Influential academic factors in the integration of ICT in higher education after the COVID-19 pandemic

Álvaro Antón-Sancho, Pablo Fernández-Arias, Georgios Lampropoulos, Diego Vergara

Article ID: 5089
Vol 8, Issue 12, 2024

VIEWS - 33 (Abstract) 8 (PDF)

Abstract


The emergence of the COVID-19 pandemic led to the need to move educational processes to virtual environments and increase the use of digital tools for different teaching uses. This led to a change in the habits of using information and communication technologies (ICT), especially in higher education. This work analyzes the impact of the COVID-19 pandemic on the frequency of use of different ICT tools in a sample of 950 Latin American university professors while focusing on the area of knowledge of the participating professors. To this end, a validated questionnaire has been used, the responses of which have been statistically analyzed. As a result, it has been proven that participants give high ratings to ICT but show insufficient digital competences for its use. The use of ICT tools has increased in all areas after the pandemic but in a diverse way. Differences have been identified in the areas of knowledge regarding the use of ICT for different uses before the pandemic. In this sense, the results suggest that Humanities professors are the ones who least use ICT for didactic purposes. On the other hand, after the pandemic, the use of ICT for communication purposes has been homogenized among the different knowledge areas.


Keywords


digital learning environments; information and communication technologies; COVID-19 pandemic; academic factors; digital competences; digital skills; assessment

Full Text:

PDF


References


Alharbi, B. A., Ibrahem, U. M., Moussa, M. A., et al. (2022). COVID-19 the Gateway for Future Learning: The Impact of Online Teaching on the Future Learning Environment. Education Sciences, 12(12), 917. https://doi.org/10.3390/educsci12120917

Antón-Sancho, Á., & Sánchez-Calvo, M. (2022). Influence of Knowledge Area on the Use of Digital Tools during the COVID-19 Pandemic among Latin American Professors. Education Sciences, 12(9), 635. https://doi.org/10.3390/educsci12090635

Antón-Sancho, A., Fernández-Arias, P., & Vergara, D. (2024). Arts professors’ perception of the didactic use of virtual reality. International Journal of Instruction, 17(3), 19–36.

Antón-Sancho, Á., Fernández-Arias, P., & Vergara-Rodríguez, D. (2023). Impact of the covid-19 pandemic on the use of ICT tools in science and technology education. Journal of Technology and Science Education, 13(1), 130. https://doi.org/10.3926/jotse.1860

Antón-Sancho, Á., Vergara, D., Lampropoulos, G., et al. (2023). Digital generation influence on the Post-COVID-19 use of digital technologies in engineering education: A statistical study. Electronics, 12(19), 3989. https://doi.org/10.3390/electronics12193989

Basilotta-Gómez-Pablos, V., Matarranz, M., Casado-Aranda, L. A., et al. (2022). Teachers’ digital competencies in higher education: A systematic literature review. International Journal of Educational Technology in Higher Education, 19, 8. https://doi.org/10.1186/s41239-021-00312-8

Bond, M. (2020). Schools and emergency remote education during the COVID-19 pandemic: A living rapid systematic review. Asian Journal of Distance Education, 15(2), 191–247.

Bouziane, A., Tahri, W., & Bouziane, K. (2023). Satisfaction and acceptance of ICT in learning activities during COVID19: The case of Moroccan students. In: Tomczyk, Ł. (editor). New Media Pedagogy: Research Trends, Methodological Challenges and Successful Implementations. Springer, Cham. https://doi.org/10.1007/978-3-031-44581-1_18

Cabero-Almenara, J., Guillén-Gámez, F. D., Ruiz-Palmero, J., et al. (2021). Digital competence of higher education professor according to DigCompEdu. Statistical research methods with ANOVA between fields of knowledge in different age ranges. Education and Information Technologies, 26, 4691–4708. https://doi.org/10.1007/s10639-021-10476-5

Cifuentes, G. A., & Herrera-Velásquez, D. A. (2019). Scale development and validation to measure institutional conditions to promote educational innovation with ICT. Education Policy Analysis Archives, 27, 88. https://doi.org/10.14507/epaa.27.3779

Esteve-Mon, F. M., Llopis-Nebot, M. Á., & Adell-Segura, J. (2020). Digital teaching competence of university teachers: A systematic review of the literature. IEEE Revista Iberoamericana de Tecnologias Del Aprendizaje, 15(4), 399–406. https://doi.org/10.1109/rita.2020.3033225

Ferri, F., Grifoni, P., & Guzzo, T. (2020). Online learning and emergency remote teaching: Opportunities and challenges in emergency situations. Societies, 10(4), 86. https://doi.org/10.3390/soc10040086

Garrote Jurado, R., Pettersson, T., Regueiro Gomez, A., et al. (2014). Classification of the features in learning management systems. In: Proceedings of the XVII Scientific Convention on Engineering and Architecture; 24–28 November 2014; Havana City, Cuba.

