Digital Learning: Systemic review in Latin America, Spain, Mexico and USA
Main Article Content
Abstract
Introduction. According to CEPAL-UNESCO, 1,600 million students around the world left the classroom and the need arises to migrate to an education mediated by technology that enables the construction of meaningful, verifiable, coherent, applicable, transferable and useful digital learning through systems. educational digital with a human face, favoring development of digital macro skills for life. Objective. Systematically review the scientific literature and carry out a state of the art on digital learning (DA) in Scopus, Dialnet, Redalyc, Scielo and Latindex databases in times of global health emergency (2020-2021). Materials and methods. Drafting managers, applications, software, heuristics and hermeneutics are used for the conceptualization of new categories for AD. Results. From 40 selected articles and countries, two blocks were formed. Finding that the first block made up of Spain and the US have contributed research at exploratory levels on AD. The second block is made up of Latin America and the Caribbean with minimal production over AD. Conclusion. We are NOT ready for digital learning and we need to consciously and prepared migrate to technology-mediated education, where education has a human face through digital teaching.
Downloads
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Licensing Agreement
This journal provides free access to its content through its website following the principle that making research available free of charge to the public supports a larger exchange of global knowledge.
Web content of the journal is distributed under a Attribution-NonCommercial-ShareAlike 4.0 International.
References
Andía Celaya, L. A., Santiago Campión, R., & Sota Eguizabal, J. M. (2020). ¿Estamos técnicamente preparados para el flipped classroom? Un análisis de las competencias digitales de los profesores en España. Contextos Educativos. Revista de Educación, (25), 275–311. https://doi.org/10.18172/con.4218
Aravena, M., Campos-Soto, M. N., & Rodríguez-Jiménez, C. (2020). Learning Strategies at a Higher Taxonomic Level in Primary Education Students in the Digital Age. Sustainability (Switzerland), 12(23), 1–11. https://doi.org/10.3390/su12239877
Banco Interamericano de Desarrollo. (2020, November 25). Educacion inicial remota y salud mental durante la pandemia COVID-19 - Enfoque Educación. Retrieved December 1, 2020, from Hablemos de la Política Educativa website: https://blogs.iadb.org/educacion/es/educacioninicialremotaysaludmental/
Bell, D. R., & Smith, J. K. (2020). Inside the Digital Learning Laboratory: New Directions in Museum Education. Curator, 63(3), 371–386. https://doi.org/10.1111/cura.12376
Brenner, C., Desportes, K., Hendrix, J. O., & Holford, M. (2020). Work-in-Progress- GeoForge: Integrating Virtual Reality and a Personalized Website to Foster Collaboration in Middle School Science. Proceedings of 6th International Conference of the Immersive Learning Research Network, ILRN 2020, 351–354. https://doi.org/10.23919/iLRN47897.2020.9155098
Celaya, I., Naval, C., & Arbués, E. (2020). Netnographic Study of Transmedia Communities around the Podcast: New Horizons in the Study of Digital Learning Ecologies. Education in the Knowledge Society, 21. https://doi.org/10.14201/EKS.23388
CEPAL-UNESCO. (2020). La educación en tiempos de la pandemia de COVID-19. In Geopolitica(s) (Vol. 11). Retrieved from https://www.siteal.iiep.unesco.org/respuestas_educativas_covid_19.
