Factors that describe the use of digital devices in Latin American universities
Mobile digital devices are at the same time a tool for social interaction, an individual learning resource and can be a valuable contribution in the context of higher education to develop and promote new teaching and learning models. Recent studies show that both the more traditional pedagogical mod...
- Autores:
-
amelec, viloria
Pineda Lezama, Omar Bonerge
Mercado Caruso, Nohora Nubia
- Tipo de recurso:
- Article of journal
- Fecha de publicación:
- 2020
- Institución:
- Corporación Universidad de la Costa
- Repositorio:
- REDICUC - Repositorio CUC
- Idioma:
- eng
- OAI Identifier:
- oai:repositorio.cuc.edu.co:11323/7667
- Acceso en línea:
- https://hdl.handle.net/11323/7667
https://doi.org/10.1016/j.procs.2020.07.021
https://repositorio.cuc.edu.co/
- Palabra clave:
- Digital devices
Ubiquity
Mobility
Higher education
- Rights
- openAccess
- License
- CC0 1.0 Universal
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Factors that describe the use of digital devices in Latin American universities |
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Factors that describe the use of digital devices in Latin American universities |
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Factors that describe the use of digital devices in Latin American universities Digital devices Ubiquity Mobility Higher education |
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Factors that describe the use of digital devices in Latin American universities |
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Factors that describe the use of digital devices in Latin American universities |
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Factors that describe the use of digital devices in Latin American universities |
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Factors that describe the use of digital devices in Latin American universities |
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Factors that describe the use of digital devices in Latin American universities |
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amelec, viloria Pineda Lezama, Omar Bonerge Mercado Caruso, Nohora Nubia |
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amelec, viloria Pineda Lezama, Omar Bonerge Mercado Caruso, Nohora Nubia |
| dc.subject.spa.fl_str_mv |
Digital devices Ubiquity Mobility Higher education |
| topic |
Digital devices Ubiquity Mobility Higher education |
| description |
Mobile digital devices are at the same time a tool for social interaction, an individual learning resource and can be a valuable contribution in the context of higher education to develop and promote new teaching and learning models. Recent studies show that both the more traditional pedagogical models of face-to-face teaching and distance teaching mediated by Virtual Learning Environments (VLE) can be enhanced by the use of these devices on and off campus. Likewise, the current context of Higher Education urges university institutions to promote a series of generic and specific competencies, where the use of these devices in a personal, academic and professional way acquires an outstanding value in the European Higher Education Area (EHEA), and represents an enrichment of university educational practice. This paper presents a study of the didactic and social use made by Hispanic American university students in 10 universities in several areas in order to establish common and divergent patterns of use so that useful conclusions can be extrapolated to improve the educational context of Higher Education in the Hispanic world. |
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[1] Bulfin, S., Johnson, N., Nemorin, S., & Selwyn, N. (2016). Nagging, noobs and new tricks–students’ perceptions of school as a context for digital technology use. Educational Studies, 42(3), 239-251. [2] Aliaño, Á. M., Hueros, A. D., Franco, M. G., & Aguaded, I. (2019). Mobile learning in university contexts based on the unified theory of acceptance and use of technology (UTAUT). Journal of New Approaches in Educational Research (NAER Journal), 8(1), 7-17. [3] Blayone, T. J., Mykhailenko, O., vanOostveen, R., Grebeshkov, O., Hrebeshkova, O., & Vostryakov, O. (2018). Surveying digital competencies of university students and professors in Ukraine for fully online collaborative learning. Technology, Pedagogy and Education, 27(3), 279-296. [4] Wollscheid, S., Sjaastad, J., & Tømte, C. (2016). The impact of digital devices vs. Pen (cil) and paper on primary school students' writing skills–A research review. Computers & Education, 95, 19-35. [5] Plowman, L. (2016). Rethinking