The Digital Divide of Know-How and Use of Digital Technologies in Higher Education: The Case of a College in Latin America in the COVID-19 Era

Martín, Judit García; Sánchez, Jesús Nicasio García

doi:10.3390/ijerph19063358

Cited by 16 publications

(6 citation statements)

References 68 publications

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“…All this implies that the gender gap in the perceptions analyzed generally benefits female professors in terms of their training and self-confidence and in terms of the impact of digital stress (Figure 6). This observation contradicts the results of other studies that have analyzed the gender gap in digital competence in the Latin American and Caribbean areas, which generally benefits men with respect to their digital competence [62][63][64].…”

Section: Main Results and Relationship With Previous Literaturecontrasting

confidence: 96%

Influence of Country Digitization Level on Digital Pandemic Stress

Antón‐Sancho

Vergara

Fernández‐Arias

2022

Behavioral Sciences

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A quick and effective solution to address the immediate change in teaching methods after the COVID-19 pandemic was digital learning environments (DLEs). The way in which this process of change towards DLEs was tackled was different around the world, depending on multiple factors, including the level of digitization, technology, and innovation. This paper conducts quantitative research on the influence of the COVID-19 pandemic on the adaptation of university professors to DLEs. In order to achieve this objective, a sample of 723 university professors from 15 countries in Latin America and the Caribbean was taken. The participants’ self-perception of the stress generated and their levels of digital competence during the COVID-19 pandemic were studied according to the Global Innovation Index (GII) of their country of origin. The results show that professors have an intermediate–high self-perception of both their digital competence and their ability to adapt to DLEs. It is also shown that neither the professors’ level of digital competence nor the GII of the country of origin fully explain the level of pandemic stress regarding the use of DLEs. This fact suggests that there must be other influential factors to consider, thus opening new lines of future research.

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Section: Main Results and Relationship With Previous Literaturecontrasting

confidence: 96%

Influence of Country Digitization Level on Digital Pandemic Stress

Antón‐Sancho

Vergara

Fernández‐Arias

2022

Behavioral Sciences

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“…), where the mean of the results was 2.78, where females (3.09) showed a better valuation than males (2.68). These results are similar to those by García-Martín and García-Sánchez [50], where they stated that they obtained significant differences in terms of gender with regard to educational tools, with a higher result in females.…”

Section: Discussionsupporting

confidence: 90%

“…Another variable with a more relevant rating was 'I use the chat to interact with other people', where both genders obtained an average rating of 3.44; this result is in line with results from prior studies [46,48,49]. Regarding this variable, the study by García-Martín and García-Sánchez [50] should be highlighted, where they stated that students with a higher education, with a higher socioeconomic level, used these resources the most. Students also rated the ability to communicate with other people by participating in social networks highly (3.41), both for males (3.39) and females (3.47), in line with the results found in research by Veytia-Bucheli [49] and Vegara [44].…”

Section: Discussionsupporting

confidence: 84%

Perception of Sports Science Students in Higher Education on Basic Digital Competences: Spanish Case

García-Tascón,

Meroño,

Maciá-Andreu

et al. 2023

Education Sciences

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In order to improve the teaching–learning process at the university level, it is essential to consolidate students’ digital competences (DCs) during their initial training. This development is analysed in the area of sports management as part of the physical activity and sports science (CAFyD) bachelor’s degree. Students (n = 236) from private (n = 120) and public (n = 116) universities participated by completing the COBADI questionnaire (registered trademark: 2970648®), structured into three dimensions: (I) Competences in knowledge and use of ICTs in social communication and collaborative learning; (II) competences in the use of ICT for information search and processing; and (III) virtual and social communication tools of the university. Likert scale responses ranged from 1 to 4 points. The results show significant differences in terms of the type of university. In terms of gender, females have a better digital perception, with a significant difference (… I know how to use programs…). This pioneering research is of relevance for higher education professors in the field of sports, as it helps to detect areas where students lack DCs and engages them in the enhancement of their learning.

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“…La pandemia también nos ha enseñado que el modelo de actuación del docente debe transformar la formación de los estudiantes. Así pues, cuando se les ha preguntado directamente a ellos han indicado la realización de actividades como un factor de satisfacción en la experiencia formativa (García-Martín;García-Sánchez, 2022). Se debe considerar que el docente que diseña sobre la base de contenidos o de e-actividades presenta concepciones pedagógicas diferentes.…”

Section: Issn: 2660-4213unclassified

Capítulo 3. Aprendizaje desde la época pandémica para la formación virtual

Cabero‐Almenara

Cejudo

2023

Espejo de Monografías

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La situación provocada por la covid-19 produjo una transformación en nuestras instituciones de educación superior como no se producía a lo largo de muchos años, ya que llevó a las universidades -independientemente del país al que nos queramos referir- a cambiar de forma veloz (y porque negarlo, también de forma traumática), a transformar un sistema de enseñanza basado en una concepción transmisiva de la formación, en la unidad de acción, de espacio y de tiempo entre el profesorado y el alumnado, a una formación a distancia fuertemente mediada por las tecnologías. En esta transformada institución, es donde profesorado y alumnado debían movilizar otras habilidades y competencias a las tradicionalmente desempeñadas. Y ello, acarreó en estos tres grupos situaciones de tensión y desconcierto. Algunas instituciones que ya venían apostando por la digitalización lo hicieron de forma más ordenada y exitosa, sin embargo, otras se vieron en una situación de fracaso y semifracaso que tuvieron que resolver con esfuerzos adicionales. El capítulo aborda estas temáticas en profundidad, así como los Aprendizajes desde la pandemia para la formación virtual, entre otros. Palabras clave: formación virtual, enseñanza universitaria, aprendizaje telemático.

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The Digital Divide of Know-How and Use of Digital Technologies in Higher Education: The Case of a College in Latin America in the COVID-19 Era

Cited by 16 publications

References 68 publications

Influence of Country Digitization Level on Digital Pandemic Stress

Influence of Country Digitization Level on Digital Pandemic Stress

Perception of Sports Science Students in Higher Education on Basic Digital Competences: Spanish Case

Capítulo 3. Aprendizaje desde la época pandémica para la formación virtual

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