Cope, B., Kalantzis, M., & Searsmith, D. (2020). Artificial intelligence for education: Knowledge and its assessment in AI-enabled learning ecologies. Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2020.1728732
Corbett, F., & Spinello, E. (2020, January 1). Connectivism and leadership: harnessing a learning theory for the digital age to redefine leadership in the twenty-first century. Heliyon, Vol. 6. https://doi.org/10.1016/j.heliyon.2020.e03250
DiMartino, N. A., & Schultz, S. M. (2020). Students and Perceived Screen Time: How Often Are Students in a Rural School District Looking at Screened Devices? Rural Special Education Quarterly, 39(3), 128–137. https://doi.org/10.1177/8756870520921638
Fernández, E., Pérez, P., Pérez, V., & Salinas, G. (2020). Digital Learning Objects for Teaching Telemedicine at University UNIANDES-Ecuador. In Advances in Intelligent Systems and Computing (Vol. 1067, pp. 337–346). https://doi.org/10.1007/978-3-030-32033-1_31
Franklin, K. Y., Faulkner, K., Ford-Baxter, T., & Fu, S. (2021). Redesigning an online information literacy tutorial for first-year undergraduate instruction. Journal of Academic Librarianship, 47(1). https://doi.org/10.1016/j.acalib.2020.102277
Gil-Quintana, J., & Jurado, E. P. (2020). La realidad de la gamificación en educación primaria: Estudio multicaso de centros educativos españoles. Perfiles Educativos, 42(168), 107–123. https://doi.org/10.22201/IISUE.24486167E.2020.168.59173
Gómez-Zermeño, & Georgina, M. (2020). Massive open online courses as a digital learning strategy of education for sustainable development. Journal of Sustainable Development of Energy, Water and Environment Systems, 8(3), 577– 589. https://doi.org/10.13044/j.sdewes.d7.0311
González-Sanmamed, M., Estévez, I., Souto-Seijo, A., & Muñoz-Carril, P. C. (2020). Digital learning ecologies and professional development of university professors. Comunicar, 28(62), 9–18. https://doi.org/10.3916/C62-2020-01
Gordón, J., Caicedo, A., Salcedo, D., Ron, G., Quintero, G., Cajas, N., & Narváez, S. (2020). Psycho-pedagogical Recovery Tool Based on the User-Centered Design. Advances in Intelligent Systems and Computing, 1110 AISC, 36–44. https://doi.org/10.1007/978-3-030-37221-7_4
Gravas, S., Ahmad, M., Hernández-Porras, A., Furriel, F., Alvarez-Maestro, M., Kumar, A., … de la Rosette, J. (2020). Impact of COVID-19 on medical education: introducing homo digitalis. World Journal of Urology. https://doi.org/10.1007/s00345-020-03417-3
Hinojo Lucena, F. J., López Belmonte, J., Fuentes Cabrera, A., Trujillo Torres, J. M., & Pozo Sánchez, S. (2019). Academic Effects of the Use of Flipped Learning in Physical Education. International Journal of Environmental Research and Public Health, 17(1). https://doi.org/10.3390/ijerph17010276
Hou, X., Nguyen, H. A., Richey, J. E., & McLaren, B. M. (2020). Exploring how gender and enjoyment impact learning in a digital learning game. Lecture Notes in Computer Science (Including Subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics), 12163 LNAI, 255–268. https://doi.org/10.1007/978-3-030-52237-7_21
Hyndman, B. P., & Harvey, S. (2020). Chapter 6: Preservice Teachers’ Perceptions of Twitter for Health and Physical Education Teacher Education: A Self- Determination Theoretical Approach. Journal of Teaching in Physical Education, 39(4), 472–480. https://doi.org/10.1123/jtpe.2019-0278
Ivanov, I., Cobo, J. C., & Kosonogova, M. (2020). Implementation of developmental education in the digital learning environment. Procedia Computer Science, 172, 517–522. https://doi.org/10.1016/j.procs.2020.05.062
Ivanov, I., Kosonogova, M., & Cobo, J. C. (2020). Mathematical and algorithmic modeling of the terms of the theory of socioconstructivism for a digital educational environment. Revista de Educacion a Distancia, 20(64). https://doi.org/10.6018/RED.409761
Labovitz, J., & Hubbard, C. (2020, April 1). The Use of Virtual Reality in Podiatric Medical Education. Clinics in Podiatric Medicine and Surgery, Vol. 37, pp. 409– 420. https://doi.org/10.1016/j.cpm.2019.12.008
Li, M. (2020). Multimodal pedagogy in TESOL teacher education: Students’ perspectives. System, 94, 102337. https://doi.org/10.1016/j.system.2020.102337 Lombardi, A., Rifenbark, G., Tarconish, E., Volk, D., Monahan, J., Buck, A., … Murray, A. (2020). Main and Moderating Effects of an Online Transition Curriculum on Career Readiness. Career Development and Transition for Exceptional Individuals, 43(3), 146–156.