context: Digital technologies and children's everyday lives. Children's Geographies, 14(2), 190-202. [6] Rouleau, G., Gagnon, M. P., Côté, J., Payne-Gagnon, J., Hudson, E., Bouix-Picasso, J., & Dubois, C. A. (2017). Effects of e-learning in a continuing education context on nursing care: a review of systematic qualitative, quantitative and mixed studies reviews (protocol). BMJ open, 7(10), e018441. [7] Torres-Samuel, M., Vásquez, C. L., Viloria, A., Varela, N., Hernández-Fernandez, L., & Portillo-Medina, R. (2018). Analysis of patterns in the university world rankings webometrics, Shanghai, QS and SIR-SCimago: Case Latin America. In Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics) (Vol. 10943 LNCS, pp. 188–199). Springer Verlag. https://doi.org/10.1007/978-3-319-93803-5_18. [8] Carvalho, L. C., & Cibrão, B. (2018). The Educational Use of Digital Storytelling in Virtual Classes of Entrepreneurship: A Comprehensive Study of Students' Perceptions. In User Innovation and the Entrepreneurship Phenomenon in the Digital Economy (pp. 110-131). IGI Global. [9] Tang, C. M., & Chaw, L. Y. (2016). Digital Literacy: A Prerequisite for Effective Learning in a Blended Learning Environment?. Electronic Journal of E-learning, 14(1), 54-65. [10] Blumberg, F. C., Deater-Deckard, K., Calvert, S. L., Flynn, R. M., Green, C. S., Arnold, D., & Brooks, P. J. (2019). Digital Games as a Context for Children's Cognitive Development: Research Recommendations and Policy Considerations. Social Policy Report. Volume 32, Number 1. Society for Research in Child Development. [11] Selwyn, N. (2016). Digital downsides: Exploring university students’ negative engagements with digital technology. Teaching in Higher Education, 21(8), 1006-1021. [12] Le, A. V., Do, D. L., Pham, D. Q., Hoang, P. H., Duong, T. H., Nguyen, H. N., ... & Vuong, Q. H. (2019). Exploration of youth’s digital competencies: a dataset in the educational context of Vietnam. Data, 4(2), 69. [13] Nielsen, T. (2018). Dynamics of digital media in school music contexts. Journal of Popular Music Education, 2(3), 245-265. [14] Torres-Samuel, M., Vásquez, C., Luna, M., Bucci, N., Viloria, A., & Vargas, J. (2020). Characterization of Latin American Universities in the TOP10 of the Rankings. In Smart Innovation, Systems and Technologies (Vol. 164, pp. 105–118). Springer. https://doi.org/10.1007/978- 981-32-9889-7_9. [15] Beltrán-Velasco, A. I., Bellido-Esteban, A., Ruisoto-Palomera, P., & Clemente-Suárez, V. J. (2018). Use of portable digital devices to analyze autonomic stress response in psychology objective structured clinical examination. Journal of medical systems, 42(2), 35. [16] Gilje, Ø. (2019). Expanding educational chronotopes with personal digital devices. Learning, Culture and Social Interaction, 21, 151-160. [17] Vasquez-Stanescu, C., Luna-Cardozo, M., Bucci, N., Torres-Saniuel, M., & Viloria, A. (2019). University clusters from sir iber indicators of innovation factor 2016-2019. In Procedia Computer Science (Vol. 160, pp. 451–456). Elsevier B.V. https://doi.org/10.1016/j.procs.2019.11.066 |
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amelec, viloriaPineda Lezama, Omar BonergeMercado Caruso, Nohora Nubia2021-01-07T18:34:59Z2021-01-07T18:34:59Z2020https://hdl.handle.net/11323/7667https://doi.org/10.1016/j.procs.2020.07.0211877-0509Corporación Universidad de la CostaREDICUC - Repositorio CUChttps://repositorio.cuc.edu.co/Mobile digital devices are at the same time a tool for social interaction, an individual learning resource and can be a valuable contribution in the context of higher education to develop and promote new teaching and learning models. Recent studies show that both the more traditional pedagogical models of face-to-face teaching and distance teaching mediated by Virtual Learning Environments (VLE) can be enhanced by the use of these devices on and off campus. Likewise, the current context of Higher Education urges university institutions to promote a series of generic and specific competencies, where the use of these devices in a personal, academic and professional way acquires an outstanding value in the European Higher Education Area (EHEA), and represents an enrichment of university educational practice. This paper presents a study of the didactic and social use made by Hispanic American university students in 10 universities in several areas in order to establish common and divergent patterns of use so that useful conclusions can be extrapolated to improve the educational context of Higher Education in the Hispanic world.amelec, viloria-will be generated-orcid-0000-0003-2673-6350-600Pineda Lezama, Omar BonergeMercado Caruso, Nohora-will be