Sara Conde Vélez

Relaciones entre algunas acciones preventivas sobre la convivencia escolar en centros de buenas prácticas

This paper presents a study whose objective is verifying from a structural perspective the infl uence of a set of measures to reduce such problems (unexcused absences punctuality and attendance, disrespect, damage to facilities and property, bullying and relationships between members of the school community). The sample is composed of 46 centers which belong to the “Red School: Space of Peace” in Andalusia (Spain). As instruments of measurement scales are developed “ad hoc”, submitted to reliability analysis and theoretical and construct validity. Furthermore, structural equation model confi rms the positive effects of the “formation of the school community”, “education in confl ict” and “peer mediation classroom”. Moreover, in the equation, the rates show a closer correlation between the primary character actions as “education in the confl ict” and “formation of the school community” that with regard to “peer mediation classroom”.

Relació entre hores dedicades a internet i web 2.0 en l’ensenyament universitari

This article analyses the relationship between the number of hours spent by university students on the Internet and their attitude, training, use, impact and perception of difficulties in Web 2.0 integration, as well as their knowledge and use of Web 2.0 tools in Higher Education. To this end, we used a Likert scale applied to a sample of 403 students from the University of Huelva (UHU), Spain. To test the hypothesis, we conducted a one-way ANOVA with post hoc comparisons. The results obtained partially confirmed the general hypothesis. The greatest differences were found in the factors of impact and use of Web 2.0 tools, whereas the least differences were found in the factors of attitude, training, difficulties and knowledge of Web 2.0 tools.ResumenEl presente artículo analiza la relación existente entre el número de horas diarias que el alumnado universitario dedica a internet y la actitud, formación, uso, impacto, perceptción de dificultades de la integración de la web 2.0, así como el conocimiento y uso de herramientas de la web 2.0 en educación universitaria. Para ello hemos usado una escala tipo Likert aplicada a una muestra de 403 alumnos de la Universidad de Huelva. Para contrastar la hipótesis realizamos una ANOVA de un factor con comparaciones post hoc. Los resultados obtenidos permiten confirmar parcialmente la hipótesis general. Las diferencias mayores se observan en los factores de impacto y uso de herramientas de la web 2.0, mientras que las diferencias menores se observan en los factores de actitud, formation, dificultades y conocimiento de herramientas de la web 2.0.This article analyses the relationship between the number of hours spent by university students on the Internet and their attitude, training, use, impact and perception of difficulties in Web 2.0 integration, as well as their knowledge and use of Web 2.0 tools in Higher Education. To this end, we used a Likert scale applied to a sample of 403 students from the University of Huelva (UHU), Spain. To test the hypothesis, we conducted a one-way ANOVA with post hoc comparisons. The results obtained partially confirmed the general hypothesis. The greatest differences were found in the factors of impact and use of Web 2.0 tools, whereas the least differences were found in the factors of attitude, training, difficulties and knowledge of Web 2.0 tools. El presente artículo analiza la relación existente entre el número de horas diarias que el alumnado universitario dedica a internet y la actitud, formación, uso, impacto, perceptción de dificultades de la integración de la web 2.0, así como el conocimiento y uso de herramientas de la web 2.0 en educación universitaria. Para ello hemos usado una escala tipo Likert aplicada a una muestra de 403 alumnos de la Universidad de Huelva. Para contrastar la hipótesis realizamos una ANOVA de un factor con comparaciones post hoc. Los resultados obtenidos permiten confirmar parcialmente la hipótesis general. Las diferencias mayores se observan en los factores de impacto y uso de herramientas de la web 2.0, mientras que las diferencias menores se observan en los factores de actitud, formation, dificultades y conocimiento de herramientas de la web 2.0.

Relationship between hours spent on the Internet and Web 2.0 in Higher Education

This article analyses the relationship between the number of hours spent by university students on the Internet and their attitude, training, use, impact and perception of difficulties in Web 2.0 integration, as well as their knowledge and use of Web 2.0 tools in Higher Education. To this end, we used a Likert scale applied to a sample of 403 students from the University of Huelva (UHU), Spain. To test the hypothesis, we conducted a one-way ANOVA with post hoc comparisons. The results obtained partially confirmed the general hypothesis. The greatest differences were found in the factors of impact and use of Web 2.0 tools, whereas the least differences were found in the factors of attitude, training, difficulties and knowledge of Web 2.0 tools.ResumenEl presente artículo analiza la relación existente entre el número de horas diarias que el alumnado universitario dedica a internet y la actitud, formación, uso, impacto, perceptción de dificultades de la integración de la web 2.0, así como el conocimiento y uso de herramientas de la web 2.0 en educación universitaria. Para ello hemos usado una escala tipo Likert aplicada a una muestra de 403 alumnos de la Universidad de Huelva. Para contrastar la hipótesis realizamos una ANOVA de un factor con comparaciones post hoc. Los resultados obtenidos permiten confirmar parcialmente la hipótesis general. Las diferencias mayores se observan en los factores de impacto y uso de herramientas de la web 2.0, mientras que las diferencias menores se observan en los factores de actitud, formation, dificultades y conocimiento de herramientas de la web 2.0.This article analyses the relationship between the number of hours spent by university students on the Internet and their attitude, training, use, impact and perception of difficulties in Web 2.0 integration, as well as their knowledge and use of Web 2.0 tools in Higher Education. To this end, we used a Likert scale applied to a sample of 403 students from the University of Huelva (UHU), Spain. To test the hypothesis, we conducted a one-way ANOVA with post hoc comparisons. The results obtained partially confirmed the general hypothesis. The greatest differences were found in the factors of impact and use of Web 2.0 tools, whereas the least differences were found in the factors of attitude, training, difficulties and knowledge of Web 2.0 tools. El presente artículo analiza la relación existente entre el número de horas diarias que el alumnado universitario dedica a internet y la actitud, formación, uso, impacto, perceptción de dificultades de la integración de la web 2.0, así como el conocimiento y uso de herramientas de la web 2.0 en educación universitaria. Para ello hemos usado una escala tipo Likert aplicada a una muestra de 403 alumnos de la Universidad de Huelva. Para contrastar la hipótesis realizamos una ANOVA de un factor con comparaciones post hoc. Los resultados obtenidos permiten confirmar parcialmente la hipótesis general. Las diferencias mayores se observan en los factores de impacto y uso de herramientas de la web 2.0, mientras que las diferencias menores se observan en los factores de actitud, formation, dificultades y conocimiento de herramientas de la web 2.0.