The Use of Digital Platforms for In-Person Teaching in Spanish Universities: An Analysis from the Teaching Perspective

Abstract

INTRODUCTION. The way teaching platforms are used is an important factor determining the satisfaction students and lecturers have with in-person university teaching. This study aims to identify patterns of behaviour and factors related to the use of teaching platforms in in-person teaching in Spanish universities. METHOD. A questionnaire has been designed for the teaching staff at Spanish universities. In the first stage, a cluster analysis was performed and the existence of significant differences between clusters in relation to specific uses of the platforms was tested. In the second stage, a descriptive study of the clusters was performed. The relationship between clusters and demographics, perception of use, self-perception and contextual platforms variables was studied. Finally, the circumstances that could promote the use of teaching platforms for each group were analysed. RESULTS. Four clusters were identified, and differences were observed both in the composition of the clusters and in the score given to the variables for perception of the platforms and self-perception of technological competence. DISCUSSION. Not all usage patterns follow an order from lowest to highest use of the platform, but instead some seem to indicate different ways of working. The data do not support any gender and age stereotypes of teachers and their use of technology. If universities are interested in promoting the proper use of teaching platforms, it would not be advisable to look for a single solution and they should not focus on increasing the amount of training for lecturers.