generated-orcid-0000-0001-9261-8331-600application/pdfengCorporación Universidad de la CostaCC0 1.0 Universalhttp://creativecommons.org/publicdomain/zero/1.0/info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Procedia Computer Sciencehttps://www.sciencedirect.com/science/article/pii/S1877050920317002Digital devicesUbiquityMobilityHigher educationFactors that describe the use of digital devices in Latin American universitiesArtículo de revistahttp://purl.org/coar/resource_type/c_6501http://purl.org/coar/resource_type/c_2df8fbb1Textinfo:eu-repo/semantics/articlehttp://purl.org/redcol/resource_type/ARTinfo:eu-repo/semantics/acceptedVersion[1] Bulfin, S., Johnson, N., Nemorin, S., & Selwyn, N. (2016). Nagging, noobs and new tricks–students’ perceptions of school as a context for digital technology use. Educational Studies, 42(3), 239-251.[2] Aliaño, Á. M., Hueros, A. D., Franco, M. G., & Aguaded, I. (2019). Mobile learning in university contexts based on the unified theory of acceptance and use of technology (UTAUT). Journal of New Approaches in Educational Research (NAER Journal), 8(1), 7-17.[3] Blayone, T. J., Mykhailenko, O., vanOostveen, R., Grebeshkov, O., Hrebeshkova, O., & Vostryakov, O. (2018). Surveying digital competencies of university students and professors in Ukraine for fully online collaborative learning. Technology, Pedagogy and Education, 27(3), 279-296.[4] Wollscheid, S., Sjaastad, J., & Tømte, C. (2016). The impact of digital devices vs. Pen (cil) and paper on primary school students' writing skills–A research review. Computers & Education, 95, 19-35.[5] Plowman, L. (2016). Rethinking context: Digital technologies and children's everyday lives. Children's Geographies, 14(2), 190-202.[6] Rouleau, G., Gagnon, M. P., Côté, J., Payne-Gagnon, J., Hudson, E., Bouix-Picasso, J., & Dubois, C. A. (2017). Effects of e-learning in a continuing education context on nursing care: a review of systematic qualitative, quantitative and mixed studies reviews (protocol). BMJ open, 7(10), e018441.[7] Torres-Samuel, M., Vásquez, C. L., Viloria, A., Varela, N., Hernández-Fernandez, L., & Portillo-Medina, R. (2018). Analysis of patterns in the university world rankings webometrics, Shanghai, QS and SIR-SCimago: Case Latin America. In Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics) (Vol. 10943 LNCS, pp. 188–199). Springer Verlag. https://doi.org/10.1007/978-3-319-93803-5_18.[8] Carvalho, L. C., & Cibrão, B. (2018). The Educational Use of Digital Storytelling in Virtual Classes of Entrepreneurship: A Comprehensive Study of Students' Perceptions. In User Innovation and the Entrepreneurship Phenomenon in the Digital Economy (pp. 110-131). IGI Global.[9] Tang, C. M., & Chaw, L. Y. (2016). Digital Literacy: A Prerequisite for Effective Learning in a Blended Learning Environment?. Electronic Journal of E-learning, 14(1), 54-65.[10] Blumberg, F. C., Deater-Deckard, K., Calvert, S. L., Flynn, R. M., Green, C. S., Arnold, D., & Brooks, P. J. (2019). Digital Games as a Context for Children's Cognitive Development: Research Recommendations and Policy Considerations. Social Policy Report. Volume 32, Number 1. Society for Research in Child Development.[11] Selwyn, N. (2016). Digital downsides: Exploring university students’ negative engagements with digital technology. Teaching in Higher Education, 21(8), 1006-1021.[12] Le, A. V., Do, D. L., Pham, D. Q., Hoang, P. H., Duong, T. H., Nguyen, H. N., ... & Vuong, Q. H. (2019). Exploration of youth’s digital competencies: a dataset in the educational context of Vietnam. Data, 4(2), 69.[13] Nielsen, T. (2018). Dynamics of digital media in school music contexts. Journal of Popular Music Education, 2(3), 245-265.[14] Torres-Samuel, M., Vásquez, C., Luna, M., Bucci, N., Viloria, A., & Vargas, J. (2020). Characterization of Latin American Universities in the TOP10 of the Rankings. In Smart Innovation, Systems and Technologies (Vol. 164, pp. 105–118). Springer. https://doi.org/10.1007/978- 981-32-9889-7_9.[15] Beltrán-Velasco, A. I., Bellido-Esteban, A., Ruisoto-Palomera, P., & Clemente-Suárez, V. J. (2018). Use of portable digital devices to analyze autonomic stress response in psychology objective structured clinical examination. Journal of medical systems, 42(2), 35.[16] Gilje, Ø. (2019). Expanding educational chronotopes with personal digital devices. Learning, Culture and Social Interaction, 21, 151-160.[17] Vasquez-Stanescu, C., Luna-Cardozo, M., Bucci, N., Torres-Saniuel, M., & Viloria, A. (2019). University clusters from sir iber indicators of innovation factor 2016-2019. In Procedia Computer Science (Vol. 160, pp. 451–456). 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