Active methodologies based on digital skills to improve academic performance
Keywords:
Active learning, Academic performance, Information and Communication, Collaboration, Content Creation, Digital Skills, University StudentsAbstract
The present research aims to demonstrate the relationship of the improvement of academic performance and mastery of three digital competencies: digital information management and communication in the digital environment, collaboration and, creation of digital content when used by the university student in their active learning process, how they encode the information they learn, how they communicate their development and how they create their knowledge to fulfill a purpose of improvement in their grades and academic improvement.
References
Agudelo González, L. E., Marta-Lazo, C., & Aguaded, I. (2022). Competencias digitales en el Currículo de Periodismo: Análisis de caso de una universidad Centroamericana. Vivat Academia. Revista de Comunicación, 155, 297-316. https://doi.org/10.15178/va.2022.155.e1393
Al-Rahmi, W. M., Alias, N., Othman, M. S., Alzahrani, A. I., Alfarraj, O., Saged, A. A. & Rahman, N. S. A. (2018). Use of E- Learning by University Students in Malaysian Higher Educational Institutions: A Case in Universiti Teknologi Malaysia. IEEE Access, 6, 14268-14276. http://dx.doi.org/10.1109/ACCESS.2018.2802325
Anderson J., Bonneau, J. & G. Danezis, (2009). Prying Data out of a Social Network. En 2009 International Conference on Advances in Social Network Analysis and Mining, 249-254, https://doi.org/10.1109/ASONAM.2009.45.
Anderson, J. & Rainie, L. (2012). Millennials will benefit and suffer due to their hyperconnected lives. Pew Research Center, 18-19.
Anthony, B., Kamaludin, A., Romli, A., Raffei, A. F. M., Eh Phon, D. N., Abdullah, A., Ming, G. L., Shukor, N. A., Nordin, M. S., & & Baba, S. (2019). Exploring the role of blended learning for teaching and learning effectiveness in institutions of higher learning: An empirical
investigation. Education and Information Technologies, 24(6), 3433–3466. https://doi.org/10.1007/s10639-019-09941-z
Astin, A. (1993). What matters in college: Four critical years revisited. Jossey-Bass. www.jstor.org/stable/1176821
AUPEX (2018). DigComp 2.1 Marco de Competencias Digitales para la Ciudadanía Con ocho niveles de competencia y ejemplos de uso.
Bandura, A. (1986). Social foundations of thought and action. Englewood Cliffs, 23-28.
Bandura, A. (1997). Self-efficacy: The exercise of control. W H Freeman/Times Books/ Henry Holt & Co.
Barquero, J. D., Cancelo Sanmartín, M., & Rodríguez Segura, L. (2021). Las competencias digitales como vehículo de la cultura organizacional universitaria. Revista Latina De Comunicación Social, (79), 17-33. https://doi.org/10.4185/RLCS-2021-1495
Bligh, D. (1996). Learning Networks. A field guide to teaching and learning online. Intelligent Tutoring Media, 7(1), https://doi.org/10.1080/14626269609408367
Bliuc, A. M., Goodyear, P. & Ellis, R. A. (2007). Research focus and methodological choices in studies into students’ experiences of blended learning in higher education. The Internet and Higher Education, 10(4), 231–244. https://doi.org/10.1016/j.iheduc.2007.08.001
Bovill, C. & Woolmer, C. (2018). How conceptualisations of curriculum in higher education influence student- staff co-creation in and of the curriculum. Higher Education, 78, 407–422. https://doi.org/10.1007/s10734-018-0349-8
Bovill, C., Cook-Sather, A., Felten, P., Millard, L. & Moore-Cherry, N. (2016). Addressing potential challenges in co-creating learning and teaching: Overcoming resistance, navigating institutional norms and ensuring inclusivity in student–staff partnerships. Higher Education, 71(2), 195-208. https://doi.org/10.1007/s10734-015-9896-4
Bower, M., Lee, M. J. & Dalgarno, B. (2017). Collaborative learning across physical and virtual worlds: Factors supporting and constraining learners in a blended reality environment. British Journal of Educational Technology, 48(2), 407–430. https://doi.org/10.1111/bjet.12435
Brečko, B. & Ferrari, A.(2016). Marco de cibercompetencias para los consumidores. En Vuorikari R. & Punie Y. (Eds.) Science for Policy del Centro Común de Investigación. EUR 28133 ES; https://doi.org/10.2791/487165
Breen, M. P. & Littlejohn, A. (2000). The practicalities of negotiation. En M. P. Breen & A. Littlejohn (Eds.) Classroom decision-making: negotiation and process syllabuses in practice (pp. 272–295). Cambridge University Press.
