Tecnoeduc
http://hdl.handle.net/10347/15562
Tecnoloxía Educativa2024-03-29T06:52:52ZRetos actuales de la alfabetización mediática y tendencias para la formulación de propuestas pedagógicas. Una revisión bibliográfica
http://hdl.handle.net/10347/31352
Retos actuales de la alfabetización mediática y tendencias para la formulación de propuestas pedagógicas. Una revisión bibliográfica
Mésquita Romero, Walter Antonio; Fernández Morante, M.Carmen
La investigación relacionada con la educación mediática mantiene una dinámica que toma
fuerza a partir de los años noventa con el advenimiento de los desarrollos tecnológicos en el campo
de la comunicación. En la actualidad, en este campo de estudios abundan terminologías, enfoques y
metodologías que en muchos casos mantienen caminos diferenciados. El objetivo principal de este
artículo es presentar un estudio bibliográfico de la literatura académica publicada recientemente en
este campo de estudios para aportar claridad sobre las particularidades teóricas y algunas tendencias
para generar proyectos pedagógicos. En este sentido, se realiza un análisis de los indicadores
bibliométricos y los mapas de visualización extraídos de la base de datos Scopus, tomando como
línea de tiempo diez años, desde el año 2010 al año 2020. La evidencia muestra que este campo
de investigación mantiene una marcada producción generando diversos enfoques, igualmente se
demuestra que en la actualidad se vienen posicionando asuntos diversos que superan una visión
instrumental de lo mediático, llegando a posicionar lo relativo a la desinformación, el manejo de la
identidad digital y los procesos de participación democráticos; Research related to media education maintains a dynamic that gained strength in the 1990s with the advent of technological developments in communication. This field of studies currently abounds with terminologies,
approaches, and methodologies that, in many cases, maintain differentiated paths. The main objective of this
article is to present a bibliographic study of the academic literature recently published in this field of studies to
clarify the theoretical particularities and some trends to generate pedagogical projects. In this sense, an analysis
of bibliometric indicators and visualization maps extracted from the Scopus database is performed, taking as a
timeline ten years, from the year 2010 to the year 2020. The evidence shows that this field of research maintains a
marked production generating diverse approaches; it is also demonstrated that at present various issues are being
positioned that go beyond an instrumental vision of the media, reaching to position issues related to disinformation,
the management of digital identity and the processes of democratic participation; As pesquisas relacionadas à educação midiática mantêm uma dinâmica que vem ganhando força desde a década de 1990, com o advento dos desenvolvimentos tecnológicos no campo da comunicação. Atualmente, esse
campo de estudos está repleto de terminologias, abordagens e metodologias que, em muitos casos, mantêm trajetórias
diferenciadas. O principal objetivo deste artigo é apresentar um estudo bibliográfico da literatura acadêmica
publicada recentemente nesse campo de estudos, a fim de esclarecer as particularidades teóricas e algumas
tendências para gerar projetos pedagógicos. Nesse sentido, é realizada uma análise de indicadores bibliométricos
e mapas de visualização extraídos do banco de dados Scopus, tomando como linha do tempo dez anos, de 2010 a
2020. As evidências mostram que esse campo de pesquisa mantém uma produção acentuada, gerando diversas
abordagens; além disso, demonstram que atualmente estão sendo posicionadas diversas questões que vão além
de uma visão instrumental da mídia, a ponto de posicionar questões relacionadas à desinformação, à gestão da
identidade digital e aos processos de participação democráticos
2023-01-01T00:00:00ZOnline (versus face-to-face) augmented reality experience on nursing students’ leg ulcer competency: Two quasi-experimental studies
http://hdl.handle.net/10347/31262
Online (versus face-to-face) augmented reality experience on nursing students’ leg ulcer competency: Two quasi-experimental studies
Rodríguez-Abad, Carlos; Martínez-Santos, Alba-Elena; Fernández-de-la-Iglesia, Josefa-del-Carmen; Rodríguez-González, Raquel
Aim
The aim of this study was two-fold. Firstly, to describe the influence of an augmented reality (AR)-based online educational experience on the academic performance and learning determinants of nursing students related to the study of leg ulcer care. We also set out to compare these online results with those obtained in the same experience developed a year before but in a face-to-face design.
Background
Undergraduate education in nursing aims to train students towards an acceptable level of competence for professional practice. Sometimes, some essential clinical areas of knowledge are particularly challenging for both students and nurse educators. One of these is the care of chronic wounds, particularly in leg ulcers where nurses play a key role. Currently face-to-face teaching methods are evolving to more active contexts and alternative means such as online learning and AR are becoming widely used, garnering encouraging results.
