Relación entre la alfabetización digital y el rendimiento académico en cursos vía remota en estudiantes de enfermería de una universidad privada
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2022
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Universidad Finis Terrae (Chile) Facultad de Medicina
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La alfabetización digital y el rendimiento académico son variables fundamentales en la educación del sigo XXI, más aún en el contexto de pandemia por COVID-19, la cual por motivos de distanciamiento social y confinamiento volcaron la educación superior desde lo presencial a lo virtual. Por lo que determinar la relación entre estas variables ayudará en gran medida a fortalecer el aprendizaje en línea y realizar las acciones remediales necesarias que permitan perfeccionar este nuevo paradigma educativo, en el que las competencias digitales son protagonistas.
Esta investigación tuvo por objetivo establecer la relación entre el nivel de alfabetización digital y el rendimiento académico. La población a estudiar fueron los estudiantes que realizaron cursos por vía remota en la carrera de enfermería de la Universidad Finis Terrae en el año 2021.
La metodología de esta investigación se desarrolló bajo un paradigma cuantitativo, el tipo de estudio fue de tipo descriptivo correlacional. El tipo de muestreo fue no probabilístico por conveniencia. Como instrumento de recolección de datos se utilizó el Cuestionario para el estudio de la Competencia Digital del Alumnado de Educación Superior (CDAES).
Los resultados mostraron una ausencia de relación significativa entre el nivel de alfabetización digital y el rendimiento académico de los estudiantes de enfermería que realizan cursos por vía remota en la Universidad Finis Terrae, obteniendo un Coeficientes de correlación de Spearman de 0,12. No obstante, pese a que no existe una correlación significativa, los coeficientes de correlación de todas las dimensiones son levemente positivos, lo que podría indicar que con un tamaño muestral mayor se podría generar un aumento en la positividad y por ende, una correlación significativa.
Digital literacy and academic performance are fundamental variables in education in the 21st century, even more so in the context of the COVID-19 pandemic, which for reasons of social distancing and confinement has turned higher education from faceto-face to virtual. Therefore, determining the relationship between these variables will greatly help to strengthen online learning and carry out the necessary remedial actions to improve this new educational paradigm, in which digital competencies are the protagonists. This research aimed to establish the relationship between the level of digital literacy and academic performance. The population to be studied were the students who took courses remotely in the nursing career of the Finis Terrae University in the year 2021. The methodology of this research was developed under a quantitative paradigm, the type of study was descriptive correlational. The type of sampling was nonprobabilistic by convenience. The Questionnaire for the Study of Digital Competence of Higher Education Students (CDAES) was used as a data collection instrument. The results showed an absence of significant relationship between the level of digital literacy and the academic performance of nursing students taking courses remotely at Universidad Finis Terrae, obtaining a Spearman correlation coefficient of 0.12. However, despite the fact that there is no significant correlation, the correlation coefficients of all the dimensions are slightly positive, which could indicate that with a larger sample size an increase in positivity could be generated and therefore, a significant correlation.
Digital literacy and academic performance are fundamental variables in education in the 21st century, even more so in the context of the COVID-19 pandemic, which for reasons of social distancing and confinement has turned higher education from faceto-face to virtual. Therefore, determining the relationship between these variables will greatly help to strengthen online learning and carry out the necessary remedial actions to improve this new educational paradigm, in which digital competencies are the protagonists. This research aimed to establish the relationship between the level of digital literacy and academic performance. The population to be studied were the students who took courses remotely in the nursing career of the Finis Terrae University in the year 2021. The methodology of this research was developed under a quantitative paradigm, the type of study was descriptive correlational. The type of sampling was nonprobabilistic by convenience. The Questionnaire for the Study of Digital Competence of Higher Education Students (CDAES) was used as a data collection instrument. The results showed an absence of significant relationship between the level of digital literacy and the academic performance of nursing students taking courses remotely at Universidad Finis Terrae, obtaining a Spearman correlation coefficient of 0.12. However, despite the fact that there is no significant correlation, the correlation coefficients of all the dimensions are slightly positive, which could indicate that with a larger sample size an increase in positivity could be generated and therefore, a significant correlation.
Descripción
Tesis (Magíster en Docencia Universitaria en Ciencias de la Salud)--Universidad Finis Terrae, 2022
Lugar de Publicación
Santiago, Chile
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ALFABETIZACIÓN DIGITAL (EDUCACIÓN SUPERIOR), ALFABETIZACIÓN DIGITAL, ESTUDIANTES UNIVERSITARIOS -- INVESTIGACIONES -- CHILE, CLASES VIRTUALES, ENSEÑANZA EN LINEA
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Atribución-NoComercial-CompartirIgual 3.0 Chile (CC BY-NC-SA 3.0 CL)