frente a la Covid-19. Las universidades han implementado estrategias diversas para ayudar al profesorado a desarrollar dicha competencia digital docente y si bien existen marcos e iniciativas institucionales, no se dispone de suficiente literatura científica que las describa. Esta investigación b…
La universidad digital
En un contexto en que la transformación digital ya lleva casi una década posicionándose como prioritaria para las instituciones de Educación Superior y en el que la reciente pandemia y sus condiciones no ha hecho más que azuzar y generalizar más si cabe esta apuesta por lo digital, es tiempo de contribuir a propuestas de análisis que propongan otras lógicas de esa transformación que nos permitan entender cómo son los planes de transformación digi…
A strategic approach of the crucial elements for the implementation of digital tools and processes in higher education
Implementation of digital tools and processes in Higher Education Institutions (HEIs) as an emergent activity depends on the sociomaterial relationships between institutional factors that dynamically interact with each other. This article systematically explores through a literature review some of the most relevant and up‐to‐date published studies to identify the ‘important factors’ to consider for the implementation of digital tools and processe…
La formación digital en los programas de iniciación a la docencia universitaria en España
La digitalización masiva y acelerada en el ámbito educativo de las últimas décadas ha acarreado la necesidad de contar con docentes digitalmente competentes, especialmente en la educación superior. En este sentido, se han diseñado diversos marcos profesionales que intentan definir y conceptualizar la competencia digital docente. Sin embargo, la mayoría de las investigaciones y marcos se han centrado en etapas preuniversitarias. Asimismo, abordar …
Initial Teacher Training of Novice Faculty in the Spanish Higher Education System
Educational reforms in European Higher Education have brought about substantial changes in educational policy, being necessary to address the initial training of university teachers. This study aims to analyse the training proposals for teacher induction of novice faculty in Spanish universities. The research followed an exploratory–descriptive methodology. Most Spanish universities offer ongoing teacher training for teaching and research staff, …
Design-based research in higher education
Design-based research is a methodological approach that has been applied in the field of educational technology since the beginning of this century. The main aim of this article was to explore its use in the field of educational research, specifically in the context of higher education during the 5-year period from 2019 to 2023, coinciding with the COVID-19 pandemic and the technological efforts made in response to it. In the current work, 180 do…
Educational Innovations and Technology (6 works) · Political science (6 works) · E-Learning and Knowledge Management (5 works) · Digital literacy in education (4 works) · Higher education (4 works) · Mathematics education (4 works) · Psychology (4 works) · Computer Science (3 works) · Education and Teacher Training (3 works) · Humanities (3 works)