Brockliss L (1996). Curricula. A History of the University in Europe. Cambridge Univ Press, Vol II, pp 565–620.
Bryson, C., Furlonger, R. & Rinaldo-Langridge, F. (2015). A critical consideration of, and research agenda for, the approach of ‘students as partners. Paper presentation, International Conference on Improving University Teaching, Ljubljana, Slovenia.
Bundy, A. (Ed.). (2004). Australian and New Zealand Information Literacy Framework: Principles, Standards and Practice (2º ed.). Australian and New Zealand Institute for Information Literacy.
Cook-Sather, A., Bovill, C. & Felten, P. (2014). Engaging students as partners in learning and teaching: a guide for faculty. Jossey Bass.
Cordray, D. S., Harris, T. R., Klein, S. (2009) A research synthesis of the effectiveness, replicability, and generality of the VaNTH challenge-based instructional modules in bio- engineering. The research journal for engineering education, 98(4). https://onlinelibrary.wiley.com/doi/10.1002/j.2168-9830.2009.tb01031.x
Council of the European Union (2012). Council Reccomendation on the validation of non-formal and informal learning (2012/C 398/01). https://bit.ly/3LzB0KZ
Dahlstrom, E. (2012). Educes center for applied research ear Study of Undergraduate Students and Information Technology.
Danford, G. L. (2006). Project-based learning and international business education. Journal of Teaching in International Business, 18(1), 7–25. https://doi.org/10.1300/J066v18n01_02
Delialioglu, O., & Yildirim, Z. (2007). Students’ perceptions on effective dimensions of interactive learning in a blended learning environment. Journal of Educational Technology & Society, 10(2), 133–146.
Deutsch, M. (1949). A theory of cooperation and competition. Human Relations, 2, 129-152. https://doi.org/10.1177/001872674900200204
Deutsch, M. (1962). Cooperation and trust: Some theoretical notes. En M. R. Jones (Ed.), Nebraska symposium on motivation (pp. 275-319). University of Nebraska Press.
Díaz Mujica A., Pérez Villalobos M. V., Bernardo Gutiérrez A. B., Cervero Fernández-Castañón A, González-Pienda J. A. (2019). Affective and cognitive variables involved in structural prediction of university dropout. Psicothema, 31(4), 429-436. https://doi.org/10.7334/psicothema2019.124. PMID: 31634088.
Díaz-Arce, D. & Loyola-Illescas, E. (2021). Competencias digitales en el contexto COVID-19: una mirada desde la educación. Revista Innova Educación, 3(1), 120-150.https://doi.org/10.35622/j.rie.2021.01.006
DiSalvo, B., Yip, J., Bonsignore, E. & DiSalvo, C. (Eds.) (2017). Participatory design for learning: perspectives from practice and research. Routledge.
Dunne, E. & Zandstra, R. (2011). Students as change agents. New ways of engaging with learning and teaching in higher education. Escalate, Higher Education Academy/University of Exeter.
Eichler, G. (2003). E-learning and communities, supporting the circulation of knowledge pieces. Innovative Internet Community Systems, Lecture Notes in Computer Science, 2877, 48-64.
Ellis, R. A., Bliuc, A. M. & Han, F. (2021). Challenges in assessing the nature of effective collaboration in blended university courses. Australasian Journal of Educational Technology, 37(1), 1–14. https://doi.org/10.14742/ajet.5576
Erickson, B. H. (2017). Good networks and good jobs: The value of social capital to employers and employees. In N.Lin, K. Cook, & R. S. Burt. (Eds.), Social capital: Theory and practice (pp. 127– 158). Routledge.
Ferrari, A. (2013). DIGCOMP: A framework for developing and understanding digital competence in Europe. Publication office of the European Union.
