Análisis de las metodologías en los estudios de los nativos digitales en la universidad. Revisión de la literatura científica entre 2010-2015
Resumen La popularización a partir de la década de los noventa del siglo XX del término nativos digitales ha motivado la realización de múltiples investigaciones en distintos países con el objetivo de clarificar las características de dichos nativos digitales en su forma de pensar, comportarse y aprender y de dilucidar su homogeneidad generacional. El objetivo de esta contribución es analizar las distintas metodologías de investigación utilizadas en los recientes trabajos empíricos para mejorar el conocimiento de las citadas características en el ámbito de la universidad. Para ello, se ha realizado una revisión de las ocho publicaciones científicas con el índice h5 de Google Scholar más elevado en la subcategoría Educational Technology entre los años 2010 y 2015. La metodología utilizada ha combinado el análisis documental con el análisis textual de las 37 investigaciones que aportan datos empíricos en el ámbito universitario y que cumplen los criterios de inclusión elaborados para el presente trabajo. Los resultados obtenidos muestran que, a pesar del uso habitual del término nativos digitales y de la habitual atribución de características específicas y homogéneas a los mismos, la variedad terminológica, por un lado, y la utilización de metodologías e instrumentos de investigación diversos por otro, no facilitan la comparación de los resultados obtenidos en las distintas investigaciones y no permiten obtener un conocimiento claro del fenómeno. A pesar de las dificultades constatadas, los diferentes estudios analizados mejoran la comprensión de los nativos digitales a la vez que ponen de manifiesto una complejidad no contemplada en las primeras investigaciones.
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Bowman, N. D., y Akcaoglu, M. (2014). “I see smart people!”: Using Facebook to supplement cognitive and affective learning in the university mass lecture. The Internet and Higher Education, 23, 1–8. http://dx.doi.org/10.1016/j.iheduc.2014.05.003
Brown, C., y Czerniewicz, L. (2010). Debunking the “digital native”: Beyond digital apartheid, towards digital democracy. Journal of Computer Assisted Learning, 26(5), 357–369. http://dx.doi.org/10.1111/j.1365-2729.2010.00369.x
Byrne, K., y Trushell, J. (2013). Education undergraduates and ICT-enhanced academic dishonesty: A moral panic? British Journal of Educational Technology, 44(1), 6–19. http://dx.doi.org/10.1111/j.1467-8535.2012.01381.x
Bullen, M., Morgan, T., y Qayyum, A. (2011). Digital Learners in Higher Education?: Generation is Not the Issue. Canadian Journal of Learning and Technology, 37(1), 1–24.
Cabero, J., Morales, J. A., Romero, R., Barroso, J., Castaño, C., Salinas, J., y Cebrián, M. (2008). E-learning. Metaanálisis de investigaciones y resultados alcanzados. Proyecto de investigación. EA2007, 326, 2007-2008
Cadima, R., Ojeda, J., y Monguet, J. M. (2012). Social Networks and Performance in Distributed Learning Communities. Educational Technology & Society, 15, 296–304.
Czerniewicz, L., y Brown, C. (2013). The habitus of digital “strangers” in higher education. British Journal of Educational Technology, 44(1), 44–53. http://dx.doi.org/10.1111/j.1467-8535.2012.01281.x
Corrin, L., Lockyer, L., y Bennett, S. (2010). Technological diversity: an investigation of students’ technology use in everyday life and academic study. Learning, Media and Technology, 35(4), 387–401. http://dx.doi.org/10.1080/17439884.2010.531024
Downs, E., Tran, A., McMenemy, R., y Abegaze, N. (2015). Exam performance and attitudes toward multitasking in six, multimedia–multitasking classroom environments. Computers & Education, 86, 250–259. http://dx.doi.org/10.1016/j.compedu.2015.08.008
Edmunds, R., Thorpe, M., y Conole, G. (2012). Student attitudes towards and use of ICT in course study, work and social activity: a technology acceptance model approach. British Journal of Educational Technology, 43(1), 71–84. http://dx.doi.org/10.1111/j.1467-8535.2010.01142.x
Gallardo-Echenique, E. E., Marqués-Molías, L., Bullen, M., y Strijbos, J.W. (2015). Let’s Talk about Digital Learners in the Digital Era. International Review of Research in Open and Distributed Learning, 16(3), 156–187.
