Didactic digital tools and autonomous learning in information technology engineering students at Uleam, Chone Extension
Keywords:
autonomous learning, digital tools, scientific access, technological, technology engineeringAbstract
The technological scenario has transformed the way people communicate, learn and carry out daily activities. Since the COVID-19 pandemic, it has been proven that technology has provided many advantages, but challenges related to access and security have also been generated, making it essential to guarantee that all people have the same opportunities related to scientific access. The objective was to evaluate the use of digital didactic tools in the autonomous learning of information technology engineering students of the ULEAM Chone extension, the study was descriptive with the quantitative approach, the inductive-deductive method was applied, the review of information and the statistical method. Among the instruments used in the work, a structured survey was used for the 16 teachers and information technology students with a total population of 193 students, applying the Larry and Murray formula with a sample of 89 schoolchildren. It is concluded that digital tools offer advantages in autonomous learning such as time optimization, in addition to allowing the analysis of various investigative approaches, even though there are factors that affect the educational field for the application of digital tools such as social, cultural, political and economic.
Downloads
References
Aurioles, M. E. W. (2021). Diez herramientas digitales para facilitar la evaluación formativa. Revista Tecnología, Ciencia y Educación, (18), 127-139.
Basantes, A. V., Naranjo, M. E., & Ojeda, V. (2018). Metodología PACIE en la Educación Virtual: una experiencia en la Universidad Técnica del Norte. Formación universitaria, 11(2), 35-44.
Borja, L. M. M., Tovar, G. L. C., & Sánchez, J. D. C. P. (2021). Herramientas digitales y su impacto en el desarrollo del pensamiento divergente. Dilemas contemporáneos: Educación, Política y Valores.
Bringas, E. C. (2021). Herramientas digitales para el desarrollo de aprendizajes. Revista vinculando.
Castillo-Bustos, M. R., & Yépez-Moreno, A. G. (2021). Bases esenciales para una formación profesional efectiva. Editorial Universitaria. Ecuador.
Cedeño-Jama, K. E. (2022). Accesibilidad de los estudiantes universitarios a los entornos virtuales de aprendizaje implementados por la Universidad Laica Eloy Alfaro Extensión El Carmen. Revista Científica Retos de la Ciencia, 6(13), 145-155.
Esteban-Albert, M., & Zapata-Ros, M. (2016). Estrategias de aprendizaje y eLearning. Un apunte para la fundamentación del diseño educativo en los entornos virtuales de aprendizaje. Revista de Educación a Distancia (RED), (50).
García Prieto, FJ, López-Aguilar, D., & Delgado-García, M. (2022). Digital competence of university students and academic performance in times of COVID-19. Pixel-Bit: Journal of Media and Education, 64, 165-199.
Gupta, P., Tenhundfeld, G., Daigle, E. O., & Ryabkov, D. (2007). Electrolytic plasma technology: Science and engineering—An overview. Surface and Coatings Technology, 201(21), 8746-8760. https://doi.org/10.1016/j.surfcoat.2006.11.023
Hekkert, M. P., Suurs, R. A., Negro, S. O., Kuhlmann, S., & Smits, R. E. (2007). Functions of innovation systems: A new approach for analysing technological change. Technological forecasting and social change, 74(4), 413-432. https://doi.org/10.1016/j.techfore.2006.03.002
Herrera, R. M., & Proaño, F. P. (2020). Actitudes hacia la investigación y autorregulación del aprendizaje en los estudiantes universitarios. CienciAmérica: Revista de divulgación científica de la Universidad Tecnológica Indoamérica, 9(3), 11-26.
Hillmayr, D., Ziernwald, L., Reinhold, F., Hofer, S. I., & Reiss, K. M. (2020). The potential of digital tools to enhance mathematics and science learning in secondary schools: A context-specific meta-analysis. Computers & Education, 153, 103897. https://doi.org/10.1016/j.compedu.2020.103897
Kitchenham, B., Brereton, O. P., Budgen, D., Turner, M., Bailey, J., & Linkman, S. (2009). Systematic literature reviews in software engineering–a systematic literature review. Information and software technology, 51(1), 7-15. https://doi.org/10.1016/j.infsof.2008.09.009
López-Espinoza, D. C.-A. (2020). Tendencias Pedagógicas y Herramientas Digitales en el Aula. CIENCIAMATRIA, 6(1), 16-39.
Maldonado-Sánchez, M., Aguinaga-Villegas, D., Nieto-Gamboa, J., Fonseca-Arellano, F., Shardin-Flores, L., & Cadenillas-Albornoz, V. (2019). Learning Strategies for the Development of the Autonomy of Secondary School Students. Journal of Educational Psychology-Propositos y Representaciones, 7(2), 428-439.
