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dc.contributor.authorGarcía-Pérez, Rafael
dc.contributor.authorSantos-Delgado, Juan Manuel
dc.contributor.authorBuzón-García, Olga (1)
dc.date2016-07
dc.date.accessioned2017-10-26T14:30:44Z
dc.date.available2017-10-26T14:30:44Z
dc.identifier.issn2365-9440
dc.identifier.urihttps://reunir.unir.net/handle/123456789/5844
dc.description.abstractThe social and interactive dimension has taken on particular relevance with the appearance of new technologies in education, making the capacity for virtual empathy a key competence for promoting learning processes in virtual environments. Therefore, we conducted a study based on a survey with 704 students who were training as teachers, to whom we applied an adaptation of the empathy scale designed by Gorostiaga et al. (Revista de Educacion 364, 12-38, 2014). The study shows a valid and reliable measure of virtual empathy. Results indicate that only 10 % of the sample reached a high level of virtual empathy and, for this reason, we believe it should be included in teacher education syllabuses.es_ES
dc.language.isoenges_ES
dc.publisherInternational Journal of Educational Technology in Higher Educationes_ES
dc.relation.ispartofseries;vol. 13
dc.relation.urihttp://educationaltechnologyjournal.springeropen.com/articles/10.1186/s41239-016-0029-7es_ES
dc.rightsopenAccesses_ES
dc.subjectvirtual empathyes_ES
dc.subjectdigital competencees_ES
dc.subjectteacher educationes_ES
dc.subjectweb 2.0 technologieses_ES
dc.subjectsocial networkses_ES
dc.subjectEmerginges_ES
dc.subjectScopuses_ES
dc.titleVirtual empathy as digital competence in education 3.0es_ES
dc.typeArticulo Revista Indexadaes_ES
reunir.tag~ARIes_ES
dc.identifier.doihttp://dx.doi.org/10.1186/s41239-016-0029-7


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