Competencias de investigación mediadas por tecnologías: un mapeo sistemático de la literatura
Resumen El presente estudio parte de la necesidad de identificar cuáles son las competencias investigativas mediadas por tecnología, requeridas para fomentar la adquisición de conocimiento en las instituciones de educación superior. El trabajo que aquí se desarrolla tiene como objetivo analizar la producción científica relacionada con el tema con la intención de identificar las tendencias investigativas actuales. Para lograrlo, se empleó el método de revisión sistemática de literatura ajustado a las ciencias sociales, tomando como fuente de información la base de datos Scopus. Los resultados indican que la mayor parte de los textos científicos han sido producidos en inglés, y que el tratamiento del tema se ha desarrollado de forma constante desde el año 2016, mayormente desde el enfoque de la relación entre las estrategias de investigación con la alfabetización digital, la alfabetización informacional, el acceso a las bases de datos de bibliotecas digitales y el desarrollo del pensamiento crítico.
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Given, L., & Willson, R. (2018). Information technology and the humanities scholar: Documenting digital research practices. Journal of the Association for Information Science and Technology, 69(6), 807-819. https://doi.org/10.1002/asi.24008
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Leonard, B. (2020). Development of teacher research competency training system in indonesia: A need analysis. Universal Journal of Educational Research, 8(5), 2064-2070. https://doi.org/10.13189/ujer.2020.080544
López, E., Vázquez, E., & Román, P. (2015). Analysis and Implications of the Impact of MOOC Movement in the Scientific Community: JCR and Scopus (2010-13). Comunicar: Revista científica iberoamericana de comunicación y educación, (44), 73?80. http://dx.doi.org/10.3916/C44-2015-08
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Albisua, M., Ruíz, M., Nogueira, D., Turnes, S., & Carrasco, L. (2018). Critical Thinking from the Perspective of University Teachers. Estudios Pedagógicos, 44(1), 89-113. https://doi.org/10.4067/S0718-07052018000100089
Anisimova, T., Sabirova, F., & Shatunova, O. (2020). Formation of design and research competencies in future teachers in the framework of STEAM education. International Journal of Emerging Technologies in Learning, 15(2), 204-217. https://doi.org/10.3991/ijet.v15i02.11537
Arévalo, R., Del Prado, R., & Ramírez, R. (2016). Institutional education of communication researchers and media literacy. The case of the PhD in communication research. Revista Latina de Comunicación Social, 71, 800-817. https://doi.org/10.4185/RLCS-2016-1121en
Arshad, A., & Ameen, K. (2018). Academic scientists’ scholarly use of information resources in the digital environment: Perceptions and barriers. Global Knowledge, Memory and Communication, 67(6), 467-483. https://doi.org/10.1108/GKMC-05-2018-0044
Avalos, C., & Sevilllano, M. (2018). The development of research competences through the Lean Startup methodology in students training at the State Distance University in Costa Rica. Educatio Siglo XXI, (36)3, 417-442. http://dx.doi.org/10.6018/j/350071
Aydo?du, ?. (2020). Educational data mining studies in turkey: a systematic review. Turkish Online Journal of Distance Education, 21 (3), 170-185. http://dx.doi.org/10.17718/tojde.762046
Baker, F. (1962). Information Retrieval Based upon Latent Class Analysis. Journal of de ACM (JACM), 9(4), 512-521.https://doi.org/10.1145/321138.321148
Batane, T., & Ngwako, A. (2017). Technology use by pre-service teachers during teaching practice: Are new teachers embracing technology right away in their first teaching experience? Australasian Journal of Educational Technology, 33(1), 58-61. https://doi.org/10.14742/ajet.2299
Bornmann, L., Thor, A., Marx, W., & Schier, H. (2016). The application of bibliometrics to research evaluation in the humanities and social sciences: An exploratory study using normalized Google Scholar data for the publications of a research institute. Journal of the Association for Information Science and Technology, 67 (11), 2778-2789. http://dx.doi.org/10.1002/asi.23627
Buckingham, D. (2019). Teaching media in a ‘post-truth’ age: fake news, media bias and the challenge for media/digital literacy education. Culture and Education, 31(2), 213-231. https://doi.org/10.1080/11356405.2019.1603814
Buendía, X., Zambrano, C., & Insuasty, E. (2018). Development of Research Skills in Pre-Service Teachers in the Context of the Teaching Practice. Folios, 47, 179-195. http://www.scielo.org.co/pdf/folios/n47/0123-4870-folios-47-00179.pdf
Campos, H., & Ramírez, M. (2018). ICT in the educational processes of a Public Research Center. Apertura, 10(1), 56-70. http://dx.doi.org/10.32870/Ap.v10n1
Castañeda, L., Esteve, F., & Adell, J. (2018). Why rethinking teaching competence for the digital world? RED. Revista de Educación a Distancia, 56, 2-20. https://doi.org/10.6018/red/56/6
Dana, F. & Yendol, D. (2014). The Reflective Educator's Guide to Classroom Research: Learning to teach and teaching to learn through practitioner inquiry. Thousand Oaks: Corwin Press.