Gisbert, M., y Esteve, F. (2011). Digital Learners: la competencia digital de los estudiantes universitarios. La Cuestión Universitaria, (7), 48–59.
González, J., Lleixà, M., y Espuny, C. (2016). Las redes sociales y la educación superior: Las actitudes de los estudiantes universitarios hacia el uso educativo de las redes sociales, de nuevo a examen. Education in the Knowledge Society (EKS), 17(2), 21–38. http://doi.org/10.14201/eks2015161
Gros, B., García, I., y Escofet, A. (2012). Beyond the net generation debate: A comparison between digital learners in face-to-face and virtual universities. The International Review Of Research In Open And Distance Learning, 13(4), 190–210.
Hamid, S., Waycott, J., Kurnia, S., y Chang, S. (2015). Understanding Students’ Perceptions on the Benefits of Online Social Networking Use for Teaching and Learning. The Internet and Higher Education, 26, 1–9. http://dx.doi.org/10.1016/j.iheduc.2015.02.004
Huang, W. H. D., Hood, D. W., y Yoo, S. J. (2013). Gender divide and acceptance of collaborative Web 2.0 applications for learning in higher education. Internet and Higher Education, 16(1), 57–65. http://dx.doi.org/10.1016/j.iheduc.2012.02.001
Jelfs, A., y Richardson, J. T. E. (2013). The use of digital technologies across the adult life span in distance education. British Journal of Educational Technology, 44(2), 338–351. http://dx.doi.org/10.1111/j.1467-8535.2012.01308.x
Jones, N., Blackey, H., Fitzgibbon, K., y Chew, E. (2010). Get out of MySpace! Computers & Education, 54(3), 776–782. http://dx.doi.org/10.1016/j.compedu.2009.07.008
Jones, C., y Healing, G. (2010). Net generation students: Agency and choice and the new technologies. Journal of Computer Assisted Learning, 26(5), 344–356. http://dx.doi.org/10.1111/j.1365-2729.2010.00370.x
Jones, C., y Czerniewicz, L. (2010). Describing or debunking? The net generation and digital natives. Journal of Computer Assisted Learning, 26(5), 317–320. http://dx.doi.org/10.1111/j.1365-2729.2010.00379.x
Jones, C., Ramanau, R., Cross, S., y Healing, G. (2010). Net generation or Digital Natives: Is there a distinct new generation entering university? Computers & Education, 54(3), 722–732. http://dx.doi.org/10.1016/j.compedu.2009.09.022
Jones, C., y Shao, B. (2011). The Net Generation and Digital Natives: Implications for Higher Education. Higher Education Academy, York.
Judd, T., y Kennedy, G. (2010). A five-year study of on-campus Internet use by undergraduate biomedical students. Computers & Education, 55(4), 1564–1571. http://dx.doi.org/10.1016/j.compedu.2010.06.022
Judd, T., Kennedy, G., y Cropper, S. (2010). Using wikis for collaborative learning: Assessing collaboration through contribution. Australasian Journal of Educational Technology, 26(3), 341–354. http://dx.doi.org/10.14742/ajet.1079
Junco, R., Heiberger, G., y Loken, E. (2011). The effect of Twitter on college student engagement and grades. Journal of Computer Assisted Learning, 27(2), 119–132. http://dx.doi.org/10.1111/j.1365-2729.2010.00387.x
Kennedy, G., Dalgarno, B., Gray, K., Judd, T., Waycott, J., Bennett, S., … Churchwood, A. (2007). The Net Generation are not big users of Web 2.0 technologies: preliminary findings. In R. Atkinson, C. McBeath, S. Soong, & C. Cheers (Eds.), ASCLITE 2007 Proceedings (pp. 517–525). Singapore: Nanyang Technology University.