Martín-Gutiérrez, J., Fabiani, P., Benesova, W., Meneses, M. D., & Mora, C. E. (2015). Augmented reality to promote collaborative and autonomous learning in higher education. Computers in human behavior, 51, 752-761. https://doi.org/10.1016/j.chb.2014.11.093
Matta Huerta, C. R. (2021). El aprendizaje autónomo y los recursos educativos digitales en estudiantes del I ciclo de una universidad privada de Lima, 2021.
Miracle, D. B. (2005). Metal matrix composites–from science to technological significance. Composites science and technology, 65(15-16), 2526-2540. https://doi.org/10.1016/j.compscitech.2005.05.027
Morales Díaz, C. S. (2016). La lúdica, combustible del pensamiento divergente.
Murray, R. S., & Larry, J. S. (2009). Estadistica 4ta edición.
Nguyen, C. T. (2012). The roles of teachers in fostering autonomous learning at the university level. Procedia-Social and Behavioral Sciences, 47, 605-609. https://doi.org/10.1016/j.sbspro.2012.06.703
Pan, F., Gao, S., Chen, C., Song, C., & Zeng, F. (2014). Recent progress in resistive random access memories: Materials, switching mechanisms, and performance. Materials Science and Engineering: R: Reports, 83, 1-59. https://doi.org/10.1016/j.mser.2014.06.002
Pérez Rodríguez, N. (2020). Towards a participatory methodology in the teaching of social sciences, a classroom experience with digital tools. Technology as the axis of methodological change, 40.
Ramalhete, P. S., Senos, A. M. R., & Aguiar, C. (2010). Digital tools for material selection in product design. Materials & Design (1980-2015), 31(5), 2275-2287. https://doi.org/10.1016/j.matdes.2009.12.013
Rokhmonov, D., & Sarimsakov, A. (2022). Theoretical study of the movement process of destroyed seeds and fiber in the new construction saw gin working camera. International Research Journal of Engineering, IT & Scientific Research, 8(4), 71–78. https://doi.org/10.21744/irjeis.v8n4.2125
Roncal, L. E. P., Portal, M. D. P. G., Acuña, M. L. L., & Rojas, O. M. D. (2022). Herramientas digitales e indagación científica en estudiantes de educación secundaria: una revisión de la literatura. Ciencia Latina Revista Científica Multidisciplinar, 6(2), 989-1006.
Salas Soto, M. (2016). Concepciones y percepciones de la calidad del e-learning en América Latina. Tesis doctoral. Universitat de Barcelona. Departament de Teoria i Història de l'Educació, Barcelona, España.
Sandoval, G., & Aguilar, S. (2018). La motivación como estrategia didáctica para el estudio de los estudiantes de la Unidad Académica de Contaduría y Administración, Extensión Norte. Nayarit, XXI, 252-260. Obtenido de Proceedings T-XI
Suyo-Vega, J. A., da Costa Polonia, A., & Miotto, A. I. (2021). Revisión sistemática sobre aprendizaje autónomo universitario a través de la virtualidad. 3C TIC, 10(2), 17-47.
Tantaleán Rodríguez, J. C. (2023). Estrategias didácticas innovadoras para la educación universitaria pospandemia. Lima: Universidad César Vallejo.
Vaillant, D., Zidán, ER, & Biagas, GB (2020). Use of digital platforms and tools for teaching Mathematics. Ensaio: Avaliação e Políticas Públicas em Educação , 28 , 718-740.
Vázquez, L., & Hernández, M. (2021). Alumnos en pandemia: una mirada desde el aprendizaje autónomo. Revista digital universitaria, 22(2), 1-10.
Vera-Muñoz, M. X., & Santana-Sardi, G. A. (2021). Fundamentación Teórica sobre el Empleo de Información Documental Digital para el Apoyo del proceso de Enseñanza y Aprendizaje de los Docentes del Bachillerato Técnico de la Unidad Educativa Mariscal de Ayacucho. Polo del Conocimiento, 6(12), 740-761.
Yan, T. W., Jacobsen, M., Garcia-Molina, H., & Dayal, U. (1996). From user access patterns to dynamic hypertext linking. Computer Networks and ISDN Systems, 28(7-11), 1007-1014. https://doi.org/10.1016/0169-7552(96)00051-7
Published
How to Cite
Issue
Section
Copyright (c) 2024 International research journal of engineering, IT & scientific research
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Articles published in the International Research Journal of Engineering, IT & Scientific research (IRJEIS) are available under Creative Commons Attribution Non-Commercial No Derivatives Licence (CC BY-NC-ND 4.0). Authors retain copyright in their work and grant IRJEIS right of first publication under CC BY-NC-ND 4.0. Users have the right to read, download, copy, distribute, print, search, or link to the full texts of articles in this journal, and to use them for any other lawful purpose.
Articles published in IRJEIS can be copied, communicated and shared in their published form for non-commercial purposes provided full attribution is given to the author and the journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
This copyright notice applies to articles published in IRJEIS volumes 6 onwards. Please read about the copyright notices for previous volumes under Journal History.
