Hábitos de estudio desarrollados durante la complejidad digital en la pandemia: Investigación comparada entre estudiantes universitarios de México y Colombia
Resumen Las investigaciones sobre hábitos de estudio en la universidad han sido constantemente revisadas debido a que su análisis ha servido para comprender las diversas prácticas y costumbres inherentes a la formación académica que habilitan a los estudiantes para mejorar su rendimiento académico, o bien para predecir cual será éste en determinadas condiciones educativas. Esta investigación tuvo como objetivo identificar los hábitos de estudio de estudiantes de universidades privadas de Colombia y México durante su participación en la modalidad educativa no presencial que surgió como consecuencia de un cambio digital complejo debido a la pandemia por la COVID-19. Se estableció un protocolo con base en la metodología de educación comparada y una perspectiva cuantitativa con un diseño de investigación no experimental. Los resultados indican que después de vivir la experiencia educativa no presencial mediada por herramientas digitales, los estudiantes mexicanos y colombianos han incrementado su alfabetización digital, su capacidad para organizar sus actividades diarias y han manifestado su preferencia por participar en entornos híbridos de enseñanza en donde se combinen estrategias de aprendizaje en línea y presencial, así como una mayor implementación de herramientas digitales colaborativas.
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Guo, H., & Pilz, M. (2020). A comparative study of teaching and learning in German and Chinese vocational education and training schools: A classroom observation study. Research in Comparative and International Education, 15(4), 391–413. 10.1177/1745499920959150
Hayashi, A. (2020). Some Japanese ways of conducting comparative educational research. Comparative Education, 57(2), 147–58. 10.1080/03050068.2020.1805862
Hilker, F. (1964). La pedagogie comparée. Introduction à son historie, sa théorie et sa practiqué. Institut Pédagogique National.
Jin, Y., Lin, C., Zhao, Q., Yu, S., & Su, Y.-S. (2021). A study on traditional teaching method transferring to E-learning under the covid-19 pandemic: From Chinese students' perspectives. Frontiers in Psychology, 12. Article 632787. 10.3389/fpsyg.2021.632787
Jung, J., Horta, H., & Postiglione, G. (2021). Living in uncertainty: The COVID-19 pandemic and higher education in Hong Kong. Studies in Higher Education, 46(1), 107–120. 10.1080/03075079.2020.1859685
Kuhfeld, M., Soland, J., Tarasawa, B., Johnson, A., Ruzek, E., & Liu, J. (2020). Projecting the potential impact of COVID-19 school closures on academic achievement. Educational Researcher, 49(8), 549–565. 10.3102/0013189X20965918
Leman, S., House, L., & Hoegh, A. (2015). Developing a New Interdisciplinary Computational Analytics Undergraduate Program: A Qualitative-Quantitative-Qualitative Approach. The American Statistician, 69(4), 397–408. 10.1080/00031305.2015.1090337
Marco, M. (2019). An introduction to comparative education studies in Germany ("vergleichende erziehungswissenschaft"). Revista Española de Educacion Comparada, (34), 62–72. 10.5944/reec.34.2019.24338
Mateus, J., Andrada, P., González, C., Ugalde, C., & Novomisky, S. (2022). Teachers’ perspectives for a critical agenda in media education post COVID-19. A comparative study in Latin America. Comunicar, 30(70), 9–18. 10.3916/C70-2022-01
Nadeem, N., Puja, J., & Bhat, S. (2014). Study habits and academic achievement of Kashmiri & Ladakhi adolescent girls: A comparative study. Turkish Online Journal of Distance Education, 15(2), 91–97. 10.17718/tojde.22486
Raventós, F. (1983). El fundamento de la metodología comparativa en educación. Educar Pedagogía comparada, (3), 61–75. 10.5565/rev/educar.546
Rucker, J., Steele, S., Zumwalt, J., & Bray, N. (2020). Utilizing zoom breakout rooms to expose preclerkship medical students to TeleMedicine encounters. Medical Science Educator, 30(4), 1359–1360. 10.1007/s40670-020-01113-w
Sahlberg, P. (2020). Does the pandemic help us make education more equitable? Educational Research for Policy and Practice, 20, 1–8. 10.1007/s10671-020-09284-4
Schriewer, J. (1993): El método comparativo y la necesidad de externalización: criterios metodológicos y conceptos sociológicos. En J. Schriewer y F. Pedró (Eds.), Manual de educación comparada (Vol. II) Teorías, investigaciones, perspectivas (pp. 189–251). Pomares-Corredor.
