Percepciones sobre la alfabetización informacional móvil entre estudiantes universitarios antes y después de Covid-19
algunas comparaciones
DOI:
https://doi.org/10.54886/ibersid.v18i1.4941Palavras-chave:
Covid-19, Portugal, España, Aprendizaje móvil, Alfabetización informacional móvil, TIC, Grupos de enfoque, Estudios de casoResumo
Análisis comparativo de las percepciones sobre la alfabetización informacional (Alfin) y el uso/inclusión de tecnologías móviles (MT) de los estudiantes de pregrado de Ciencias Sociales en las universidades de Granada (España) y ISPA (Lisboa) antes y después de la pandemia de Covid-19. Se siguió exploratoria socio-constructivista basada en grupos focales (mayo de 2022) con una muestra de dieciocho estudiantes de Psicología y Educación, en el último año de sus estudios. Se implementaron dos grupos focales, uno en cada país. El estudiantado de pregrado experimenta brechas significativas, especialmente en el conocimiento de la Alfin y las habilidades en MT. También perciben limitaciones actitudinales y tecnológicas en sus profesores. Además, existen diferencias en las actitudes hacia la inclusión de MT en los procesos de enseñanza y aprendizaje, según el contexto. En este sentido, los estudiantes españoles mostraron mejores habilidades y los portugueses un mayor nivel de autopercepción. Surgen algunas carencias derivadas de la pandemia de Covid-19, ya que hay un creciente cuerpo de evidencia sobre la necesidad de proximidad estudiante-profesor y las limitaciones técnicas de algunos profesores. Después de esta situación crítica, es necesaria una mentalidad abierta a la experiencia por parte de todos los interesados. Debido a la metodología cualitativa implementada, la investigación se limita a un sector específico para ser analizado (estudiantes de Ciencias Sociales pertenecientes al último año de pregrado). Las instituciones académicas, educativas y el profesorado (responsable de la formación de las futuras generaciones) deben esforzarse por comprender el alcance de la enseñanza móvil y las posibilidades de los dispositivos móviles para aumentar la motivación de los estudiantes y adquirir habilidades básicas también. Reflexionar sobre esta situación se convierte en una prioridad para optimizar los procesos de enseñanza-aprendizaje.
Downloads
Referências
Acocella, I.; Cataldi, S. (2020). Using focus groups: Theory, methodology, practice. Sage.
Aidoo, B.; Macdonald, M. A.; Vesterinen, V. M.; Pétursdóttir, S.; Gísladóttir, B. (2022). Transforming teaching with ICT using the flipped classroom approach: Dealing with COVID-19 pandemic. // Education Sciences. 12:6, 421. http://dx.doi.org/10.3390/educsci12060421
Ali, M. K.; Maksum, H. (2020). Utilization of e-learning-based ICT learning using the Google Classroom application during the Covid-19 pandemic. // Journal of Education Research and Evaluation. 4:4, 373-379. http://dx.doi.org/10.23887/jere.v4i4.29181
Alubthane, F.; ALYoussef, I. (2021). Pre-service teachers’ views about effective use of the Whatsapp application in online classrooms. // Turkish Online Journal of Educational Technology-TOJET. 20:1, 44-52.
Annamalai, N. (2018). How do we know what is happening in Whatsapp: a case study investigating pre-service teachers’ online activity. // Malaysian Journal of Learning and Instruction. 15:2, 207-225. https://doi.org/10.32890/mjli2018.15.2.8
Aharony, N.; Gur, H. (2019). The relationships between personality, perceptual, cognitive and technological variables and students’ level of information literacy. // Journal of Librarianship and Information Science. 51:2, 527-544. https://doi.org/10.1177/0961000617742450
Ata, R.; Cevik, M. (2019). Exploring relationships between Kolb’s learning styles and mobile learning readiness of pre-service teachers: A mixed study. // Education and Information Technologies. 24:2, 1351-1377. https://doi.org/10.1007/s10639-018-9835-y
Bäcklund, J.; Hugo, M.; Ericson, K. (2022). Pre-service teachers’ experiences of the transition from analogue to digital learning during the Covid-19 pandemic. // Problems of Education in the 21st Century. 80:2, 273. https://doi.org/10.33225/pec/22.80.273
Baran, B.; Fiğen, A. T. (2014). An investigation of university students’ information literacy self-efficacy perceptions by using decision tree method. // Ankara University Journal of Faculty of Educational Sciences (JFES). 47:2, 137-160. https://doi.org/10.1501/Egifak_0000001341
Buabeng-Andoh, C. (2021). Exploring university students’ intention to use mobile learning: A research model approach. // Education and information technologies. 26:1, 241-256. https://doi.org/10.1007/s10639-020-10267-4
Camilleri, M. A.; Camilleri, A. C. (2022). Learning from anywhere, anytime: Utilitarian motivations and facilitating conditions for mobile learning. // Technology, Knowledge and Learning. 1-19. https://doi.org/10.1007/s10758-022-09608-8
Chen, C. H.; Tsai, C. C. (2021). In-service teachers' conceptions of mobile technology-integrated instruction: Tendency towards student-centered learning. // Computers & Education. 170, 104224. https://doi.org/10.1016/j.compedu.2021.104224
Coe, R.; Waring, M.; Hedges, L. V.; Ashley, L. D. (Eds.). (2021). Research methods and methodologies in education. Sage.
