Relación entre la alfabetización digital y el rendimiento académico en cursos vía remota en estudiantes de enfermería de una universidad privada

Abstract

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.