Fink, L. D. (2003). Creating significant learning experiences. Jossey-Bass.
Freeman, S., Eddy S. L., McDonough M,, Smith, M, K,, Okoroafor, N., Jordt, H. & Wenderoth M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proc Natl Acad Sci USA 10; 111(23), 8410-5. https://doi.org/10.1073/pnas.1319030111
Gall, M. D., Gall, J. P. & Borg, W. R. (2007). Educational research: An introduction (8º ed.). Pearson.
Garrison, D. R. & Arbaugh, J. B. (2007). Researching the community of inquiry framework: review, issues, and future directions. The Internet and Higher Education, 10(3), 157–172. https://doi.org/10.1016/j.iheduc.2007.04.001
Gikas, J. & Grant M. M. (2013). Mobile computing devices in higher education: Student perspectives on learning with cellphones, smartphones & social media. The Internet and Higher Education. 19, 18–26. https://doi.org/10.1016/j.iheduc.2013.06.002.
Gokhale, A. A. (1995). Collaborative Learning Enhances Critical Thinking. Journal of Technology Education, 7, 22-30.http://scholar.lib.vt.edu/ejournals/JTE/v7n1/gokhale.jte-v7n1.html
Guay, F., Ratelle, C. F. & Chanal, J. (2008). Optimal Learning in Optimal Contexts: The role of Self-Determination in Education. Canadian Psychology, 49, 233-240. https://doi.org/10.1037/a0012758
Henríquez Coronel, P. M., Gisbert Cervera, M. & Fernández Fernández, I. (2018). La evaluación de la competencia digital de los estudiantes: una revisión al caso latinoamericano. Chasqui: Revista Latinoamericana de Comunicación, 137, 93-112.
Hrastinski, S., Aghaee, N. M. (2012). How are campus students using social media to support their studies? An explorative interview study. Educ Inf Technol, 17, 451–464 https://doi.org/10.1007/s10639-011-9169-5
Huxham, M., Scoles, J., Green, U., Purves, S., Welsh, Z. & Gray, A. (2017). ‘Observation has set in’: comparing students and peers as reviewers of teaching. Assessment & Evaluation in Higher Education, 42(6), 887–899.https://doi.org/10.1080/02602938.2016.1204594
Islam, T. ., Aamir, M. ., Ahmed, I. . & Muhammad, S. K. (2012). The Impact of Transformational and Transactional Leadership Styles on the Motivation and Academic Performance of Students at University Level. Journal of Educational and Social Research, 2(2), 237. www.richtmann.org/journal/index.php/jesr/article/view/11824
Isoard-Gautheur, S., Ginoux, C., Gerber, M. & Sarrazin, P. (2019). The Stress—Burnout Relationship: Examining the Moderating Effect of Physical Activity and Intrinsic Motivation for Off-Job Physical Activity. Workplace Health Saf. 67, 350–360. https://doi.org/10.1177/2165079919829497
Jensen J. L. & Lawson, A. (2011) Effects of collaborative group composition and inquiry instruction on reasoning gains and achievement in undergraduate biology. CBE Life Sci Educ, 10(1), 64–73. https://doi.org/10.1187/cbe.10-07-0089
Johnson, D. W. & Johnson, R. (1989). Cooperation and competition: Theory and research. Interaction.
Johnson, D. W. & Johnson, R. (1992). Positive interdependence: Key to effective cooperation. Interaction in cooperative groups. Cambridge University Press.
Johnson, D. W. & Johnson, R. (1997). Learning to lead teams: Developing leadership skills. Interaction.
Johnson, D. W. & Johnson, R. (1999). Learning together and alone: Cooperative, competitive, and individualistic learning (5º ed.). Allyn & Bacon (First edition published 1975).
Johnson, D. W., Johnson, R. T. & Smith, K. A. (2014). Co- operative learning: Improving university instruction by basing practice on validated theory. Journal on Excellence in College Teaching, 25(3&4), 85-118.
Jonassen, D. H. & Kwon, H. I. (2001). Communication patterns in computer-mediated and face-to-face group problem solving. Educational Technology Research & Development, 49, 35-51.