Crompton, H.; Burke, D. (2018). The use of mobile learning in higher education: A systematic review. // Computers & Education. 123, 53-64. https://doi.org/10.1016/j.compedu.2018.04.007
Danner, M. J.; Pickering, J. W.; Paredes, T. M. (2018). Using focus groups to listen, learn, and lead in higher education. Stylus Publishing.
Dodds, S.; Hess, A. C. (2020). Adapting research methodology during COVID-19: Lessons for transformative service research. // Journal of Service Management. 32:2, 203-217. https://doi.org/10.1108/JOSM-05-2020-0153
Fagan, M. H. (2019). Factors influencing student acceptance of mobile learning in higher education. // Computers in the Schools. 36:2, 105-121. https://doi.org/10.1080/07380569.2019.1603051
Farley, H.; Murphy, A.; Johnson, C.; Carter, B.; Lane, M.; Midgley, W.; ... & Koronios, A. (2015). How do students use their mobile devices to support learning? A case study from an Australian regional university. // Journal of Interactive Media in Education. 2015:1. http://dx.doi.org/10.5334/jime.a
Hafour, M. F. (2022). The effects of MALL training on preservice and in-service EFL teachers’ perceptions and use of mobile technology. // ReCALL. 6, 1-17. https://doi.org/10.1017/S0958344022000015
Hossain, S. F.; Xi, Z.; Nurunnabi, M.; Anwar, B. (2022). Sustainable academic performance in higher education: A mixed method approach. // Interactive Learning Environments. 30:4, 707-720. https://doi.org/10.1080/10494820.2019.1680392
Huang, Y. M.; Liao, Y. W.; Huang, S. H.; Chen, H. C. (2014). Jigsaw-based cooperative learning approach to improve learning outcomes for mobile situated learning. // Journal of Educational Technology & Society. 17:1, 128-140.
Huang, R.; Li, B.; Zhou, L. (2016). Information literacy instruction in Chinese universities: MOOCs versus the traditional approach. // Library Hi Tech. 34:2, 286-300. https://doi.org/10.1108/LHT-02-2016-0013
Kearney, M.; Maher, D. (2019). Mobile learning in pre-service teacher education: Examining the use of professional learning networks. // Australasian Journal of Educational Technology. 35:1. https://doi.org/10.14742/ajet.4073
Kearney, K. S.; Damron, R.; Sohoni, S. (2015). Observing engineering student teams from the organization behavior perspective using linguistic analysis of student reflections and focus group interviews. // Advances in Engineering Education. 4:3, 3.
Kim, E. J.; Kim, J. J.; Han, S. H. (2021). Understanding student acceptance of online learning systems in higher education: Application of social psychology theories with consideration of user innovativeness. // Sustainability. 13:2, 896-910. https://doi.org/10.3390/su13020896
Krouska, A.; Troussas, C.; Sgouropoulou, C. (2022). Mobile game-based learning as a solution in COVID-19 era: Modeling the pedagogical affordance and student interactions. // Education and Information Technologies. 27:1, 229-241. https://doi.org/10.1007/s10639-021-10672-3
Krueger, R. A.; Casey, M. A. (2000). Focus groups: A practical guide for applied research (3rd ed.). Sage.
Latham, D.; Gross, M.; Witte, S. (2013). Preparing teachers and librarians to collaborate to teach 21st century skills: Views of LIS and education faculty. // School Library Research, 16.
