Persona: Díez-Arcón, Paz
Cargando...
Dirección de correo electrónico
ORCID
Fecha de nacimiento
Proyectos de investigación
Unidades organizativas
Puesto de trabajo
Apellidos
Díez-Arcón
Nombre de pila
Paz
Nombre
16 resultados
Resultados de la búsqueda
Mostrando 1 - 10 de 16
Publicación Academic and Social Behaviour Profile of the Primary School Students who Possess and Play Video Games(Springer, 2022-10-22) Vázquez Cano, Esteban; Ramírez Hurtado, J. M.; Díez-Arcón, Paz; Pascual Moscoso, C.The aim of this research was to analyze the typologies of primary education students with regard to possession and use of video games, and the possible psycho-emotional and educational implications. To identify the different typologies, a latent class model using Latent Gold v4.5 software was applied in order to model relations between the variables observed, assuming that the structure of underlying relations was explained by a latent categorical variable (not observed). The results revealed two clearly differentiated clusters: one formed of boys who get better marks in Mathematics, usually play video games with gaming consoles for the TV screen, usually play video games online with friends, play video games for more than two hours at weekends, feel very happy when playing video games, and whose first choice of free-time activity is to play video games; the other consisted of girls who get better marks in Spanish Language and Literature, usually play video games on a tablet, usually with a family member, play video games for more than two hours at weekends, feel very happy playing video games, though to a slightly lesser extent than boys, and whose first choice of free-time activity is not usually to play video games.Publicación Facebook or LMS in Distance Education? Why University Students Prefer to Interact in Facebook Groups(Athabasca University, 2021) Vázquez Cano, Esteban; Díez-Arcón, PazThis article describes an investigation into the level of satisfaction among students at Spain’s National Distance Education University (UNED) regarding use of Facebook groups as an environment for learning. Based on a structural equation methodology, the research analyzed the most relevant personal and socio-educational factors that affect satisfaction. The sample consisted of 418 undergraduate and master’s degree students at UNED’s Faculty of Education; participants were consulted in three semesters between September 2019 and January 2021. The results showed that students who participated in Facebook study groups achieved better results than those who did not, and that they interacted more frequently in these groups than in UNED’s official learning management system. The main latent variables that influenced satisfaction with Facebook study groups were the perception of efficacy they elicited as a complement to distance learning by enabling greater interaction with other students, and the feeling of course companionship they provided. The absence of teacher control also influenced student satisfaction, which allowed students to focus on learning and achieving better results in tests and exams.Publicación Massive open online courses for foreign language learning: A plural perspective(Universidad Nacional de Educación a Distancia (España). Escuela Internacional de Doctorado. Programa de Doctorado en Filología: estudios lingüísticos y literarios, 2023) Díez-Arcón, Paz; Díez-Arcón, Paz; Martín Monje, Elena MaríaPublicación Language Teacher Development in Computer-Mediated Collaborative Work and Digital Peer Assessment: An Innovative Proposal(Shahid Chamran University of Ahvaz, 2023) Díez-Arcón, Paz; Martín Monje, Elena MaríaThis research paper explores the integration of digital technologies in language teacher development, focusing on computer-mediated collaborative learning (CMCL) and peer assessment in digital environments. The research was carried out at the National University of Distance Education (UNED) in Spain, in a TEFL course, with 518 student-teachers. The research methodology included both quantitative and qualitative techniques, and the results indicated positive satisfaction levels, especially in these dimensions: clear goals and objectives, appropriate assessment, and appropriate workload, with both learning in digital environments and the quality of teaching particularly highlighted. Additionally, statistically significant differences in the final grades were observed between the MS Teams users and the ones not following CMCL. Finally, the influence of digital learning was demonstrated across a large portion of the other variables according to the students’ perception of it.Publicación Using MS TEAMS for online peer assessment: an innovative educational proposal(EADTU, 2022) Díez-Arcón, Paz; Martín Monje, Elena María; Castrillo de Larreta-Azelain, María Dolores; Díez-Arcón, PazPublicación Training in Digital and Didactic Competences for Future Foreign Language Teachers: Reflecting on the Learning Process(Universitat de Valencia, 2024-07-22) Díez-Arcón, Paz; Martín Monje, Elena MaríaThis study explores the evolution in the self-perceived digital and didactic competences of student-teachers completing a course on "Teaching English as a Foreign Language". The main aim of the research was to assess the impact of the integrated practice of these two competences through the completion of specific tasks. The research method chosen was mixed (quantitative and qualitative), and the self-reflection tools used were the SELFIE (Self-reflection on Effective Learning by Fostering the use of Innovative Educational Technologies) for digital competences and EPOSTL (European Portfolio for Student Teachers of Languages) for didactic competences. A total of 244 student-teachers participated in this innovative proposal during the academic year 2021-22. They had to complete collaborative tasks addressing both