The Acquisition of Competences in Transnational Education Through the ePortfolio
- Monika Ciesielkiewicz 1
- Claire Frances Bonilla 2
- Matilde Santos Peñas 1
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1
Universidad Complutense de Madrid
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2
Universidad a Distancia de Madrid
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- Álvaro Herrero (ed. lit.)
- Carlos Cambra (ed. lit.)
- Daniel Urda (ed. lit.)
- Javier Sedano (ed. lit.)
- Héctor Quintián (ed. lit.)
- Emilio Corchado (ed. lit.)
Editorial: Springer Suiza
ISBN: 3-030-57798-8, 3-030-57799-6
Año de publicación: 2021
Páginas: 75-83
Congreso: International Conference on EUropean Transnational Educational (ICEUTE) (11. 2020. Burgos)
Tipo: Aportación congreso
Resumen
An educational transformation, characterized by ICTs, programs that transcend national borders, and progress measured by acquisition of competences, is burgeoning. In this study, Spanish university students in a Preschool and Primary School Education Degree Program participated in an international service-learning project and used an electronic portfolio (ePortfolio) to document and assess the acquisition of the competences specified in the undergraduate education degree program. Participants completed a survey in which they evaluated how the use of ePortfolio helped them to acquire these competences. Though responses to the survey were consistently positive across all competences, a principal component analysis identified the following three dimensions, listed in order of eigenvalue: acquisition and use of ICTs, problem solving, and global considerations. Our results seem to indicate that both the key competences and subject-specific competences prescribed by the degree program in which the participants were enrolled, were indeed acquired. It is interesting to note, however, that the gains were in a proximal distal pattern, with global considerations being the component that accounted for the least variance among the three dimensions identified, though it reflects the transnational nature of the learning.