Ciesielkiewicz, Monika AnnaBonilla ClaireSantos Peñas, MatildeHerrero , ÁlvaroCambra, CarlosUrda, DanielSedano, JavierQuintián, HéctorCorchado , Emilio2024-12-202024-12-202021Ciesielkiewicz, M., Bonilla, C.F., Santos Peñas, M. (2021). The Acquisition of Competences in Transnational Education Through the ePortfolio. In: Herrero, Á., Cambra, C., Urda, D., Sedano, J., Quintián, H., Corchado, E. (eds) The 11th International Conference on EUropean Transnational Educational (ICEUTE 2020). ICEUTE 2020. Advances in Intelligent Systems and Computing, vol 1266. Springer, Cham. https://doi.org/10.1007/978-3-030-57799-5_83-030-57798-83-030-57799-697830305779882194-53572194-536510.1007/978-3-030-57799-5https://hdl.handle.net/20.500.14352/113113Aportación al congreso International Conference on European Transnational Educational (ICEUTE) (11. 2020. Burgos) Conference PaperAn educational transformation, characterized by ICTs, programs that transcend national borders, and progress measured by acquisition of competences, is burgeoning. In this study, Spanish university students in a Preschool and Primary School Education Degree Program participated in an international service-learning project and used an electronic portfolio (ePortfolio) to document and assess the acquisition of the competences specified in the undergraduate education degree program. Participants completed a survey in which they evaluated how the use of ePortfolio helped them to acquire these competences. Though responses to the survey were consistently positive across all competences, a principal component analysis identified the following three dimensions, listed in order of eigenvalue: acquisition and use of ICTs, problem solving, and global considerations. Our results seem to indicate that both the key competences and subject-specific competences prescribed by the degree program in which the participants were enrolled, were indeed acquired. It is interesting to note, however, that the gains were in a proximal distal pattern, with global considerations being the component that accounted for the least variance among the three dimensions identified, though it reflects the transnational nature of the learning.engAttribution-NonCommercial-ShareAlike 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-sa/4.0/book parthttps://dx.doi.org/10.1007/978-3-030-57799-5_8https://produccioncientifica.ucm.es/documentos/627b41d8ef44ec2647531ee5https://produccioncientifica.ucm.es/documentos/646932abffa0fd1682ef570ehttps://dialnet.unirioja.es/servlet/articulo?codigo=8427347https://dialnet.unirioja.es/servlet/libro?codigo=860996https://www.scopus.com/record/display.uri?eid=2-s2.0-85090039306&origin=resultslisthttps://link.springer.com/chapter/10.1007/978-3-030-57799-5_8metadata only access3371.3371.33337.091.33-028.2637Competence-based EducationEducationePortfolioTransnational EducationEducación basada en competenciasEducaciónEducación transnacionalEducaciónMétodos de investigación en educaciónMétodos de enseñanza58 Pedagogía5801.02 Pedagogía Comparada5801 Teoría y Métodos Educativos