competences: pre-task video discussions, lesson planning, and post-task video presentations. They made use of MS Office 365 and Teams for their collaborative work. Results show that their perception of digital competence fluctuates but shows an overall improvement, while their perceived progress in didactic competence is more erratic, with a more positive result in the pre-task and in the task, but not in the post-task. This study contributes to gaining a deeper understanding of digital and didactic competence practice in teacher training, underlining the effectiveness of an integrated approach.Publicación The coming of age of LMOOC research. A systematic review (2019-21)(Taylor & Francis, 2022-06-08) Díez-Arcón, Paz; Martín Monje, Elena MaríaThere has been an increasing interest in Language Massive Open Online Courses (LMOOCs) in terms of research and number of courses offered, shown by the monographic volumes and systematic reviews that have been published so far. This study aims to consolidate this emerging field by exploring research from 2019 to 2021. The origin of scientific contributions, methodologies used, and the most discussed topics have been considered. Results show that the distribution of papers remain concentrated in a few countries and universities -such as Spain, UK and China, which are producing progressively more high-impact research. Also, the consistent use of mixed methods has implied the optimisation of available data and allowed for more fine-grained conclusions. Lastly, it has been proved that LMOOC publications are evolving to a more mature phase, with an increase of conceptual papers that has contributed to consolidate core theoretical foundations. It can be then said that LMOOC research has reached its coming of age and is now considered a well-established sub-field of Computer Assisted Language Learning, with substantial practice and high-quality scholarly publications.Publicación Conceptualising language MOOC diversity: The creation of a defined taxonomy through the analysis of course indicators(Cambridge University Press, 2024-05-10) Díez-Arcón, Paz; Agonács, NikolettaLanguage MOOC research has experienced a notable evolution from practice to conceptuality since its emergence as a subdiscipline of computer-assisted language learning. The versatility of the MOOC format for language learning has led to experimental designs that combine linguistic acquisition with other educational activities. This has been considered to be conducive to new ways of understanding how language learning occurs in LMOOCs, although there is no solid classification of LMOOCs subtypes to date based on course design. This study aimed to contribute to the conceptualisation of the field by creating a taxonomy for existing LMOOCs. Grounded theory strategies were adopted, so evidence was systematically collected to develop conceptual categories based on a thorough analysis process of the syllabus and short description of 432 courses. As a result, six LMOOC modalities emerged from the analysis: general language learning LMOOCs, LMOOCs for academic purposes, LMOOCs for professional purposes, LMOOCs focused on a specific language skill development, cultural-oriented LMOOCs, and meta-language learning LMOOCs. This study means a significant contribution to the LMOOC research field inasmuch as it is one of the first empirical-based attempts to broaden the definition of LMOOC.Publicación Fostering Social Language Learning in Massive Online Courses: The Role of Discussion Forums and Social Media(IGI Global, 2022-06-01) Díez-Arcón, Paz; Martín Monje, Elena MaríaThis study delves into the fostering of social language learning in massive online open courses (MOOCs). These have become hugely popular during the pandemic, and it has been deemed relevant to investigate how the MOOC format can be customised, so that it addresses the specificities of foreign languages. To this end, a MOOC on EFL (English as a Foreign Language) strengthened its communication tools through the use of social media (Facebook and Instagram) and reinforced support in forums, with dedicated facilitators. The research methodology adopted was DBR (Design-Based Research) and data were collected through quantitative and qualitative techniques. The use of these communication tools (social media and reinforced forums) was generally low, but these enhanced features were positively received, and course designers are advised to persevere in this trend and consolidate the educational use of social media to promote online social language learning.Publicación Teacher vs. machine correction: Comparing assessments of students’ reading comprehension and writing skill(Shahid Chamran University of Ahvaz, 2024-01-01) Vázquez Cano, Esteban; Ramírez-Hurtado, José M.; Díez-Arcón, PazThis article presents research that compared two correction techniques applied to a PISA text summary question written by 30 Spanish students aged 14-16, one by automatic correction software (G-Rubric) and the other by 30 Spanish language teachers varying in age, sex, and classroom experience. The methodology was a parametric approach based on latent class analysis using Latent Gold 4.5 software, and correspondence analysis. In the results, the Euclidean distances between each individual and the system were measured as low, medium or high dissimilarity, based how close the teachers’ assessment was to that of the correction software. The results showed a first cluster, comprised of teachers whose correction scores exhibited a significant correlation with the tool, represented the quartile of younger and less experienced teachers. This stands in contrast to a second cluster, characterized by "high" dissimilarity, which consisted of older and more experienced teachers whose corrections deviated notably from the system, yielding scores lower than those produced by the tool.