Davidson, Z., & Palermo, C. (2015) Developing Research Competence in Undergra¬duate Students through Hands-on Learning. Journal of Biomedical Education, 1,1-9. http://dx.doi.org/10.1155/2015/306380
Domingo, M., Bosco, A., Carrasco, S., & Sánchez, J. (2020). Fostering teacher’s digital competence at university: The perception of students and teachers. Revista de Investigación Educativa, 38(1), 167-782. http://dx.doi.org/10.6018/rie.340551
Estrada, O. (2014). Theoretical Systematization of Research Competence. Revista Electrónica Educare, 18(2) 177-194. https://doi.org/10.15359/ree.18-2.9
García, A., & Ramírez, M. (2019). Systematic Mapping of Scientific Production on Open Innovation (2015–2018): Opportunities for Sustainable Training Environments. Sustainability (Switzerland), 11, art1781. https://doi.org/10.3390/su11061781
George, C., & Salado, L. (2019). Research competences with ICT in PhD students. Apertura, 11(1), 40-55. http://dx.doi.org/10.32870/Ap.v11n1
Given, L., & Willson, R. (2018). Information technology and the humanities scholar: Documenting digital research practices. Journal of the Association for Information Science and Technology, 69(6), 807-819. https://doi.org/10.1002/asi.24008
Green, J. Copeland, D., Deekens, V., & Yu, S. (2018). Beyond knowledge: Examining digital literacy's role in the acquisition of understanding in science. Computers and Education, 117, 141-159. https://doi.org/10.1016/j.compedu.2017.10.003
Green, J., Yu, S., & Copeland, D. (2014). Measuring critical components of digital literacy and their relationships with learning. Computers and Education, 76, 55-69. https://doi.org/10.1016/j.compedu.2014.03.008
Gudmundsdottir, G., & Hatlevik, O. (2018). Newly qualified teachers' professional digital competence: implications for teacher education. European Journal of Teacher Education, 41(2), 214-231. https://doi.org/10.1080/02619768.2017.1416085
Hallinger, P., & Chatpinyakoop, C. (2019). A Bibliometric Review of Research on Higher Education for Sustainable Development, 1998–2018. Sustainability (Switzerland), 11, art2401; https://doi.org/10.3390/su11082401
Hartsell, A., Lawton, K., & Roear, H. (2020). Seven librarians and one big undertaking: creating a digital project from start to finish. Journal of Electronic Resources Librarianship, 32(1), 19-28. https://doi.org/10.1080/1941126X.2019.1709730
Howard, H., Wood, N., & Stonebraker, I. (2018). Mapping information literacy using the business research competencies. Reference Services Review, 46(4), 543-564. https://doi.org/10.1108/RSR-12-2017-0048
Kammerer, Y., Brand, S., & Jarodska, H. (2018). The future of learning by searching the web: Mobile, social, and multimodal. Frontline Learning Research, 6(2), 81-91. https://doi.org/10.14786/flr.v6i2.343
Kruse, F., & Thestrup, J. (2014). Research libraries' new role in research data management, current trends, and visions in Denmark. LIBER Quarterly, 34(4), 310-335. https://doi.org/10.18352/lq.9173
Leonard, B. (2020). Development of teacher research competency training system in indonesia: A need analysis. Universal Journal of Educational Research, 8(5), 2064-2070. https://doi.org/10.13189/ujer.2020.080544
López, E., Vázquez, E., & Román, P. (2015). Analysis and Implications of the Impact of MOOC Movement in the Scientific Community: JCR and Scopus (2010-13). Comunicar: Revista científica iberoamericana de comunicación y educación, (44), 73?80. http://dx.doi.org/10.3916/C44-2015-08