Schriewer, J. (2021) Comparison and explanation: a long saga. Comparative Education, 57(4), 445–451. 10.1080/03050068.2021.1982555
Sharma, R., & Shen, H. (2018). Does education culture influence factors in learning programming: A comparative study between two universities across continents. International Journal of Learning, Teaching and Educational Research, 17(2), 1–24. 10.26803/ijlter.17.2.1
Tucto, S. (2021). Hábitos de estudio y aprendizaje autorregulado en estudiantes universitarios. Revista EDUCA UMCH, 17(17), 15. 10.35756/educaumch.202117.167
Ucar, H., Bozkurt, A., & Zawacki, O. (2021). Academic procrastination and performance in distance education: a causal-comparative study in an online learning environment. Turkish Online Journal of Distance Education, 22(4), 13–23. 10.1016/j.procs.2021.11.080
Walck, E., Rowell, S., & Frey, R. (2021). To what extent do study habits relate to performance? CBE Life Sciences Education, 20(1), 1–15. 10.1187/cbe.20-05-0091
Abukari, A. (2010). The dynamics of service of higher education: a comparative study. Compare: A Journal of Comparative and International Education, 40(1), 43–57. 10.1080/03057920902831390
Acosta, E., & Ramirez, A. (2021). The Influence of Motivation, Emotions, Cognition, and Metacognition on Students’ Learning Performance: A Comparative Study in Higher Education in Blended and Traditional Contexts. SAGE Open, 11(2). 10.1177/21582440211027561
Adick, C. (2018). Bereday and Hilker: origins of the ‘four steps of comparison’ model. Journal Comparative Education, 54, 35–48. 10.1080/03050068.2017.1396088
Al-Anezi, F. (2021). Higher education teachers’ and students’ attitudes towards e-learning and distance education: A comparative study in light of the COVID-19 pandemic in Saudi Arabia. International Journal of Management in Education, 15(5), 437–457. 10.1504/IJMIE.2021.117588
Al-Azawei, A. (2019). What drives successful social media in education and e-learning? A comparative study on Facebook and Moodle. Journal of Information Technology Education: Research, 18, 253–274. 10.28945/4360
Alcock, L., Hernandez, P., Patel, A., & Sirl, D. (2020). Study habits and attainment in undergraduate mathematics: A social network analysis. Journal for Research in Mathematics Education, 51(1), 26–49. 10.5951/jresematheduc.2019.0006
Antonucci, L. (2014). Comparative Research in Higher Education Studies: Considering the Different Levels of Comparison and Emerging Methodological Challenges. In Theory and Method in Higher Education Research (Vol. 9, pp. 1–19). Emerald Group Publishing Limited. 10.1108/S1479-3628(2013)0000009004
Asher, S. (2021). COVID-19, distance learning, and the digital divide: A comparative study of higher education institutions in the US and Pakistan. International Journal of Multicultural Education, 23(3), 112–133. 10.18251/IJME.V23I3.2921
Bereday, G. (1968). El método comparativo en pedagogía. Herder.
Bray, M. Adamson, B., & Mason, M. (2010). Educación comparada. Enfoques y Métodos. Granica.
Bray, M., & Thomas, R. (1995). Levels of Comparison in Educational Studies: Different Insights from Different Literatures and the Value of Multilevel Analyses. Harvard Educational Review, 65(3), 472–491. 10.17763/haer.65.3.g3228437224v4877
Castedo, R., López, L., Chiquito, M., Navarro, J., Cabrera, J., & Ortega, M. (2018). Flipped classroom-comparative case study in engineering higher education. Computer Applications in Engineering Education, 27(1), 206–216. 10.1002/cae.22069
Chiyon, I., Quevedo, A., Vegas, S., & Mosquera, J. (2021). An evaluation method of the impact of an online teaching system on engineering students' satisfaction during the COVID-19 lockdown. Proceedings - 7th International Symposium on Accreditation of Engineering and Computing Education, ICACIT 2021. 10.1109/ICACIT53544.2021.9612504
Coolidge, F. L. (2020). Statistics: A gentle introduction. Sage Publications.
Cranfield, D., Tick, A., Venter, I., Blignaut, R., & Renaud, K. (2021). Higher education students’ perceptions of online learning during COVID-19. A comparative study. Education Sciences, 11(8), Article 403. 10.3390/educsci11080403
Didier, L., & Retana, D. (2022). Digital technologies in public education: Comparative study between Costa Rica and Argentina. Foro de Educacion, 20(1), 265–280. 10.14516/FDE.850
Elliott, J., Stankov, L., Lee, J., & Beckmann, J. (2019). What did PISA and TIMSS ever do for us? The potential of large-scale datasets for understanding and improving educational practice. Comparative Education, 55(1), 133–155. 10.1080/03050068.2018.1545386
Florjancic, V., & Wiechetek, L. (2022). Using Moodle and MS teams in higher education - a comparative study. International Journal of Innovation and Learning, 31(2), 264–286. 10.1504/IJIL.2022.120649
García-Peñalvo, F. J., Corell, A., Abella-García, V., & Grande-de-Prado, M. (2020). Online Assessment in Higher Education in the Time of COVID-19. Education in the Knowledge Society, 21, Article 12. 10.14201/eks.23013
Guevara, N., Diaz, S., & Cuevas, E. (2023). The role of asynchronous and synchronous activities in university academic performance: A comparative study of traditional and inverted class methodologies. Intangible Capital, 19(1), 69–91. 10.3926/ic.2110
Guo, H., & Pilz, M. (2020). A comparative study of teaching and learning in German and Chinese vocational education and training schools: A classroom observation study. Research in Comparative and International Education, 15(4), 391–413. 10.1177/1745499920959150
Hayashi, A. (2020). Some Japanese ways of conducting comparative educational research. Comparative Education, 57(2), 147–58. 10.1080/03050068.2020.1805862
Hilker, F. (1964). La pedagogie comparée. Introduction à son historie, sa théorie et sa practiqué. Institut Pédagogique National.