Lin, T. J. (2021). Exploring the differences in Taiwanese university students’ online learning task value, goal orientation, and self-efficacy before and after the COVID-19 outbreak. // The Asia-Pacific Education Researcher. 30:3, 191-203. https://doi.org/10.1007/s40299-021-00553-1
Liu, I. F. (2022). Gamified mobile learning: effects on English learning in technical college students. // Computer Assisted Language Learning. 1, 1-24. https://doi.org/10.1080/09588221.2022.2080717
Marques, M. M.; Pombo, L. (2021). The impact of teacher training using mobile augmented reality games on their professional development. // Education Sciences. 11:8, 404. https://doi.org/10.3390/educsci11080404
Martin, J. (2013). Refreshing information literacy: Learning from recent British information literacy models. // Communications in Information Literacy. 7:2, 6. https://doi.org/10.15760/comminfolit.2013.7.2.142
Matsiola, M.; Spiliopoulos, P.; Tsigilis, N. (2022). Digital storytelling in sports narrations: Employing audiovisual tools in sport journalism higher education course. // Education Sciences. 12:1, 51. https://doi.org/10.3390/educsci12010051
Milenkova, V.; Peicheva, D.; Keranova, D.; Nikolova, V.; Marinov, M.; Kyosev, Z.; ... & Lendzhova, V. (2021, July). Digital media and COVID-19: Challenges for people’s consolidation during pandemic crises. // International Conference on Applied Human Factors and Ergonomics. Springer, Cham. 539-546.
Mingyue, F.; Ndavi, J. W.; Qalati, S. A.; Huang, L.; Zhengjia, P. (2022). Applying the time continuum model of motivation to explain how major factors affect mobile learning motivation: A comparison of SEM and fsQCA. // Online Information Review. Ahead-of-print. https://doi.org/10.1108/OIR-04-2021-0226
Mohajan, H. K. (2018). Qualitative research methodology in social sciences and related subjects. // Journal of Economic Development, Environment and People. 7:1, 23-48. https://doi.org/10.26458/jedep.v7i1.571
Moore, C.; Black, J.; Glackin, B.; Ruppel, M.; Watson, E. (2015). Integrating information literacy, the POGIL method, and iPads into a foundational studies program. // The Journal of Academic Librarianship. 41:2, 155-169. https://doi.org/10.1016/j.acalib.2014.12.006
Morgan, D. L. (1993). Successful focus groups: Advancing the state of the art. Sage.
Morgan. D. L.; Krueger, R. A.; King, J. A. (1998). The focus group kit. Sage.
Mullins, M. H. (2017). Actively teaching research methods with a process oriented guided inquiry learning approach. // Journal of Teaching in Social Work. 37:4, 309-321. https://doi.org/10.1080/08841233.2017.1347122
Naresh, R. (2020). Education after COVID-19 crisis based on ICT tools. // Purakala. 31:1, 464-468. https://doi.org/10.4236/jct.2020.119046
Ng, E. M. (2016). Fostering pre-service teachers' self-regulated learning through self-and peer assessment of wiki projects. // Computers & Education. 98, 180-191. https://doi.org/10.1016/j.compedu.2016.03.015
Nikou, S. A.; Economides, A. A. (2017). Mobile-based assessment: Integrating acceptance and motivational factors into a combined model of self-determination theory and technology acceptance. // Computers in Human Behavior. 68, 83-95. https://doi.org/10.1016/j.chb.2016.11.020
Pinto, M.; Mariscal, D. C.; Segura, A. (2021). Experiences of information literacy and mobile technologies amongst undergraduates in times of COVID: A qualitative approach. // Aslib Journal of Information Management. 74:2, 181-201. https://doi.org/10.1108/AJIM-10-2020-0333
Plank, C.; Dixon, H.; Ward, G. (2014). Student voices about the role feedback plays in the enhancement of their learning. // Australian Journal of Teacher Education (Online). 39:9, 98-110. https://doi/10.3316/ielapa.693286778209713
Salas-Rueda, R. A.; Castañeda-Martínez, R.; Eslava-Cervantes, A. L.; Alvarado-Zamorano, C. (2022). Teachers’ perception about MOOCs and ICT during the COVID-19 pandemic. // Contemporary Educational Technology. 14:1, ep343. https://doi.org/10.30935/cedtech/11479
Sánchez-Prieto, J. C.; Olmos-Migueláñez, S.; García-Peñalvo, F. J. (2016). Informal tools in formal contexts: Development of a model to assess the acceptance of mobile technologies among teachers. // Computers in Human Behavior. 55, 519-528. https://doi.org/10.1016/j.chb.2015.07.002
Sánchez-Prieto, J. C.; Hernández-García, Á.; García-Peñalvo, F. J.; Chaparro-Peláez, J.; Olmos-Migueláñez, S. (2019). Break the walls! Second-order barriers and the acceptance of mLearning by first-year pre-service teachers. // Computers in Human Behavior. 95, 158-167. https://doi.org/10.1016/j.chb.2019.01.019
Schina, D.; Valls-Bautista, C.; Borrull-Riera, A.; Usart, M.; Esteve-González, V. (2021). An associational study: Preschool teachers’ acceptance and self-efficacy towards Educational Robotics in a pre-service teacher training program. // International Journal of Educational Technology in Higher Education. 18:1, 1-20. https://doi.org/10.1186/s41239-021-00264-z
Silva, I. S.; Veloso, A. L.; Keating, J. B. (2014). Focus group: Considerações teóricas e metodológicas. // Revista Lusófona de Educação. (26), 175-189.
