Digital Competences for Smart Learning During COVID-19 in Higher Education Students from Spain and Latin America

IF 1.2 Q2 EDUCATION & EDUCATIONAL RESEARCH

Digital Education Review Pub Date : 2021-12-27 DOI:10.1344/der.2021.40.122-140

Ana Pérez Escoda, F. Lena-Acebo, Rosa García-Ruiz

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引用次数: 7

Abstract

Networked society has become the context of a technology-supported environment for learning and teaching. The access to knowledge is essentially mediated through connected smart devices that nurture digital skills and define a new learning concept: Smart learning, moreover during COVID-19 pandemic. This study aims to present a descriptive and correlational analysis focusing on the development of smart learning in three different areas when using the Internet: use, learning and critical thinking from the perspective of digital competences during pandemic lockdown. The study was designed under a non-experimental quantitative methodology in which 926 students in higher education from four countries participated. After an in-depth literature review, a questionnaire was designed including not only these three areas mentioned but a deeper analysis of each one in five areas of digital skills development. Results show significant differences among countries that could help to improve not only formal education in Higher Education, but the digital skills needed for lifelong learning for citizenship in a next future conditioned by recent situation. Based on findings, several suggestions are proposed for achieving a smart education supported by digital skills in online environments.

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新冠肺炎期间西班牙和拉丁美洲高等教育学生智能学习的数字能力

网络社会已经成为一个技术支持的学习和教学环境的背景。获取知识基本上是通过连接的智能设备来实现的，这些设备培养了数字技能，并定义了一种新的学习概念:智能学习，尤其是在COVID-19大流行期间。本研究旨在从大流行封锁期间数字能力的角度，对使用互联网时智能学习在三个不同领域的发展进行描述性和相关性分析:使用、学习和批判性思维。该研究采用非实验定量方法设计，共有来自四个国家的926名高等教育学生参与。在深入的文献回顾之后，我们设计了一份调查问卷，不仅包括上述三个领域，还对数字技能发展的五个领域进行了更深入的分析。结果显示，各国之间存在显著差异，这不仅有助于提高高等教育的正规教育，还有助于提高受近期形势影响的未来公民终身学习所需的数字技能。基于这些发现，本文提出了一些建议，以实现在线环境中由数字技能支持的智能教育。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Digital Education Review EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.50

自引率

14.30%

发文量

审稿时长

15 weeks

期刊介绍： Digital Education Review (DER) is a scientific, open and peer review journal designed as a space for dialogue and reflection about the impact of ICT on education and new emergent forms of teaching and learning in digital environments. It is published half-yearly (June & December) and it includes articles in English or Spanish. ICT plays an important role in education, raising discussions and important new challenges. Analyze the impact of ICT, new forms of literacy and virtual teaching and learning are the main goals of Digital Education Review. The publication is open to all those investigators who wish to propose articles on this subject. Articles admitted include empirical investigations as well as reviews and theoretical reflections. The journal publishes different kinds of articles: Peer Review Articles: articles that have passed the blind review carried out by a group of experts Reviews: short articles about books, software or websides and PhD Guest and Invited Articles: articles approved by the Editorial Board of the journal. DER publishes issues related with its focus and scope and also monographic issues, centered on a specific subject. Both of them are subjected to a peer review process. Finally, this journal is published by the Digital Education Observatory (OED) and Virtual Teaching and Learning Research Group (GREAV) at the Universitat de Barcelona.