Use of digital channels in higher education
DOI:
https://doi.org/10.32645/26028131.1161Keywords:
digital channels, social networks, higher education, use of digital mediaAbstract
The purpose of this study was to characterize the use of digital media in the academic context of students and teachers, considering the problems derived from the applications of digital channels in daily life and at the level of university studies, for this purpose we worked from the paradigm of social constructivism. A quantitative approach of descriptive and cross sectional type was applied, applying a questionnaire to students and professors of the Universidad Politécnica Estatal del Carchi of the different careers of engineering and social sciences. The main results allow us to understand that the main access equipment to digital media is the cell phone and secondly the personal computer, the use of social networks is preferred, but the use of channels for academic purposes is also accepted in a majority way, generating connections up to four times per day for such use, regardless of the role of the researched, whether it is a teacher or student and regardless of gender, since the same response trends are observed in any of the cases.
Downloads
References
- Abbas, J., Aman, J., Nurunnabi, M. & Bano, S. (2019). The Impact of Social Media on Learning Behavior for Sustainable Education: Evidence of Students from Selected Universities in Pakistan. Sustainability, 11(6), 1683. https://doi.org/10.3390/su11061683
- Bond, M., Marín, V. I., Dolch, C., Bedenlier, S., & Zawacki-Richter, O. (2018). Digital transformation in German higher education: student and teacher perceptions and usage of digital media. International Journal of Educational Technology in Higher Education, 15(1). https://doi.org/10.1186/s41239-018-0130-1
- Bridgstock, R. (2014). Educating for digital futures: what the learning strategies of digital media professionals can teach higher education. Innovations in Education and Teaching International, 53(3), 306–315. https://doi.org/10.1080/14703297.2014.956779
- Castells, M. (2009). Comunicación y poder, Alianza Editorial, Madrid.
- Coll, C. (1993). Un marco de referencia psicológico para la educación escolar: la concepción constructivista del aprendizaje y de la enseñanza. En C. Coll, J. Palacios & A. Marchesi (Comps.), Desarrollo psicológico y educación II. Psicología de la Educación (pp. 435-453). Madrid: Alianza.
- Domingo-Coscollola, M., Bosco-Paniagua, A., Carrasco-Segovia, S., & Sánchez-Valero, J.-A. (2021). Fomentando la competencia digital docente en la universidad: Percepción de estudiantes y docentes. Revista de Investigación Educativa, 38(1), 167–182. https://doi.org/10.6018/rie.340551
- Fandos, M. (2003). Formación basada en las Tecnologías de la Información y Comunicación: Análisis didáctico del proceso de enseñanza-aprendizaje. Tesis doctoral Universitat Rovira I Virgili. Departamento de pedagogía. Tarragona.
- Gan, B., Menkhoff, T., & Smith, R. (2015). Enhancing students’ learning process through interactive digital media: New opportunities for collaborative learning. Computers in Human Behavior, 51, 652–663. https://doi.org/10.1016/j.chb.2014.12.048
- Granda, L. Y., Romero, L. A. & Játiva Macas, D. F. (2021). El docente y la alfabetización digital en la educación del siglo XXI. Sociedad & Tecnología, 4(S2), 377–390. https://doi.org/10.51247/st.v4iS2.158
- Kot, S., Tan, M. & Dragolea, L. (2017), The Use of Social Media Supporting Studying, Economics and Sociology, 10(1), 169-180. https://doi.org/10.14254/2071-789X.2017/10-1/12
- McLuhan, M. (1996). Comprender los medios de comunicación. Las extensiones del ser humano. Barcelona: Paidós.
- Reyna, J., Hanham, J., & Meier, P. C. (2018). A framework for digital media literacies for teaching and learning in higher education. E-Learning and Digital Media, 15(4), 176–190. https://doi.org/10.1177/2042753018784952
- Rus-Casas, C., La Rubia, M. D., Eliche-Quesada, D., Jiménez-Castillo, G., & Aguilar-Peña, J. D. (2021). Online Tools for the Creation of Personal Learning Environments in Engineering Studies for Sustainable Learning. Sustainability, 13(3), 1179. https://doi.org/10.3390/su13031179
- Rubtsova, O. V. (2019). Digital technologies as a new means of mediation (Part one). Cultural-historical psychology, 15(3), 117â-124. https://doi.org/10.17759/chp.2019150312
- Settanni, M., Azucar, D., & Marengo, D. (2018). Predicting Individual Characteristics from Digital Traces on Social Media: A Meta-Analysis. Cyberpsychology, Behavior, and Social Networking, 21(4), 217–228. https://doi.org/10.1089/cyber.2017.0384
- Tigse, C. (2019). El constructivismo, según bases teóricas de César Coll. Revista Andina de Educación, 2(1), 25-28. https://doi.org/10.32719/26312816.2019.2.1.4
- UNESCO (2011). UNESCO ICT Competency Framework for Teachers. París: UNESCO. Recuperado de http://unesdoc.unesco.org/images/0021/002134/213475e.pdf
- Xue, S., & Churchill, D. (2019). A review of empirical studies of affordances and development of a framework for educational adoption of mobile social media. Educational Technology Research and Development. 67, 1231–1257 https://doi.org/10.1007/s11423-019-09679-y
Downloads
Published
Issue
Section
License
Copyright (c) 2022 Luis Homero Viveros Almeida, Jorge Humberto Miranda Realpe, Marco Antonio Yandún Velastegui
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
El autor mantiene los derechos intelectuales y morales de su obra, autorizando a la editorial de la Revista Tierra Infinita la difusión y divulgación de su contenido con fines estrictamente académicos y de investigación, sin fines de lucro.
