Webinars 360Una Experiencia Formativa Transnacional de la Red Universitaria de Tecnología Educativa

  1. Sara L. Villagrá Sobrino 1
  2. Iván M. Jorrín Abellán 2
  3. Ainara Zubillaga del Río 3
  4. Elia Fernández Díaz 4
  5. Lorea Fernández Olaskoaga 5
  6. Prudencia Gutiérrez Esteban 6
  7. Víctor Abella García 7
  1. 1 Universidad de Valladolid

    Universidad de Valladolid

    Valladolid, España

    ROR https://ror.org/01fvbaw18

  2. 2 Kennesaw State University

    Kennesaw State University

    Kennesaw, Estados Unidos

    ROR https://ror.org/00jeqjx33

  3. 3 Fundación COTEC
  4. 4 Universidad de Cantabria

    Universidad de Cantabria

    Santander, España

    ROR https://ror.org/046ffzj20

  5. 5 Universidad del País Vasco/Euskal Herriko Unibertsitatea

    Universidad del País Vasco/Euskal Herriko Unibertsitatea

    Lejona, España

    ROR https://ror.org/000xsnr85

  6. 6 Universidad de Extremadura

    Universidad de Extremadura

    Badajoz, España

    ROR https://ror.org/0174shg90

  7. 7 Universidad de Burgos

    Universidad de Burgos

    Burgos, España

    ROR https://ror.org/049da5t36

UTE Teaching & Technology: Universitas Tarraconensis

ISSN: 1135-1438

Year of publication: 2020

Issue: 2020

Pages: 28-50

Type: Article

DOI: 10.17345/UTE.2020.3.2775 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: UTE Teaching & Technology: Universitas Tarraconensis


Cited by

  • Dialnet Metrics Cited by: 1 (25-02-2023)

Índice Dialnet de Revistas

  • Year 2020
  • Journal Impact: 0.220
  • Field: EDUCACIÓN Quartile: C3 Rank in field: 114/233


  • Social Sciences: C


In this work we present “360  Webinar Series” a transnational professional development online initiative promoted and developed by Red Universitaria de Tecnolog a Educativa (RUTE). Since March 2019, a cycle of monthly webinars led by experts from eight countries (France; USA; Australia; Germany; Czech Republic; Portugal; Chile, and Russia) has been implemented with the aim of analyzing the initial training of pre-service teachers, as well as professional development practices of in-service ones in regards to the promotion and use of Educational Technology. The cross-sectional analysis of the content of this initiative has allowed us to obtain conclusions related to: a) the defining characteristics of initial training in educational technology for teachers in the participating countries; b) the common and differentiating characteristics that define educational technology training for teachers in the participating countries, and; c) the challenges that training in educational technology is experiencing from a transnational perspective.

