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Permanent URI for this collectionhttps://hdl.handle.net/11285/345284
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- Validation of a scale to measure the adoption of open educational resources: students'perspective(2024-05-26) Glasserman Morales, Leonardo David; Alcántar Nieblas, Carolina; Romero Rodriguez, José Maria; https://ror.org/03ayjn504; https://ror.org/04njjy449It is increasingly evident that using technological resources has broadly impacted people's lives, including their education. One of the technologies implemented for several years is Open Educational Resources (OER), with elements of open practice to mitigate the impact of the digital divide. This article describes the validation process of an instrument to measure the adoption of OER as perceived by higher education students in Mexico (means, standard deviations and normality, construct validity and reliability). The study included 392 participants, of whom 117 (29.8%) were male, 273 (69.6%) were female and 2 (.5%) did not identify with either sex. Ages ranged from 18 to 62 years (M= 22.0 years, SD= 5.8). The instrument underwent descriptive statistics techniques, univariate normality analyses, and Confirmatory Factor Analysis using the maximum likelihood estimation method. The reliability of the measurement model was confirmed using Cronbach's Alpha and McDonald's Omega index. The resulting validated instrument investigates students' perceived usefulness, perceived ease of use, attitude, subjunctive standards, and behavioral control. For future studies, the application of the scale is suggested because of its manageable number of items and ease of administration, along with the examination of other validity tests that will help increase the robustness of the proposed measurement model, this measurement scale will be useful for teachers and researchers interested in understanding the impact of OER in education.
- Training in digital competencies for health professionals: systematic mapping (2015-2019)(2021-03-16) Fernández Luque, Antonia María; Ramírez Montoya, María Soledad; Cordón García, José Antonio; Instituto Tecnológico y de Estudios Superiores de Monterrey; Universidad de SalamancaDigital competencies are one of the main transversal competencies of the XXI century. By means of systematic mapping, international published papers and research on digital skills training were critically evaluated, generating a process that helps us to recognize information about health professionals and the type of educational technology used in training. With this in mind, we employed the systematic mapping method using the WoS and Scopus databases between 2015 and 2019 in English and Spanish, specifically focused on research articles. The five competencies of the European Framework of Digital Competence were used to analyze the articles, and the works were classified according to the educational technology used. Inclusion, exclusion, and quality criteria were applied. Two hundred and forty-eight articles were selected for the study. Most focused on the information literacy dimension (168) and used digital educational technology. In total, 27 papers were concerned with competence in communication, 19 with safety, and 12 with problem-solving. Only 8% of the papers were conducted in the context of health institutions, and 68% were based in an academic context. Articles related to the social field were found that dealt with aspects directly linked to health and safety. The publications on digital competencies used in the field of health mostly addressed the dimension of information competence, with a focus on the design and implementation of training activities in the management of information sources, instructional standards, curriculum design, and the competencies of the health librarian as an instructor.
- Future and digital literacies: transformative learning experiences in northeast Mexico(Texto Livre: Linguagem e Tecnologia, 2020-11-01) Santillan Rosas, Irais Monserrat; González Nieto, Noé AbrahamThis paper builds toward the convergence of future and digital literacies as catalysts for transformative learning experiences. Based on a systematic analysis of qualitative data obtained from an entrepreneurship digital program with women from marginalized communities in Northeast Mexico (Monterrey), we examine the transformative potential of education. This is done with the use of a participatory action research paradigm and a decolonial perspective with the use of participant observation, semi-structured interviews and ethnographic tools. This study systematizes the experiences of a group of women who transformed their living conditions with the technological intervention and meaningful learning experiences, highlighting their life stories and success cases. This research evidences that future and digital literacies are key components to developing transformative learning experiences that have an impact on a community's social and economic improvement to think about different and possible lifestyles. Results also show the personal and learning profile of each participant and its relationship with the development of a specific scenario on the intersection of the skills in the areas of future and digital literacies. Discussions are built toward the possibilities of improving people’s present conditions when enhancing their future and digital skills. Thus, a component of social transformation and educational innovation and technology is present throughout the text.