Multivariate Analysis of Attitudes, Knowledge and Use of ICT in Students Involved in Virtual Research Seedbeds

Abstract

The incorporation of information and communication technologies (ICTs) in higher education has been carried out in a transversal manner within the curriculum, and the processes of formative research in both face-to-face and virtual programmes are not an exception to this process. In this context, it is recognised that students’ perceptions of the inclusion of technologies in the classroom can influence their teaching and learning process; however, they have not been widely addressed in multiple settings including research seedbeds. Thus, this paper aims to identify such perceptions represented in the attitudes, knowledge and uses of ICTs in students ascribed to the research seedbed in a virtual business administration programme of an Institution of Higher Education located in Colombia. For its fulfillment, the ACUTIC scale was applied to a sample of 65 students in order to identify these perceptions through a hierarchical cluster analysis, a single factor analysis of variance (ANOVA) test, a post hoc Tukey method and a factor analysis. The main result is that attitudes, knowledge and use of ICTs are varied and they can be represented in three clusters. In general, the attitude towards the incorporation of technologies in the research seedbed is positive; however, there is a gap in terms of knowledge and use, especially of those tools oriented to the disciplinary field and research.

The Methodology for Assessing the Applicability of CSR into Supplier Management Systems

“…In further validation, we focused on a procedure known as Bonferroni's method. In a post hoc ANOVA test [87,[90][91][92] at 95% confidence intervals, it is evident that the results are completely independent of the results of the ANOVA used. This method does not require any specific assumptions about the dataset, as it is a multiple comparison correction that is used to control the overall level of Type I error.…”

Digital Transformation and Technological Innovation on Higher Education Post-COVID-19

“…Research on the incorporation of ICT in higher education shows that it has been used transversally in the curriculum and in formative research processes, both face-to-face and virtual. However, it is still necessary to deepen ICT as a tool to support the disciplinary and research fields [54].…”

Revisión sistemática sobre los semilleros de investigación universitarios como intervención formativa

“…Los SI permite que la FI trascienda en la universidad vinculando la teoría con la práctica, aquí un enfoque crítico es crucial para enlazar de manera dialéctica, los aspectos laborales, académicos e investigativos y plantear medidas de innovación con el fin de apropiar los procedimientos, métodos y técnicas relacionadas al desarrollo de conocimientos científicos, que justifique la relación social y explique el carácter cognoscitivo requerido en el rendimiento docente (Urrego et al, 2014). En este sentido en un SI, la investigación presenta un carácter formativo que es de aproximación, iniciación de despertar el "espíritu investigativo" y "motivación" hacia la investigación (Martinez-Daza et al, 2021).…”