Alfabetizaciones digitales en la educación superior

Habilidades, usos, oportunidades y obstáculos para la transformación digital

Autores/as

DOI: https://doi.org/10.6018/red.438721
Palabras clave: Alfabetización digital; Educación superior: Habilidades digitales

Resumen

La digitalización de las instituciones de educación superior (IES), debido a la imposibilidad de clases presenciales y tutoría, causada por COVID-19, puso de manifiesto la necesidad de repensar las oportunidades y los obstáculos para el desarrollo de habilidades de los estudiantes. Basado en el marco de alfabetización digital de Martin y Grudziecki (2006), se desarrolló un estudio con el objetivo de identificar las percepciones de los estudiantes con respecto a las habilidades digitales que poseen, los usos y efectos de esto en el desarrollo personal y habilidades sociales. La recopilación de datos, utilizando un cuestionario en línea, tuvo lugar al comienzo del cierre de IES en Portugal. Los resultados apuntan a un dominio de las habilidades de búsqueda y edición de datos y a una menor capacidad para crear y desarrollar nuevas soluciones digitales. La mayoría de los estudiantes informaron que las tecnologías digitales se usaron principalmente para la comunicación institucional y entre pares, pero no para el desarrollo de redes y habilidades de aprendizaje permanente. La falta de participación de muchos docentes en el apoyo pedagógico disponible es un obstáculo para una transformación digital adecuada en la educación superior, tanto en tiempos de crisis como en el futuro.

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Publicado
09-08-2020 — Actualizado el 09-01-2021
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Cómo citar
Monteiro, A., & Leite, C. (2021). Alfabetizaciones digitales en la educación superior: Habilidades, usos, oportunidades y obstáculos para la transformación digital. Revista De Educación a Distancia (RED), 21(65). https://doi.org/10.6018/red.438721 (Original work published 9 de agosto de 2020)