Digital Competencies in University Students through Educational Innovations: A Review of the Current Literature
DOI:
https://doi.org/10.32870/Ap.v15n2.2398Keywords:
Educational innovation, digital skill, educational softwareAbstract
Technological advances have had a significant impact on education, leading to increased attention on the development of digital skills in university students. The objective of this article was to conduct a review of current literature related to educational innovations aimed at promoting digital competencies in university students, in order to identify current approaches and provide a comprehensive and updated insight into the topic. This research is qualitative, applied, and bibliographic in nature, with a descriptive scope, under a non-experimental, cross-sectional design that employs the analytical-synthetic method. The main findings highlight that educational software, educational platforms, and social networks can be valuable tools that benefit students in their learning and acquisition of competencies in various fields, as long as they are used responsibly, critically, and as a complement to face-to-face teachingReferences
Adell, S. J.; Llopis, N. M. y Valdeolivas, N. M. (2019). El debate sobre el pensamiento computacional en educación. RIED, 22(1), 171-186. http://dx.doi.org/10.5944/ried.22.1.22303
Alario-Hoyos, C.; Pérez-Sanagustín, M.; Kloos, C. D. & Muñoz-Merino, P. J. (2014). Analytics from learning design: A model and tools to assess the quality of MOOCs. Journal of Universal Computer Science, 20(1), 6-23. https://doi.org/10.3217/jucs-020-01-0006
Aguilar-Tello, V. y Angulo-Giraldo, M. (2022). La divulgación científica en Twitter durante la pandemia por la COVID19. Aportes (32), 21-32. http://www.scielo.org.bo/pdf/racc/n32/n32_a03.pdf
Amador, A. M.; Torres, G. C. y Lagunes, D. A. (2023). Aprendizaje basado en problemas para el desarrollo de competencias en estudiantes. Revisión sistemática de literatura. RECEIN, 15(59), 131-166. https://doi.org/10.26457/recein.v15i59.3491
Arbeláez-Campillo, D. F.; Villasmil, E. J. y Rojas, B. M. (2021). Inteligencia artificial y condición humana: ¿Entidades contrapuestas o fuerzas complementarias? Revista de Ciencias Sociales, 27(2), 502-512. https://www.redalyc.org/articulo.oa?id=28066593034
Barón, P. M.; Duque, S. Á.; Mendoza, L. F. y Quintero, P. W. (2021). Redes sociales y relaciones digitales, una comunicación que supera el cara a cara. Revista Internacional
de Pedagogía e Innovación Educativa, 1(1), 123-148. https://doi.org/10.51660/ripie.v1i1.29
Bates, T. (10 de abril de 2018). ‘Humans Wanted’: online learning and skills development. Online Learning and Distance Education Resources. https://www.tonybates. ca/2018/04/10/humans-wanted-online-learningand-skills-development/
Becerril, M. F. y Mendoza, G. B. (2022). TPACK: innovación en la enseñanza de química durante la pandemia covid-19 en alumnado de bachillerato. Apertura, 14(1), 26-51. http://doi.org/10.32870/Ap.v14n1.2147
Bragg, L. A. & Connor, C. M. (2017). Learning with digital games: A practical guide to engage students in higher education. Routledge.
Bozkurt, A. & Sharma, R. C. (2020). Emergency remote teaching in higher education during the COVID-19 pandemic: Pedagogical design and practice. Springer.