Maer, M., Mocanu, C., Zamfir, A., & Georgescu, T. (2019). Skill Needs for early career researchers-A text mining approach. Sustainability (Switzerland), 11(10), art2789. https://doi.org/10.3390/su11102789
Márquez, A.; Santamaría, D., & Acosta, R. (2016). Validación del perfil de competencias Investigativas para estudiantes de la carrera Licenciatura en Cultura Física. Revista de Lecturas de Educación Física y Deportes, 21(215). https://www.efdeportes.com/efd215/competencias-investigativas-en-cultura-fisica.htm
Mas, O. (2016). The influence of experience on the research competencies of university professors. Revista Complutense de Educación, 27(1), 13-34. https://doi.org/10.5209/rev_RCED.2016.v27.n1.44706
Matcharashvili, T., Tsveraidze, Z., Sborshchikovi, A., & Matcharashvili, T. (2014). The importance of bibliometric indicators for the analysis of research performance in Georgia. TRAMES, 18(68). https://doi.org/345-356. 10.3176/tr.2014.4.03
Millard, A. Baldassar, L., & Wildingb, R. (2018). The significance of digital citizenship in the well-being of older migrants. Public Health, 158, 144-148. https://doi.org/10.1016/j.puhe.2018.03.005
Mizrachi, D. (2014). Online or print: Which do students prefer? Communications in Computer and Information Science, 492, 733-742. https://doi.org/10.1007/978-3-319-14136-7_76
Moher, D., Liberati, A., Tetzla, J. Altman, D., & The PRISMA Group (2009). Preferred reporting items for systematic reviews and meta-analyses: The PRISMA statement. Plos Medicine. 6, e1000097. https://doi.org/10.1371/journal.pmed.1000097
Moreno, A. (2019). Estudio bibliométrico de la producción científica en Web of Science: Formación Profesional y blended learning. Píxel-Bit. Revista de Medios y Educación, 56, 149-168. https://doi.org/10.12795/pixelbit.2019.i56.08
Murillo, F., & Perines, H. (2017). How non-university teachers perceive educational research. Revista Complutense de Educación, 28(1), 81–99. https://doi.org/10.5209/rev_RCED.2017.v28.n1.48800
Nakamura, P., Rivero, C., & Velasco, A. (2019). Eveloping research competencies in education students through situated learning. Aula de Encuentro, 21(1), 182-197. https://doi.org/10.17561/ae.v21i1.10
Peirats, J., Marín, D. & Vidal, M. (2019). Bibliometrics applied to gamification as a digital learning strategy. RED. Revista de Educación a Distancia, 60. http://dx.doi.org/10.6018/red/60/05
Pérez, M., & Vladimirovna, N. (2017). The scientific production on social innovation for local development: a bibliometric review. The structure and evolution of the field of scientific domain. Prisma Social. Revista de Ciencias Sociales, 19, 146-182. https://revistaprismasocial.es/article/view/1750
Perines, H., & Murillo, F. (2017). How toimprove educational research? Suggestions from teachers. Revista de Educación Superior, 46(181), 89-104. http://dx.doi.org/10.1016/j.resu.2016.11.003
Price, D. (1986). Little Science, big science, and beyond. Nueva York, NY: Columbia University Press.
Quyyum, D., & Smith, D. (2018). Changing Research Behaviours of University Students with Progression throughout a Course. Journal of the Australian Library and Information Association, (67)3, 256-277. https://doi.org/10.1080/24750158.2018.1502243
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