Jin, Y., Lin, C., Zhao, Q., Yu, S., & Su, Y.-S. (2021). A study on traditional teaching method transferring to E-learning under the covid-19 pandemic: From Chinese students' perspectives. Frontiers in Psychology, 12. Article 632787. 10.3389/fpsyg.2021.632787
Jung, J., Horta, H., & Postiglione, G. (2021). Living in uncertainty: The COVID-19 pandemic and higher education in Hong Kong. Studies in Higher Education, 46(1), 107–120. 10.1080/03075079.2020.1859685
Kuhfeld, M., Soland, J., Tarasawa, B., Johnson, A., Ruzek, E., & Liu, J. (2020). Projecting the potential impact of COVID-19 school closures on academic achievement. Educational Researcher, 49(8), 549–565. 10.3102/0013189X20965918
Leman, S., House, L., & Hoegh, A. (2015). Developing a New Interdisciplinary Computational Analytics Undergraduate Program: A Qualitative-Quantitative-Qualitative Approach. The American Statistician, 69(4), 397–408. 10.1080/00031305.2015.1090337
Marco, M. (2019). An introduction to comparative education studies in Germany ("vergleichende erziehungswissenschaft"). Revista Española de Educacion Comparada, (34), 62–72. 10.5944/reec.34.2019.24338
Mateus, J., Andrada, P., González, C., Ugalde, C., & Novomisky, S. (2022). Teachers’ perspectives for a critical agenda in media education post COVID-19. A comparative study in Latin America. Comunicar, 30(70), 9–18. 10.3916/C70-2022-01
Nadeem, N., Puja, J., & Bhat, S. (2014). Study habits and academic achievement of Kashmiri & Ladakhi adolescent girls: A comparative study. Turkish Online Journal of Distance Education, 15(2), 91–97. 10.17718/tojde.22486
Raventós, F. (1983). El fundamento de la metodología comparativa en educación. Educar Pedagogía comparada, (3), 61–75. 10.5565/rev/educar.546
Rucker, J., Steele, S., Zumwalt, J., & Bray, N. (2020). Utilizing zoom breakout rooms to expose preclerkship medical students to TeleMedicine encounters. Medical Science Educator, 30(4), 1359–1360. 10.1007/s40670-020-01113-w
Sahlberg, P. (2020). Does the pandemic help us make education more equitable? Educational Research for Policy and Practice, 20, 1–8. 10.1007/s10671-020-09284-4
Schriewer, J. (1993): El método comparativo y la necesidad de externalización: criterios metodológicos y conceptos sociológicos. En J. Schriewer y F. Pedró (Eds.), Manual de educación comparada (Vol. II) Teorías, investigaciones, perspectivas (pp. 189–251). Pomares-Corredor.
Schriewer, J. (2021) Comparison and explanation: a long saga. Comparative Education, 57(4), 445–451. 10.1080/03050068.2021.1982555
Sharma, R., & Shen, H. (2018). Does education culture influence factors in learning programming: A comparative study between two universities across continents. International Journal of Learning, Teaching and Educational Research, 17(2), 1–24. 10.26803/ijlter.17.2.1
Tucto, S. (2021). Hábitos de estudio y aprendizaje autorregulado en estudiantes universitarios. Revista EDUCA UMCH, 17(17), 15. 10.35756/educaumch.202117.167
Ucar, H., Bozkurt, A., & Zawacki, O. (2021). Academic procrastination and performance in distance education: a causal-comparative study in an online learning environment. Turkish Online Journal of Distance Education, 22(4), 13–23. 10.1016/j.procs.2021.11.080
Walck, E., Rowell, S., & Frey, R. (2021). To what extent do study habits relate to performance? CBE Life Sciences Education, 20(1), 1–15. 10.1187/cbe.20-05-0091
George-Reyes, C. E., Ruiz-Ramírez, J. A., Glassserman-Morales, L. D., & Olarte-Arias, Y. A. (2023). Hábitos de estudio desarrollados durante la complejidad digital en la pandemia: Investigación comparada entre estudiantes universitarios de México y Colombia. Education in the Knowledge Society (EKS), 24, e31035. https://doi.org/10.14201/eks.31035
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