Kennedy, G. E., Judd, T. S., Churchward, A., Gray, K., y Krause, K. L. (2008). First year students’ experiences with technology: Are they really digital natives? Australasian Journal of Educational Technology, 24(1), 108–122.
Kennedy, G., Judd, T., Dalgarno, B., y Waycott, J. (2010). Beyond natives and immigrants: Exploring types of net generation students. Journal of Computer Assisted Learning, 26(5), 332–343. http://dx.doi.org/10.1111/j.1365-2729.2010.00371.x
Lai, K.-W., y Hong, K.-S. (2014). Technology use and learning characteristics of students in higher education: Do generational differences exist? British Journal of Educational Technology, 46(4), 725–738. http://dx.doi.org/10.1111/bjet.12161
Margaryan, A., Littlejohn, A., y Vojt, G. (2011). Are digital natives a myth or reality? University students’ use of digital technologies. Computers & Education. http://dx.doi.org/10.1016/j.compedu.2010.09.004
Nasah, A., DaCosta, B., Kinsell, C., y Seok, S. (2010). The digital literacy debate: An investigation of digital propensity and information and communication technology. Educational Technology Research and Development, 58, 531–555. http://dx.doi.org/10.1007/s11423-010-9151-8
Ng, W. (2012). Can we teach digital natives digital literacy? Computers and Education, 59(3), 1065–1078. http://dx.doi.org/10.1016/j.compedu.2012.04.016
Nistor, N. (2013). Stability of attitudes and participation in online university courses: Gender and location effects. Computers & Education, 68, 284–292. http://dx.doi.org/10.1016/j.compedu.2013.05.016
Padilla-Meléndez, A., Garrido-Moreno, A., y Del Aguila-Obra, A. R. (2008). Factors affecting e-collaboration technology use among management students. Computers & Education, 51(2), 609–623. http://dx.doi.org/10.1016/j.compedu.2007.06.013
Parkes, M., Stein, S., y Reading, C. (2015). Student preparedness for university e-learning environments. The Internet and Higher Education, 25, 1–10. http://dx.doi.org/10.1016/j.iheduc.2014.10.002
Poellhuber, B., Roy, N., y Anderson, T. (2013). Distance Students ’ Readiness for Social Media and Collaboration. The International Review Of Research In Open And Distance Learning, 12(6), 63–78. http://dx.doi.org/10.1108/17415651311326455
Prensky, M. M. (2001a). Digital natives, digital immigrants. On the Horizon, 9(5).
Prensky, M. (2001b). Digital Natives, Digital Immigrants, Part II: Do They Really Think Differently? On the Horizon, 9(6).
Ransdell, S., Kent, B., Gaillard-Kenney, S., y Long, J. (2011). Digital immigrants fare better than digital natives due to social reliance. British Journal of Educational Technology, 42(6), 931–938. http://dx.doi.org/10.1111/j.1467-8535.2010.01137.x
Romero, M., Guitert, M., Sangrà, A., y Bullen, M. (2013). Do UOC students fit in the net generation profile? An approach to their habits in ICT use. International Review of Research in Open and Distance Learning, 14(3), 158–181.
Rubio, M. A., Romero-Zaliz, R., Mañoso, C., y de Madrid, A. P. (2015). Closing the gender gap in an introductory programming course. Computers & Education, 82, 409–420. http://dx.doi.org/10.1016/j.compedu.2014.12.003
Salajan, F. D., Schönwetter, D. J., y Cleghorn, B. M. (2010). Student and faculty inter-generational digital divide: Fact or fiction? Computers & Education, 55(3), 1393–1403. http://dx.doi.org/10.1016/j.compedu.2010.06.017
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