Relación entre la alfabetización digital y el rendimiento académico en cursos vía remota en estudiantes de enfermería de una universidad privada
Date
2022
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Journal Title
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Publisher
Universidad Finis Terrae (Chile) Facultad de Medicina
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Abstract
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.
Description
Tesis (Magíster en Docencia Universitaria en Ciencias de la Salud)--Universidad Finis Terrae, 2022
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Santiago, Chile
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Citation
Keywords
ALFABETIZACION DIGITAL (EDUCACION SUPERIOR), ALFABETIZACION DIGITAL, ESTUDIANTES UNIVERSITARIOS -- INVESTIGACIONES -- CHILE, CLASES VIRTUALES, ENSEÑANZA EN LINEA, MAGISTER EN DOCENCIA UNIVERSITARIA EN CIENCIAS DE LA SALUD, TESIS DIGITAL
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Atribución-NoComercial-CompartirIgual 3.0 Chile (CC BY-NC-SA 3.0 CL)