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Percepciones sobre la alfabetización informacional móvil entre estudiantes universitarios antes y después de Covid-19
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Advisor(s)
Abstract(s)
Análisis comparativo de las percepciones sobre la al-fabetización informacional (Alfin) y el uso/inclusión de tecnologías móviles (MT) de los estudiantes de pre-grado de Ciencias Sociales en las universidades de Granada (España) y ISPA (Lisboa) antes y después de la pandemia de Covid-19. Se siguió exploratoria socio-constructivista basada en grupos focales (mayo de 2022) con una muestra de dieciocho estudiantes de Psicología y Educación, en el último año de sus estu-dios. Se implementaron dos grupos focales, uno en cada país. El estudiantado de pregrado experimenta brechas significativas, especialmente en el conoci-miento de la Alfin y las habilidades en MT. También perciben limitaciones actitudinales y tecnológicas en sus profesores. Además, existen diferenciasen las ac-titudes hacia la inclusión de MT en los procesos de en-señanza y aprendizaje, según el contexto. En este sentido, los estudiantes españoles mostraron mejores habilidades y los portugueses un mayor nivel de au-topercepción. Surgen algunas carencias derivadas de la pandemia de Covid-19, ya que hay un creciente cuerpo de evidencia sobre la necesidad de proximidad estudiante-profesor y las limitaciones técnicas de algu-nos profesores. Después de esta situación crítica, es necesaria una mentalidad abiertaa la experiencia por parte de todos los interesados. Debido a la metodolo-gía cualitativa implementada, la investigación se limita a un sector específico para ser analizado (estudiantes de Ciencias Sociales pertenecientes al último año de pregrado). Las instituciones académicas, educativas y el profesorado (responsable de la formación de las fu-turas generaciones) deben esforzarse por comprender el alcance de la enseñanza móvil y las posibilidades de los dispositivos móviles para aumentar la motiva-ción de los estudiantes y adquirir habilidades básicas también. Reflexionar sobre esta situación se convierte en una prioridad para optimizar los procesos de ense-ñanza-aprendizaje.
A comparative analysis of Social Sciences undergrad-uates’ perceptions of information literacy (IL) and the use/inclusion of mobile technologies (MT) at the uni-versities of Granada (Spain) and ISPA (Lisboa) before and after the Covid-19 pandemics. An exploratory so-cio-constructive focus group methodology was carried out based on a sample of eighteen Psychology and Ed-ucation undergraduates, in the final year of their stud-ies (May 2022). We implemented two focus groups, one in each country.Undergraduates experienced sig-nificant gaps, especially in IL knowledge and MT skills. They also perceived attitudinal and technological limi-tations in their teachers. Morever, there are some dif-ferences in attitudes towards MT inclusion in the pro-cesses of teaching and learning, according to the con-text. In this regard, Spanish undergraduates showed better skills and Portuguese ones a higher level of self-perception. Some shortages derived from the Covid-19 pandemic emerge, since there is a growing body ofev-idence on both the need for student-teacher closeness and the technical limitations of some teacher. After this critical situation, an open-to-experience mentality on the part of all the stakeholders is necessary. Due to the qualitative methodology,we have implemented, the re-search is limited to a specific sector to be analyzed (So-cial Sciences undergraduates belonging to the last pregraduate year). Academic, educational institutions and teachers (responsible for the training of future gen-erations) muststrive to understand the scope of mobile teaching and the possibilities of mobile devices to in-crease student’s motivations and to acquire basic skills too. To reflect on this situation turns into a priority to optimize the teaching-learning processes.
A comparative analysis of Social Sciences undergrad-uates’ perceptions of information literacy (IL) and the use/inclusion of mobile technologies (MT) at the uni-versities of Granada (Spain) and ISPA (Lisboa) before and after the Covid-19 pandemics. An exploratory so-cio-constructive focus group methodology was carried out based on a sample of eighteen Psychology and Ed-ucation undergraduates, in the final year of their stud-ies (May 2022). We implemented two focus groups, one in each country.Undergraduates experienced sig-nificant gaps, especially in IL knowledge and MT skills. They also perceived attitudinal and technological limi-tations in their teachers. Morever, there are some dif-ferences in attitudes towards MT inclusion in the pro-cesses of teaching and learning, according to the con-text. In this regard, Spanish undergraduates showed better skills and Portuguese ones a higher level of self-perception. Some shortages derived from the Covid-19 pandemic emerge, since there is a growing body ofev-idence on both the need for student-teacher closeness and the technical limitations of some teacher. After this critical situation, an open-to-experience mentality on the part of all the stakeholders is necessary. Due to the qualitative methodology,we have implemented, the re-search is limited to a specific sector to be analyzed (So-cial Sciences undergraduates belonging to the last pregraduate year). Academic, educational institutions and teachers (responsible for the training of future gen-erations) muststrive to understand the scope of mobile teaching and the possibilities of mobile devices to in-crease student’s motivations and to acquire basic skills too. To reflect on this situation turns into a priority to optimize the teaching-learning processes.
Description
Keywords
Aprendizaje móvil Alfabetización in-formacional móvil TIC Grupos de enfoque Portugal España Covid-19 Estudios de caso Mobile learning Mobile information liter-acy ICT Focus groups Spain Case studies
Citation
Caballero-Mariscal, D., Lopes, C., Antunes, M. L., Sanches, T., & Segura, A. (2024). Perceptions on mobile information among undergraduates before and after Covid-19: Some comparisons. Ibersid, 18(1), 149–163. https://doi.org/10.54886/ibersid.v18i1.4941
Publisher
Universidad de Zaragoza