Design
A quasi-experimental design was used. Two experiments were carried out to meet the aims of the study, the first one was a pre-test post-test design in one group and the second one a post-test two experimental groups design.
Methods
Participants were undergraduate nursing students from the School of Nursing of the University of Santiago de Compostela (Spain). The two experimental groups received the same training but in different environments: online during 2019/2020 (n = 111) and onsite during 2018/2019 (n = 72). The instruments selected were a knowledge and skills test and two validated questionnaires.
Results
Regarding academic performance, the study demonstrated significant differences towards learning after the AR-based online experience (Z = −9.074; p ≤ 0.001). The participants also showed good results in relation to the learning determinants studied. Compared with students receiving AR-based face-to-face teaching, the students with the online learning approach scored better in the dimensions Autonomous Learning (U=3104.5; p = 0.020) and 3D Comprehension (U=3167.0; p = 0.035). However, the participants in the onsite experience scored higher in the Attention dimension (U=3163.0; p = 0.035).
Conclusions
AR positively influences academic performance and diverse educational variables when this experience is carried out online. Since both the online and face-to-face experience show statistically significant benefits in different dimensions of the learning determinants, the need to improve the AR learning experience through blended-learning environments should be promoted
2023-07-10T00:00:00ZIdentifying engagement and associated factors in nursing students: An exploratory study
http://hdl.handle.net/10347/31254
Identifying engagement and associated factors in nursing students: An exploratory study
Rodríguez-González, Raquel; Martínez-Santos, Alba-Elena; Vicho de la Fuente, Noelia; López-Pérez, María-Elena; Fernández-de-la-Iglesia, Josefa-del-Carmen
Background
Burnout and engagement in health students surpass work life. Although levels of burnout in Nursing students are high, academic engagement is an understudied topic in Nursing, which has shown benefits. The aims were to know the level of engagement of Nursing students and to identify factors that prompt higher levels of engagement.
Methods
An exploratory study was conducted during 2019 in three Universities in Spain. The UWES-S-17 questionnaire was used.
Results
The sample consisted of 808 Nursing students. An average level of engagement was found. Engagement differed significantly by gender and age, with females and older students showing greater attitudes. Participants in the second year showed lower scores in the willingness to dedicate effort and persistence than those in the first and third year (p < 0.05).
Conclusions
The identification of the level of engagement and factors involved are an opportunity to probe into this approach by reinforcing positive attitudes in Nursing students. These findings show the need to seek strategies through specific educational interventions and policies. Engagement should be upheld throughout the degree and once they enter the job market to ensure the well-being during academic and future work life, a high-quality nursing care and patient safety
2023-06-23T00:00:00ZATS-STEM: global teaching methodology to improve competences of secondary education students
http://hdl.handle.net/10347/30779
ATS-STEM: global teaching methodology to improve competences of secondary education students
Fernández Morante, María del Carmen; Fernández de la Iglesia, Josefa del Carmen; Cebreiro López, Beatriz; Latorre Ruiz, Enrique
Previous studies agree on the benefits of improving the relevant competences in students
by applying globalized learning methodologies and projects in the STEM fields (Science, Technology,
Engineering and Mathematics). However, few studies have focused on whether including other
subjects in Humanities, Arts and Social Sciences (HASS) in these projects improves high school
students’ perceptions on improvement in these skills. The objective of this work was to study
the effect of participation in interdisciplinary teaching projects (STEM and HASS), which promote
globalized and project-based learning, on the perception of self-efficacy of secondary school students
in basic competences for learning. It also analyzes the modulating role of gender on said perception.
High school students from Galicia participated in this study. Both before and after participating in
teaching projects according to the MODEL of the ATS-STEM project, they completed a questionnaire
on self-efficacy in the eight key competences for STEM learning defined in the model: disciplinary
STEM competences, problem solving, innovation and creativity, communication, critical thinking,
metacognitive skills, collaboration and self-regulation. The results showed an improvement in all the
competences evaluated (although only the men showed an increase in collaboration). Nevertheless,
there was a lower perception of competence in women than in men in discipline competences,
problem solving and metacognitive skills. Therefore, the benefits of interdisciplinary ATS-STEM
learning experiences on the self-efficacy perceived by high school students were confirmed, although
the results continue to show a gender gap
2022-01-01T00:00:00Z