https://doi.org/10.1177/2165143419900952
Maschio, A. V., & Correia, N. M. R. (2020). Digital learning object for audiovisual production. International Journal of Information and Education Technology, 10(3), 201–208. https://doi.org/10.18178/ijiet.2020.10.3.1364
Miguel-Revilla, D., Calle-Carracedo, M., & Sánchez-Agustí, M. (2020). Fostering engagement and historical understanding with a digital learning environment in secondary education. E-Learning and Digital Media. https://doi.org/10.1177/2042753020957452
Mulenga, E. M., & Marbán, J. M. (2020). Is COVID-19 the Gateway for Digital Learning in Mathematics Education? Contemporary Educational Technology, 12(2), ep269. https://doi.org/10.30935/cedtech/7949
Njoki, P. N. (2020). Remote teaching of general chemistry for nonscience majors during covid-19. Journal of Chemical Education, 97(9), 3158–3162. https://doi.org/10.1021/acs.jchemed.0c00864
Park, H., Jin, W., Price, R., Im, T., Dekhane, S., Lutz, R., & Abu-Halaweh, N. (2020). The Impact of Affordable Learning Open Textbook on Computing Education. Proceedings of the 2020 ACM Southeast Conference, 309–310. https://doi.org/10.1145/3374135.3385317
Pérez-Serrano, M. J., Fernández-Sande, M., & Rodríguez-Pallares, M. (2020). Digital learning environments in media business. Gaming and impact on activities and evaluation. Analisi, (62), 111–130. https://doi.org/10.5565/rev/analisi.3288
Radio Francesa Internacional, Palau, A., & Arias, E. (2020, April 24). Noticias de América - Pandemia, educación y brecha digital en América Latina - Noticias de América - Podcast. Retrieved December 1, 2020, from Noticias de América website: https://podcasts.podinstall.com/rfi-noticias-de-america/202004240948- noticias-de-america-pandemia-educacion-y-brecha-digital-en-a.html
Ruipérez-Valiente, J. A., & Kim, Y. J. (2020). Effects of solo vs. collaborative play in a digital learning game on geometry: Results from a K12 experiment. Computers and Education, 159. https://doi.org/10.1016/j.compedu.2020.104008
Ruiz, G. R. (2020). The pandemic traces: The stricken right to education. Revista Internacional de Educacion Para La Justicia Social, 9(3), 45–59. https://doi.org/10.15366/RIEJS2020.9.3.003
Salazar-Gomez, A. F., Bagiati, A., & Sive, H. (2020). Designing a Program on Data Science while supporting Faculty Capacity Building in Latin AmericaSalazar- Gomez, A. F., Bagiati, A., & Sive, H. (2020). Designing a Program on Data Science while supporting Faculty Capacity Building in Latin America. SEFI 47th. SEFI 47th Annual Conference: Varietas Delectat... Complexity Is the New Normality, Proceedings, 944–952. European Society for Engineering Education (SEFI).
Salikhova, N. R., Lynch, M. F., & Salikhova, A. B. (2020). Psychological aspects of digital learning: A self-determination theory perspective. Contemporary Educational Technology, 12(2), 1–13. https://doi.org/10.30935/cedtech/8584
Sarsar, F., Kale, Ö. A., Andiç-Çak?r, Ö., Gueorguiev, T., Evstatiev, B., Georgieva, T.,
… van Leeuwen, M. (2020). Multicultural investigation of the students’ acceptance of using digital learning materials in laboratory classes. Computer Applications in Engineering Education. https://doi.org/10.1002/cae.22322
Siemens, G. (2004). Connectivism: a theory for the digital age. Retrieved December 1, 2020, from elearnspace — Coming Soon website: http://www.elearnspace.org/Articles/connectivism.htmSimó, V. L., Lagarón, D. C., & Rodríguez, C. S. (2020). STEM education for and with a digital era: The role of digital tools for the performance of scientific, engineering and mathematic practices. Revista de Educacion a Distancia, 20(62). https://doi.org/10.6018/RED.410011
Singal, A., Bansal, A., Chaudhary, P., Singh, H., & Patra, A. (2020). Anatomy education of medical and dental students during COVID-19 pandemic: a reality check. Surgical and Radiologic Anatomy. https://doi.org/10.1007/s00276-020- 02615-3
Vaz, J. C., & Barbosa, B. M. (2020). Contribution of digital learning support platforms to digital literacy: Analysis of currículo+ plataform. Ciencia Da Informacao, 49(1), 196–209.
Wilches, F. J., Díaz, J. J. F., & Avila, R. H. (2020). Learning habits of civil engineering students at the University of Sucre during COVID-19. International Journal of Engineering Research and Technology, 13(10), 2845–2850. https://doi.org/10.37624/IJERT/13.10.2020.2845-2850
Zy?a, K. (2019). Attention deficit hyperactivity disorder detection-from psychological checklists to mobile solutions. Studies in Logic, Grammar and Rhetoric, 60(1), 85–100. https://doi.org/10.2478/slgr-2019-0047