Analysis of the methodology in the studies of the digital natives at university. Review of the scientific literature between 2010-2015.
Abstract Popularization from the nineties in the Twentieth Century of digital natives term, it has led to the realization of multiple investigations in different countries in order to clarify the characteristics of this digital natives in the way they think, behave and learn and elucidate generational homogeneity. The aim of this contribution is to analyse different research methodologies used in recent empirical studies to improve knowledge of those characteristics at University context. To achieve this goal, this article is the result of the revision of eight scientific publications labelled with the highest h5 Google Scholar index in the subcategory Educational Technology among 2010 and 2015. The methodology used has combined documentary analysis with textual analysis of thirty-seven investigations which provide empiric evidence at University level and meet the inclusion criteria developed for this work. Results show that, despite of the common use of digital natives term and the usual allocation of specific and homogeneous characteristics, the terminological variety and the use of different methodologies and tools research do not facilitate the comparison of results in various investigations. They do not allow either a clear understanding of the phenomenon but they give us a better understanding of the complexity. Despite the difficulties identified, the different studies analyzed improve the understanding of digital natives while revealing a complexity not contemplated in the first investigations.
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Barroso, C. (2013). Sociedad del conocimiento y entorno digital. Teoría de La Educación; Educación Y Cultura En La Sociedad de La Información, 14(3), 61–86.
Bécue, M., Ludovic, L., y Rajadell, N. (1992). El análisis estadístico de datos textuales. La Lectura según los escolares de enseñanza primaria. Anuario de psicología/The UB Journal of Psychology, (55), 7–22.
Bekebrede, G., Warmelink, H. J. G., y Mayer, I. S. (2011). Reviewing the need for gaming in education to accommodate the net generation. Computers & Education, 57(2), 1521–1529. http://dx.doi.org/10.1016/j.compedu.2011.02.010
Bennett, S., Maton, K., y Kervin, L. (2008). The “digital natives” debate: A critical review of the evidence. British Journal of Educational Technology, 39(5), 775–786. http://dx.doi.org/10.1111/j.1467-8535.2007.00793.x
Bennett, S., y Maton, K. (2010). Beyond the “digital natives” debate: Towards a more nuanced understanding of students’ technology experiences. Journal of Computer Assisted Learning, 26(5), 321–331. http://dx.doi.org/10.1111/j.1365-2729.2010.00360.
Bennett, S., Bishop, A., Dalgarno, B., Waycott, J., y Kennedy, G. (2012). Implementing Web 2.0 technologies in higher education: A collective case study. Computers & Education, 59(2), 524–534. http://dx.doi.org/10.1016/j.compedu.2011.12.022
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
Selwyn, N. (2009). The digital native – myth and reality. Aslib Proceedings, 61(4), 364–379. http://dx.doi.org/10.1108/00012530910973776
Stoerger, S. (2009). The digital melting pot: Bridging the digital native-immigrant divide. First Monday. http://dx.doi.org/10.5210/fm.v14i7.2474.
Tapscott, D. (1998). Creciendo en un entorno digital: la generación Net. Bogotá: McGraw-Hill Interamericana.
Thompson, P. (2013). The digital natives as learners: Technology use patterns and approaches to learning. Computers & Education, 65, 12–33. http://dx.doi.org/10.1016/j.compedu.2012.12.022
Valtonen, T., Dillon, P., Hacklin, S., y Väisänen, P. (2010). Net generation at social software: Challenging assumptions, clarifying relationships and raising implications for learning. International Journal of Educational Research, 49(6), 210–219. http://dx.doi.org/10.1016/j.ijer.2011.03.001
Waycott, J., Bennett, S., Kennedy, G., Dalgarno, B., y Gray, K. (2010). Digital divides? Student and staff perceptions of information and communication technologies. Computers & Education, 54(4), 1202–1211. http://dx.doi.org/10.1016/j.compedu.2009.11.006
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Barroso, C. (2013). Sociedad del conocimiento y entorno digital. Teoría de La Educación; Educación Y Cultura En La Sociedad de La Información, 14(3), 61–86.
Bécue, M., Ludovic, L., y Rajadell, N. (1992). El análisis estadístico de datos textuales. La Lectura según los escolares de enseñanza primaria. Anuario de psicología/The UB Journal of Psychology, (55), 7–22.
Bekebrede, G., Warmelink, H. J. G., y Mayer, I. S. (2011). Reviewing the need for gaming in education to accommodate the net generation. Computers & Education, 57(2), 1521–1529. http://dx.doi.org/10.1016/j.compedu.2011.02.010
Bennett, S., Maton, K., y Kervin, L. (2008). The “digital natives” debate: A critical review of the evidence. British Journal of Educational Technology, 39(5), 775–786. http://dx.doi.org/10.1111/j.1467-8535.2007.00793.x
Bennett, S., y Maton, K. (2010). Beyond the “digital natives” debate: Towards a more nuanced understanding of students’ technology experiences. Journal of Computer Assisted Learning, 26(5), 321–331. http://dx.doi.org/10.1111/j.1365-2729.2010.00360.
Bennett, S., Bishop, A., Dalgarno, B., Waycott, J., y Kennedy, G. (2012). Implementing Web 2.0 technologies in higher education: A collective case study. Computers & Education, 59(2), 524–534. http://dx.doi.org/10.1016/j.compedu.2011.12.022
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
Selwyn, N. (2009). The digital native – myth and reality. Aslib Proceedings, 61(4), 364–379. http://dx.doi.org/10.1108/00012530910973776
Stoerger, S. (2009). The digital melting pot: Bridging the digital native-immigrant divide. First Monday. http://dx.doi.org/10.5210/fm.v14i7.2474.
Tapscott, D. (1998). Creciendo en un entorno digital: la generación Net. Bogotá: McGraw-Hill Interamericana.
Thompson, P. (2013). The digital natives as learners: Technology use patterns and approaches to learning. Computers & Education, 65, 12–33. http://dx.doi.org/10.1016/j.compedu.2012.12.022
Valtonen, T., Dillon, P., Hacklin, S., y Väisänen, P. (2010). Net generation at social software: Challenging assumptions, clarifying relationships and raising implications for learning. International Journal of Educational Research, 49(6), 210–219. http://dx.doi.org/10.1016/j.ijer.2011.03.001
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