Chávez Márquez, I. L. y Gutiérrez Diez, M. C. (2015). Redes sociales como facilitadoras del aprendizaje de ciencias exactas en la educación superior. Apertura, 7(2). http://www.udgvirtual.udg.mx/apertura/index.php/apertura/article/view/698/469
Dalgarno, B. & Lee, M. J. (2010). What are the learning affordances of 3-D virtual environments? British Journal of Educational Technology, 41(1), 10-32. https://doi.org/10.1111/j.1467-8535.2009.01038.x
Dávila-Cervantes, A. (2014). Simulación en educación médica. Investigación en Educación Médica, 3(10), 100-105. https://doi.org/10.1016/S2007-5057(14)72733-4
Deng, L. & Yuen, A. H. (2019). Towards a framework for educational affordances of blogs. Computers & Education, 56(2), 441-451. https://doi.org/10.1016/j.compedu.2010.09.005
Espinoza-Guillén, B. y Chávez-Vera, M. D. (2021). El uso de las redes sociales: una perspectiva de género. MASKANA, 12(2), 19-24. https://doi.org/10.18537/mskn.12.02.03
Fraillon, J.; Ainley, J.; Schulz, W.; Friedman, T. & Gebhardt, E. (2014). Preparing for life in a digital age: The IEA International Computer and Information Literacy Study international report. Students Computer and Information Literacy (47-67). Springer Open. https://doi.org/10.1007/978-3-319-14222-7
Galán, J. J.; Rodríguez, H. B. y De León Posadas, E. M. (2021). Cámara de Gesell digital: adecuaciones para prácticas profesionales en distanciamiento social. Apertura, 13(2), 70-87. https://doi.org/10.32870/Ap.v13n2.2026
Guiñez-Cabrera, N. A. y Mansilla-Obando, K. (2021). WhatsApp Web con fines académicos en tiempos de la covid-19. Apertura, 13(2), 54-69. https://doi.org/10.32870/Ap.v13n2.2084
Hainey, T.; Connolly, T. M.; Boyle, E. A.; Wilson, J. M. & Razak, A. (2016). A systematic literature review of games-based learning empirical evidence in primary education. Computers & Education, 102, 202-223. https://doi.org/10.1016/j.compedu.2016.09.001
Islas Torres, C. y Carranza Alcántar, M. R. (2011). Uso de las redes sociales como estrategias de aprendizaje. ¿Transformación educativa? Apertura, 3(2). http://www.udgvirtual.udg.mx/apertura/index.php/apertura/article/view/198
Islas Torres, C. y Carranza, M. (2017). Ecosistemas digitales y su manifestación en el aprendizaje: análisis de la literatura. RED, (55), 1-13. http://dx.doi.org/10.6018/red/55/9
Kapp, K. M. (2012). The gamification of learning and instruction: Game-based methods and strategies for training and education. John Wiley & Sons. https://www.wiley.com/en-ushe+Gamification+of+Learning+and+Instruction%3A+Game+based+Methods+and+Strategies+for+Training+and+Education-p-9781118191989
Klahr, D. & Nigam, M. (2004). The equivalence of learning paths in early science instruction: Effects of direct instruction and Discovery learning. Psychological Science, 15(10), 661-667. https://doi.org/10.1111/j.0956-7976.2004.00737.x
Lajoie, S. P. & Derry, S. J. (eds.). (2014). Computers as cognitive tools (vol. 2). Routledge. https://www.routledge.com/Computers-As-Cognitive-Tools-Volume-II-No-More-Walls/Lajoie/p/book/9780805829310
Lledó, G. L. (2020). Las redes sociales como herramienta educativa a través de la producción científica. Revista General de Información y Documentación, 30(1), 243-260. https://dx.doi.org/10.5209/rgid.70069
López, G. N. (2022). Kahoot!, Plickers y Socrative: recursos TIC para evaluar contenidos educativo-musicales en educación primaria. Apertura, 14(1), 6-25. http://doi.org/10.32870/Ap.v14n1.2134
Magallanes, R. J.; Rodríguez, A. Q.; Carpio, M. Á. y López, G. M. (2021). Simulación y realidad virtual aplicada a la educación. Revista científica de investigación actualización del mundo de las ciencias, 5(2), 101-110. https://doi.org/10.26820/reciamuc/5.(2).abril.2021.101-110
Mantilla, G. R. y Negre, B. F. (2021). Pensamiento computacional, una estrategia educativa en épocas de pandemia. Innoeduca. International Journal of Technology and Educational Innovation, 7(1), 89-106. https://doi.org/10.24310/innoeduca.2021.v7i1.10593
Martin, F.; Wang, C. & Sadaf, A. (2018). Student perception of helpfulness of facilitation strategies that enhance instructor presence, connectedness, engagement and learning in online courses. The Internet and Higher Education, 37, 52-65. https://doi.org/10.1016/j.iheduc.2018.01.003
Martín-Herrera, I.; Micaletto-Belda, J. P. y Polo Serrano, D. (2021). Google Workspace como plataforma b-learning. Análisis de las percepciones de los estudiantes universitarios de Comunicación. Apertura, 13(2), 106-123. http://doi.org/10.32870/Ap.v13n2.2029
Miller, M. (2018). Minecraft: A guide to creative mode. Gareth Stevens Publishing.