Kabilan, M. K., Ahmad, N. & Abidin, M. J. Z. (2010). Facebook: An online environment for learning of English in institutions of higher education?. Internet and Higher Education. 13, 179- 187, https://doi.org/10.1016/j.iheduc.2010.07.003.
Kahn, P. & O’Rourke, K. (2004). Guide to curriculum design: Enquiry-based learning. www.ceebl.manchester.ac.uk/ resources/guides/kahn_2004.pdf
Kaplan, A. M. & Haenlein, M. (2010). Users of the world, unite! The challenges and opportunities of social media. Business Horizons. 53(1), 59-68. https://doi.org/10.1016/j.bushor.2009.09.003.
Kim (2011) Understanding antecedents of continuance intention in social-networking services. Cyberpsychology, behavior and social networking, 14(4), 199-205. https://doi.org/10.1089/cyber.2010.0009
Koh, W. L.; Steers, R. M.; Terborg, J. R. (1995). The effects of transformational leadership on teacher attitudes and student performance in Singapore. J. Organ. Behav., 16, 319–333. https://doi.org/10.1002/job.4030160404
Kolb, D. A. (1984). Experiential Learning: Experience as the source of learning and development. Prentice-Hall.
Kolmos, A. (1996). Reflections on project work and problem-based learning. European Journal of Engineering Education, 21(2), 141–148. https://doi.org/10.1080/03043799608923397
Kuh, G. D. & Hu, S. (2001). The effects of student-faculty interaction in the 1990s. The Review of Higher Education, 24(3), 309–332. https://doi.org/10.1353/rhe.2001.0005
Law, N. & Wong, E. (2003). Developmental trajectory in knowledge building: An investigation. En B. Wasson, S.Ludvigsen & U. Hoppe (Eds.) Designing for change in networked learning environments (pp. 57-66).Kluwer.
Lee, J., Lim, C. & Kim, H. (2017). Development of an instructional design model for flipped learning in higher education. Educational Technology Research and Development, 65(2), 427–453. https://doi.org/10.1007/s11423-016-9502-1
Ludvigsen, S. & Hoppe, U. (Eds.). Designing for change in networked learning environments (pp. 333-342). Kluwer.
Martin, T., Rivale, S. D. & Diller, K. R. (2007). Comparison of student learning in challenge- based and traditional instruction in biomedical engineering. Ann Biomed Eng, 35(8), 1312–1323. https://doi.org/10.1007/s10439-007-9297-7
Martínez Navarro, J. Á. (2020). La competencia digital de los estudiantes universitarios latinoamericanos. IJERI: International Journal of Educational Research and Innovation, 14, 276-289.
Mercer-Mapstone, L., Dvorakova, S. L., Matthews, K. E., Abbot, S., Cheng, B., Felten, P., Knorr, C., Marquis, E., Shammas, R. & Swaim, K. (2017). A systematic literature review of students as partners in higher education. International Journal for Students as Partners, 1(1), 1–23 https://doi.org/10.15173/ijsap.v1i1.3119
Michaelsen, L. K., Watson, W. E., Cragin, J. P. & Fink, L. D. (1982). Team- based learning: A potential solution to the problems of large classes. Exchange: The Organizational Behavior Teaching Journal, 7(4), 18-33. https://doi.org/10.1177/105256298200700103
Miraj, M., Chuntian, L., Mohd Said, R., Osei-Bonsu, R., Rehman, R. U. (2021). How Information-Seeking Behavior, Essential Technologies, and Resilience Enhance the Academic Performance of Students. Front Psychol. 12, 651550. https://doi.org/10.3389/fpsyg.2021.651550
O’Flaherty, J. & Phillips, C. (2015). The use of flipped classrooms in higher education: A scoping review. The Internet and Higher Education, 25, 85–95. https://doi.org/10.1016/j.iheduc.2015.02.002
Pascarella, E. (2001). Cognitive growth in university. Change, 33(6), 21-27.
Prosser, M., & Trigwell, K. (2017). Student learning and the experience of teaching. HERDSA Review of Higher Education, 4, 5–27. https://doi.org/10.1016/j.iheduc.2015.02.002
Puntambekar, S. (2006). Analyzing collaborative interactions: Divergence, shared understanding and construction of knowledge. Computers & Education, 47, 332-351.
