Teachers’ digital competence in using and analytically managing information in flipped learning (Competencia digital docente para el uso y gestión analítica informacional del aprendizaje invertido)

Abstract

ABSTRACT The use of flipped learning as a methodological approach entails the constant use of content management platforms. The interactions generated on these platforms yield big data, and managing and analysing these data facilitates the teachers’ decision-making to improve their educational actions. The objective of this study is to ascertain the influence of the teachers’ level of digital competence on the use of flipped learning and the management and analysis of big data. To do so, a descriptive, correlational quantitative method was used. A sample of 744 Spanish teachers was chosen to fill out a questionnaire. The results reveal that teachers have a medium level of digital competence, with Communication-collaboration and Information being the strongest areas. The use of flipped learning is rare, and the data management and analysis levels are deficient. Each area in digital competence bears a significant influence — albeit at different levels — on the use of flipped learning and the analytical management of educational data.