Navarro, H. A.; Ruiz, B. H.; Raggio, R. G. y Grados, Z. E. (2022). Software educativo en el aprendizaje de los estudiantes universitarios. Horizontes, 6(25). https://doi.org/10.33996/revistahorizontes.v6i25.419
Ocaña-Fernández, Y.; Valenzuela, F. L. y Garro-Aburto, L. L. (2019). Inteligencia artificial y sus implicaciones en la educación superior. Propósitos y Representaciones, 7(2), 536-568. https://doi.org/10.20511/pyr2019.v7n2.274
Papastergiou, M. (2009). Digital game-based learning in high school computer science education: Impact on educational effectiveness and student motivation. Computers & Education, 52(1), 1-12. http://dx.doi.org/10.1016/j.compedu.2008.06.004
Pazmay-Pazmay, P. D. (2023). Plataformas virtuales y fomento del aprendizaje con sentido en la educación superior. Revista Científica FIPCAEC, 8(1), 411-425. https://doi.org/10.23857/fipcaec.v8i1
Porcelli, A. M. (2021). La inteligencia artificial aplicada a la robótica en los conflictos armados. Debates sobre los sistemas de armas letales autónomas y la (in)suficiencia de los estándares del derecho internacional humanitario. Revista de Estudios Socio-Jurídicos, 23(1), 483-530. https://doi.org/10.12804/revistas.urosario.edu.co/sociojuridicos/a.9269
Rodríguez, A. R.; Niño Membrillo, Y. E. y Razo, S. R. (2021). Sistema coaching tutorial: caso de uso en un seminario de titulación. Apertura, 13(1), 86-100. https://doi.org/10.32870/Ap.v13n1.1934
San Román, Candela. (2019). Maggio, M. (2018). Reinventar la clase en la universidad. Buenos Aires: Paidós. Itinerarios educativos, (11), 195-200. https://doi.org/10.14409/ie.v0i11.8207
Schwartz, D. L.; Tsang, J. M. & Blair, K. P. (2016). The ABCs of how we learn: 26 scientifically proven approaches, how they work, and when to use them. Norton & Company. https://wwnorton.com/books/The-ABCs-of-How-We-Learn/
Unesco. (2019). Marco de competencias de los docentes en materia de TIC. Unesco. https://unesdoc.unesco.org/ark:/48223/pf0000371024
Velázquez, I. J. y Martín, L. M. (2021). Análisis del “pensamiento computacional”: una perspectiva educativa. RED, 21(68), 1-18. http://dx.doi.org/10.6018/red.484811
Veytia-Bucheli, M. G. y Bastidas-Terán, F. A. (2020). WhatsApp como recurso para el trabajo grupal en estudiantes universitarios. Apertura, 12(2), 74-93. http://dx.doi.org/10.32870/Ap.v12n2.1911
Yaron, D. J., & Karabinos, M. (2009). Teaching physics with PhET simulations. The Physics Teacher, 47(1), 32-35.
Published
Issue
Section
License
The copyright belongs to the authors of the text. In case the manuscript is accepted for publication, the Sistema de Universidad Virtual of the Universidad de Guadalajara (UDGVirtual) is authorized to modify the text in the correction of style, translate, fix, disseminate, reproduce, publish and market with this. Likewise, the Universidad de Guadalajara is authorized to carry out the above described jointly or through possible third parties. (See the detailed authorization in the copyright letter.)
The authors guarantee to Apertura the right to be the first means of publication of the work. The reproduction of the texts published in the Apertura is authorized, in whole or in part, as long as it is non-profit, the source is cited and the content or design is not modified. Authors may exclusively distribute the final editorial or postprint version in any medium and at any time.
Apertura, its editors and UDGVirtual dissociate themselves from the information provided by collaborators or advertisers. The articles of the contributors do not necessarily represent the point of view of the publisher or UDGVirtual and the content of the advertisements are the sole responsibility of the contractors.
Apertura is registered in the National Institute of Copyright with the ISSN number: 1665-6180 (printed version) and e-ISSN 2007-1094 (electronic version), and with the Certificate of Reservation of Rights to the Exclusive Use of the Title: 04 -2005-120212472000-102.
It is also certified by the Qualifying Commission for Illustrated Publications and Journals of the Ministry of the Interior with the Licensed Certificates of Title number: 13449; and Content Legality: 11022.