Rahman, I., Johari, M. (2022). Students’ understanding and skills on voltage and current measurements using hands-on laboratory and simulation software. Educ Inf Technol, 27, 6393–6406 https://doi.org/10.1007/s10639-022-10890-3
Rovai, A. P. & Jordan, H. M. (2004). Blended learning and sense of community: A comparative analysis with traditional and fully online graduate courses. The International Review of Research into Open and Distance Learning, 5(2). https://doi.org/10.19173/irrodl.v5i2.192
Ryan, A. & Tilbury, D. (2013). Flexible pedagogies: new pedagogical ideas. Higher Education Academy.
Savery, J. R. (2006). Overview of problem-based learning: Definitions and distinctions. Interdisciplinary Journal of Problem-Based Learning, 1(1), 9–20. https://doi.org/10.7771/1541-5015.1002
Seaton, L. J. & Boyd, M. (2008). The effective use of simulations in business courses. Academy of Educational Leadership Journal, 12, 107-118.
Sibona, C., & Choi, J. H. (2021). Factors Affecting End-User Satisfaction on Facebook. Proceedings of the International AAAI Conference on Web and Social Media, 6(1), 575-578. https://ojs.aaai.org/index.php/ICWSM/article/view/14284
Springer, L., Stanne, M. E. & Donovan, S. S. (1999). Effects of small group learning on undergraduates in science, mathematics, engineering, and technology: A meta-analysis. Review of Educational Research, 69(1), 212-51.http://dx.doi.org/10.3102/00346543069001021
Stanciu, A., Mihai, F. & Aleca, O. (2012). Social networking as an alternative environment for education. Accounting and Management Information Systems. 11(1), 56–75. https://econpapers.repec.org/article/amijournl/v_3a11_3ay_3a2012_3ai_3a1_3ap_3a56-75.htm
Taylor, R., King, F. & Nelson, G. (2012) Student learning through social media. Journal of Sociological Research, 3(2), 29. https://doi.org/10.5296/jsr.v3i2.2136
Theophilides, C. & Terenzini, P. C. (1981). The relation between non classroom contacts with faculty and students’ perceptions of instructional quality. Research in Higher Education, 15(3), 255–269. www.jstor.org/stable/40195402
Tinto, V. (1993). Leaving university: Rethinking the causes and cures of student attrition (2º ed.). University of Chicago Press. https://doi.org/10.7208/chicago/9780226922461.001.0001
Tinto, V. (1997). Colleges as communities: Exploring the educational character of student persistence. Journal of Higher Education, 68, 599-623. http://dx.doi.org/10.2307/2959965
Topping, K. & Ehly, S. (Eds.). (1998). Peer-assisted learning. Erlbaum. https://doi.org/10.1207/S1532768XJEPC1202_03
Trigwell, K., Prosser, M. & Waterhouse, F. (1999). Relations between teachers’ approaches to teaching and students’ approaches to learning. Higher Education, 37, 57–70. http://dx.doi.org/10.1023/A:1003548313194
Verkroost, M. J., Meijerink, L., Lintsen, H. & Veen, W. (2008). Finding a balance in dimensions of blended learning. International Journal on E-Learning, 7(3), 499–522. www.learntechlib.org/primary/p/23568/
Vuorikari, R., Punie, Y., Carretero, S. & Van den Brande, L. (2016). DigComp 2.0: El marco de competencias digitales para los ciudadanos. Fase de actualización, 1, 1- 44.
Vygotsky, L. (1978). Mind and society. Harvard University Press.
Walker, G. (2005). Critical thinking in asynchronous discussions. International Journal oflnstructional Technology and Distance Learning, 6(2). http://itdl.org/Journal/Jun 05/article02.htm
Weick, K. E. (1995). Sensemaking in organizations. Sage.
Wilson, G., & Stacey, E. (2004). Online interaction impacts on learning: Teaching the teachers to teach online. Australasian Journal of Educational Technology, 20(1). https://doi.org/10.14742/ajet.1366
X.Yang, X. Guo, and S. Yu. (2016). Student-generated content in college teaching: content quality, behaviouralpattern and learning performance. Journal of Computer Assisted Learning. 32(1), 1–15. https://doi.org/10.1111/jcal.12111
