Study Habits Developed during the Digital Complexity in the Pandemic: Comparative Research between University Students from Mexico and Colombia
Abstract Research on study habits at the university has been constantly reviewed because its analysis has served to understand the various practices and customs inherent in academic training that enable students to improve their academic performance or to predict what it will be under certain educational conditions. This research aimed to identify the study habits of students from private universities in Colombia and Mexico during their participation in the non-face-to-face educational modality that arose because of a complex digital change due to the COVID-19 pandemic. A protocol was established based on the comparative education methodology and a quantitative perspective with a non-experimental research design. The results indicate that after living the non-face-to-face educational experience mediated by digital tools, Mexican and Colombian students have increased their digital literacy and their ability to organize their daily activities and have expressed their preference for participating in hybrid teaching environments where combine online and face-to-face learning strategies, as well as a greater implementation of collaborative digital tools.
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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
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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
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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). Study Habits Developed during the Digital Complexity in the Pandemic: Comparative Research between University Students from Mexico and Colombia. Education in The Knowledge Society, 24, e31035. https://doi.org/10.14201/eks.31035
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