Pilar Alexandra Moreno;Juan Olegario Monroy Vásquez;V. Gabriel M. Ramírez;Fernando Moreira
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引用次数: 0
Abstract
The objective of this study is to conduct a systematic review of the resources used in induction processes for first-year higher education students, with a focus on the use of virtual learning environments. The Kitchenham methodology was followed, evaluating 1,121 papers from databases such as ACM Digital Library, ELIBRO, Google Scholar, IEEE Digital Library, ISI Web of Science, ScienceDirect, Scopus, and Springer Link. In the first phase, 1,021 papers were selected by applying inclusion and exclusion criteria, reducing the set to 99 studies. Subsequently, a quality assessment was performed, considering only documents with a score above 0.9/3.0, resulting in a final selection of 46 papers. These studies provide an overview of the technological tools and pedagogical strategies employed in induction processes. The technological tools were classified into four subcategories: (1) Communication, (2) Didactic interaction media, (3) Learning environments, and (4) Applications. The pedagogical strategies were grouped into (1) Didactic, (2) Mentoring, and (3) Design and arrangement of materials. The systematic review identified and classified the main technological resources and pedagogical strategies used in induction processes for first-year students. These resources, distributed across four technological subcategories and three pedagogical ones, provide a comprehensive overview of the tools used in virtual environments to facilitate students’ adaptation to higher education. The findings offer a solid foundation for the development and implementation of more effective induction programs tailored to student’s current needs.
本研究的目的是对一年级高等教育学生诱导过程中使用的资源进行系统回顾,重点是虚拟学习环境的使用。采用Kitchenham方法,评估了来自ACM数字图书馆、ELIBRO、谷歌Scholar、IEEE数字图书馆、ISI Web of Science、ScienceDirect、Scopus和施普林格Link等数据库的1121篇论文。在第一阶段,通过应用纳入和排除标准,选择了1021篇论文,将研究集减少到99篇。随后进行质量评估,只考虑得分在0.9/3.0以上的文献,最终筛选出46篇论文。这些研究提供了归纳过程中采用的技术工具和教学策略的概述。这些技术工具被分为四类:(1)交流;(2)教学互动媒体;(3)学习环境;(4)应用程序。教学策略分为(1)教学,(2)指导,和(3)材料的设计和安排。系统评价确定并分类了一年级学生归纳过程中使用的主要技术资源和教学策略。这些资源分布在四个技术子类别和三个教学子类别中,全面概述了虚拟环境中使用的工具,以促进学生适应高等教育。研究结果为开发和实施针对学生当前需求的更有效的入门课程提供了坚实的基础。