El impacto del covid-19 en habilidades digitales del siglo XXI en educación superior

León-Pérez, Francisco; Hernández, Moramay Ramírez; DÍAZ-ALVA, Angelina

doi:10.21556/edutec.2023.84.2813

Cited by 4 publications

(1 citation statement)

References 25 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The rapid advance of technology, the abrupt change generated by the presence of Covid-19 in the social dynamics, and therefore the innumerable changes in the traditional education systems, brought about the inclusion of technological educational tools [1]. The change arose at first from the government, and subsequently began to implement policies and measures for the care of people, in which the educational system changed to a virtual modality; with the main objective of safeguarding the integrity of students and teachers, avoiding the agglomeration of people in closed places; at the same time they sought to continue providing the service, preventing children and young people from delaying their learning [2].…”

Section: Introductionmentioning

confidence: 99%

Virtual Simulators in The Teaching-Learning of Chemistry and Physics: A Systematic Review of The Literature

Yaipén-Gonzales,

Joo,

Montenegro-Camacho

et al. 2023

ijmst

View full text Add to dashboard Cite

The objective of this study was to describe quantitative metrics related to publications on the advantages offered by virtual simulators for the teaching-learning of students in the subjects of Physics and Chemistry, in different databases such as Ebsco, Dialnet, Scielo, DOAJ, including the time period filter. from 2019 to 2023. In this sense, the search was carried out by consulting the words "Virtual simulators", "Virtual reality", "Exact sciences", "Chemistry", "Physics", in the aforementioned databases. Then, the studies were filtered according to the inclusion criteria, which are open access documents and the subject in the database itself, for subsequent review of the literature. At the end of the review, the last filter was performed by exclusion criteria, leaving 9 studies as a final result. It was evidenced that in 2022 the largest number of publications was made, with a total of 4 and also the highest peak of scientific production. Likewise, it was recorded that scientific research on the subject is also carried out in Peru, but it is necessary to deepen it; However, this number of publications shows a scarce scientific production in Latin America. On the other hand, the results of the most frequent keywords in the studies carried out on this topic were chemistry and learning. Finally, it is concluded that there is a shortage of studies that relate both physics and chemistry. Although there are studies that show us an individualized analysis for each variable.

show abstract

Section: Introductionmentioning

confidence: 99%

Virtual Simulators in The Teaching-Learning of Chemistry and Physics: A Systematic Review of The Literature

Yaipén-Gonzales,

Joo,

Montenegro-Camacho

et al. 2023

ijmst

View full text Add to dashboard Cite

show abstract

Who are we receiving at the university? The impact of COVID-19 on mathematics and reading learning in high school

Ortega-Barba,

Ramírez-Pérez,

Méndez-Padilla Andrade

2024

Front. Educ.

View full text Add to dashboard Cite

We researched how the transition to remote learning during the COVID-19 pandemic affected the development of mathematical thinking and reading comprehension skills of high school students based on the analysis of the results of a standardized test for higher education admission. The total number of participants was N = 17,942, out of which N1 = 10,611 were pre-pandemic applicants and N2 = 7,331 were post-pandemic applicants. The pre-pandemic group took into consideration the exam results from September 2016 to June 2020. The post-pandemic group took into consideration the exam results from September 2020 up to May 2023. We conclude that emergency remote teaching decreased the average mathematical competence of incoming university students by 12.8%. Similarly, emergency remote teaching decreased the average reading achievement of students entering university by 8%. Therefore, the impact of emergency remote teaching was greater on mathematics skills than on reading achievements.

show abstract

El impacto de la enseñanza híbrida en la adquisición de habilidades técnicas en estudiantes de ingeniería: Un estudio longitudinal

Martínez Guevara

2023

RIG

View full text Add to dashboard Cite

El objetivo de este estudio longitudinal es investigar el impacto de la enseñanza híbrida en la adquisición de habilidades técnicas en estudiantes de ingeniería. Para alcanzar este objetivo, se emplea una metodología cualitativa, enfocada en la revisión exhaustiva de la literatura pertinente y la síntesis cualitativa de los hallazgos encontrados en estudios previos. Los resultados preliminares revelan tendencias emergentes en la literatura, destacando la importancia de la flexibilidad y la adaptabilidad de la enseñanza híbrida en el desarrollo de habilidades técnicas en estudiantes de ingeniería. Además, se identifican desafíos y oportunidades clave asociados con este enfoque educativo, proporcionando insights relevantes para la mejora continua de la enseñanza y el aprendizaje en entornos híbridos.

show abstract

El impacto del covid-19 en habilidades digitales del siglo XXI en educación superior

Cited by 4 publications

References 25 publications

Virtual Simulators in The Teaching-Learning of Chemistry and Physics: A Systematic Review of The Literature

Virtual Simulators in The Teaching-Learning of Chemistry and Physics: A Systematic Review of The Literature

Who are we receiving at the university? The impact of COVID-19 on mathematics and reading learning in high school

El impacto de la enseñanza híbrida en la adquisición de habilidades técnicas en estudiantes de ingeniería: Un estudio longitudinal

Contact Info

Product

Resources

About