Bibliographic References

  • Allen, J. F. (2014). Investigating Transnational Collaboration of Faculty Development and Learning: An Argument for Making Learning Culturally Relevant. International Journal for the Scholarship of Teaching & Learning, 8(2), 1–26. https://doi.org/10.20429/ijsotl.2014.080217
  • Area, M., Sannicolás, M. B., y Borrás, J. F. (2014). Webinar como estrategia de formación online: descripción y análisis de una experiencia. Revista Universitaria de Tecnología Educativa. 13 (1). 11-23.
  • Berg, A .(2016). Digitale Schule-Vernetztes Lernen. Bitkom. https://www.bitkom.org/sites/default/files/file/import/Bitkom-Charts-Digitale-Schule-09-11-2016-final.pdf
  • Boutenko V., Konstantin Polunin, K. , Ivan Kotov, I., , Stepanenko, A. , Sycheva, E. , Zanin, E., Sofya Lomp, S., y Topolskaya, E. (2017). Russia 2025: Resetting the Talent Balance. BCG report, October 2017. https://www.bcg.com/Images/russia-2015-eng_tcm26-187991.pdf
  • Brasili, A., y Allen, S .(2019). Beyond the webinar. Dynamic Online STEM Professional Development. Afterschool Matters, 29, 9-16. https://files.eric.ed.gov/fulltext/EJ1208376.pdf
  • Bond, M., Marín, V.I., Dolch, C.,Bedenlier, S., y Zawacki-Richter .(2018). Digital transformation in German higher education: student and teacher perceptions and usage of digital media. International Journal of Educational Technology in Higher Education, 15 (48), 15-48. https://doi.org/10.1186/s41239-018-0130-1.
  • Gallup report (2019). Education technology use in the schools. Student and education perspectives. New schools. Recuperado 22 de marzo de 2020 en http://www.newschools.org/wp-content/uploads/2019/09/Gallup-Ed-Tech-Use-in-Schools-2.pdf
  • Chatterton, P. (2012). Designing for participant engagement with Blackboard Collaborate. A good practice guide to using Blackboard Collaborate to support teaching, learning & assessment, co-operative working and conferences. http://www.jisc.ac.uk/collaborateguidance.
  • Darling-Hammond, L., Hyler, M. E., y Gardner, M. (2017). Effective Teacher Professional Development. Learning Policy Institute. https://learningpolicyinstitute.org/sites/default/files/product-files/Effective_Teacher_Professional_Development_REPORT.pdf
  • Davis, B. D., Flannery, M., y Payne, J. S. (2012). A webinar case study by a clinical microbiologist to microbiology and physiology students: an integrative learning experience. Journal of Microbiology & Biology Education, 13(1), 91–93. https://doi.org/10.1128/jmbe.v13i1.385
  • Dunn, L., y Wallace, M. (2006). Australian academics and transnational teaching: an exploratory study of their preparedness and experiences. Higher Education Research & Development, 25(4), 357–369. https://doi.org/10.1080/07294360600947343.
  • Ebner, C., y Gegenfurtner, A. (2019). Learning and satisfaction in webinar, online, and face-to-face instruction: a meta-analysis. Frontiers in Education. 4(92), 1-11. https://doi.org/10.3389/feduc.2019.00092
  • Ingvarson, L., Elliott, A., Kleinhenz, E., y McKenzie, P. (2006). Teacher Education Accreditation: A Review of National and International Trends and Practices. http://research.acer.edu.au/teacher_education/1
  • KulturministerKonferenze (2016). The Standing Conference’s “Education in the Digital World” strategy Summary. https://www.kmk.org/fileadmin/Dateien/pdf/PresseUndAktuelles/2017/KMK-Strategie_Bildung_in_der_digitalen_Welt_Zusammenfassung_en.pdf
  • Ladson-Billings, G. (1995). Toward a Theory of Culturally Relevant Pedagogy. American Educational Research Journal, 32, 465-491. https://doi.org/10.3102/00028312032003465.
  • Li, M., Yang, R., y Wu, J. (2018). Translating transnational capital into professional development: a study of China’s Thousand Youth Talents Scheme scholars. Asia Pacific Education Review, 19(2), 229-23. https://doi.org/10.1007/s12564-018-9533-x
  • Mai, T., y Ocriciano, M.(2017). Investigating the Influence of Webinar Participation on Professional Development of English Language Teachers in Rural Vietnam. Language Education in Asia, 8, 46-62. https://doi.org/10.5746/LEiA/17/V8/I1/A04/Mai_Ocriciano
  • McCarthy, S., Saxby, L., Thomas, M., y Weertz, S. (2020). Connecting through Webinars: A CRLA Handbook for the Use of Webinars in Professional Development. http://members.crla.net/ProfDev/Connecting%20through%20Webinars%20CRLA%20Handbook.pdf.
  • Ministerio de Educación, juventud y deporte (2014). Strategii digitálního vzdělávání do roku 2020. http://www.msmt.cz/uploads/DigiStrategie.pdf
  • Molay, K. (2010). Best Practices for Webinars. Increasing attendance, engaging your audience, and successfully advancing your business goals. White paper Adobe Systems Incorporated. https://wwwimages2.adobe.com/content/dam/acom/en/products/adobeconnect/pdfs/web-conferencing/best-practices-webinars-wp.pdf
  • Moore, S., May, D., y Wold, K. (2016). Developing Cultural Competency in Engineering Through Transnational Distance Learning BT - Engineering Education 4.0: Excellent Teaching and Learning in Engineering Sciences. En S. Frerich, T. Meisen, A. Richert, M. Petermann, S. Jeschke, U. Wilkesmann, y A. E. Tekkaya (Eds.) (pp. 777–798). Cham: Springer International Publishing. https://doi.org/10.1007/978-3-319-46916-4_62
  • Niedersächsische Staatskanzlei (2016). Medienkompetenz in Niedersachsen Ziellinie 2020. https://www.medienkompetenz-niedersachsen.de/fileadmin/bilder/allg/Konzept_Medienkompetenz_Niedersachsen_2016_06_24_.pdf
  • Puentedura, R. R. (2013, 29 mayo). SAMR: Moving from enhancement to transformation [Web log post]. http://www.hippasus.com/rrpweblog/archives/000095.html
  • Redecker, C., y Punie, Y .(2017). European Framework for the Digital Competence of Educators. JRC. Science for Policy Report. Publications Office of the European Union. https://doi.org/10.2760/159770.
  • Smith, K. (2009). Transnational Teaching Experiences: An Under-Explored Territory for Transformative Professional Development. International Journal for Academic Development, 14(2), 111–122.
  • Synder, T.D., Brey, D.C., y Dillow, S.A .(2018). Digest of Education Statistics. IES. National center for education statistics..
  • Taddeo, M., Cigognini, E., Parigi, L., y Blamire, R.(2016, marzo, 20). Certification of teachers’ digital competence. Current approaches and future opportunities. MENTEP project. Deliverable 6.1. Mentep website. http://mentep.eun.org/
  • Vaillant, D., y Manso, J. (2012). Tendencias en la formación inicial docente. Cuadernos de Investigación Educativa, 3(18), 11-30.
  • Wang, S.K., y Hsu, H.Y. (2008). Use of the Webinar tool to support training: The effects of Webinar-learning implementation from trainers’ perspective. Journal of Online Interactive Learning, 7(3), 175-194.
  • Wang, Q., y Woo, H.L.(2007). Comparing asynchronous online discussions and face-to-face discussions in a classroom setting. British Journal of Educational Technology, 38(2). 272-286. https://doi.org/10.1111/j.1467-8535.2006.00621.x