Sitar-Taut, D. A.; Mican, D. (2021). Mobile learning acceptance and use in higher education during social distancing circumstances: An expansion and customization of UTAUT2. // Online Information Review. 45:5, 1000-1019. https://doi.org/10.1108/OIR-01-2021-0017
Sung, Y. T.; Chang, K. E.; Liu, T. C. (2016). The effects of integrating mobile devices with teaching and learning on students' learning performance: A meta-analysis and research synthesis. // Computers & Education. 94, 252-275. https://doi.org/10.1016/j.compedu.2015.11.008
Udenze, S.; Oshionebo, B. (2020). Investigating ‘WhatsApp’ for collaborative learning among undergraduates. // Üsküdar Üniversitesi İletişim Fakültesi Akademik Dergisi Etkileşim. 5, 24-50. https://doi.org/10.32739/etkilesim.2020.5.92
Wong, K. M. (2021). “A design framework for enhancing engagement in student-centered learning: own it, learn it, and share it” by Lee and Hannafin (2016): an international perspective. // Educational Technology Research and Development. 69:1, 93-96. https://doi.org/10.1007/s11423-015-9422-5
Zhonggen, Y.; Xiaozhi, Y. (2019). An extended technology acceptance model of a mobile learning technology. // Computer Applications in Engineering Education. 27:3, 721-732. https://doi.org/10.1002/cae.22111
Zou, D.; Zhang, R.; Xie, H.; Wang, F. L. (2021). Digital game-based learning of information literacy: Effects of gameplay modes on university students’ learning performance, motivation, self-efficacy and flow experiences. // Australasian Journal of Educational Technology. 37:2, 152-170. https://orcid.org/0000-0003-0965-3617
Downloads
Publicado
Como Citar
Edição
Seção
Licença
Copyright (c) 2024 Los autores y autoras conservan sus derechos de autor, aunque ceden a la revista de forma no exclusiva los derechos de explotación (reproducción, distribución, comunicación pública y transformación) y garantizan a esta el derecho de primera publicación de su trabajo, el cual estará simultáneamente sujeto a la licencia CC BY-NC-ND. Los autores aceptan la responsabilidad legal de cumplir plenamente con los códigos éticos y leyes apropiadas, y de obtener todos los permisos de derecho de autor debidos. Se permite y se anima a los autores y autoras a difundir electrónicamente la versión editorial (versión publicada por la editorial) en la página web personal del autor y en el repositorio de la institución a la que pertenece.
Este trabalho está licenciado sob uma licença Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
© 2007- . Los autores y autoras conservan sus derechos de autor, aunque ceden a la revista de forma no exclusiva los derechos de explotación (reproducción, distribución, comunicación pública y transformación) y garantizan a esta el derecho de primera publicación de su trabajo, el cual estará simultáneamente sujeto a la licencia CC BY-NC-ND. Los autores aceptan la responsabilidad legal de cumplir plenamente con los códigos éticos y leyes apropiadas, y de obtener todos los permisos de derecho de autor debidos. Se permite y se anima a los autores y autoras a difundir electrónicamente la versión editorial (versión publicada por la editorial) en la página web personal del autor y en el repositorio de la institución a la que pertenece.