Gómez-Poyato, M. J., Eito-Mateo, A., Mira-Tamayo, D. C., et al. (2022). Digital skills, ICTs and students’ needs: A case study in social work degree, university of zaragoza (Aragón-Spain). Education Sciences, 12(7), 443. https://doi.org/10.3390/educsci12070443

Hu, M., & Li, H. (2017). Student engagement in online learning: A review. In: Proceedings of the 2017 International Symposium on Educational Technology (ISET). https://doi.org/10.1109/iset.2017.17

Jorge-Vázquez, J., Náñez Alonso, S. L., Fierro Saltos, W. R., et al. (2021). Assessment of digital competencies of university faculty and their conditioning factors: Case study in a technological adoption context. Education Sciences, 11(10), 637. https://doi.org/10.3390/educsci11100637

Lampropoulos, G., & Admiraal, W. (2023). The impact of COVID-19 pandemic on primary, secondary, and k-12 education: A systematic review. International Journal on Studies in Education, 5(4), 348–440. https://doi.org/10.46328/ijonse.161

Liesa-Orús, M., Latorre-Cosculluela, C., Vázquez-Toledo, S., et al. (2020). The technological challenge facing higher education professors: Perceptions of ICT tools for developing 21st century skills. Sustainability, 12(13), 5339. https://doi.org/10.3390/su12135339

Núñez-Canal, M., Obesso, M. de las M. de, et al. (2022). New challenges in higher education: A study of the digital competence of educators in covid times. Technological Forecasting and Social Change, 174, 121270. https://doi.org/10.1016/j.techfore.2021.121270

Pathiranage, A. & Karunaratne, T. (2023). Teachers’ agency in technology for education in pre- and post-COVID-19 periods: A systematic literature review. Education Sciences, 13, 917. https://doi.org/10.3390/educsci13090917

Ramos-Pla, A., Reese, L., Arce, C., et al. (2022). Teaching online: Lessons learned about methodological strategies in postgraduate studies. Education Sciences, 12, 688. https://doi.org/10.3390/educsci12100688

Saif, S. M., Ansarullah, S. I., Ben Othman, M. T., et al. (2022). Impact of ICT in modernizing the global education industry to yield better academic outreach. Sustainability, 14(11), 6884. https://doi.org/10.3390/su14116884

Salame, I. I., Gomes, V., Moreira, M. K., et al. (2023). Impact of the digitization of teaching on undergraduate students as the result of the Covid-19 pandemic and transitioning to online learning. International Journal of Instruction, 16(3), 343–362. https://doi.org/10.29333/iji.2023.16319a

Simonson, M., & Schlosser, L. A. (2009). Distance education: Definition and glossary of terms third edition 3rd edition. Information Age Publishing.

Sormunen, M., Heikkilä, A., Salminen, L., et al. (2021). Learning outcomes of digital learning interventions in higher education. CIN: Computers, Informatics, Nursing, 40(3), 154–164. https://doi.org/10.1097/cin.0000000000000797

Turst, T., Whalen, J. (2020). Should teachers be trained in emergency remote teaching? Lessons learned from the COVID-19 pandemic. Journal of Technology and Teacher Education, 28(2), 189–199.

UNESCO Institute for Statistics. (2012). International Standard Classification of Education ISCED 2011. UNESCO-UIS. Available online: http://uis.unesco.org/sites/default/files/documents/international-standard-classification-of-educationisced-2011-en.pdf (accessed on 9 January 2024).

Vargas-Merino, J.A., Olórtegui-Alcalde, L.M., Córdova-Berona, H.A., et al. (2022). Information and communication technologies in Peruvian university students: A confirmatory analysis of their frequency and extent of use. Education Sciences, 12, 886. https://doi.org/10.3390/educsci12120886

Vergara, D., Antón-Sancho, Á., Dávila, L.P., et al. (2022). Virtual reality as a didactic resource from the perspective of engineering teachers. Computer Applications in Engineering Education, 30, 1086–1101. https://doi.org/10.1002/cae.22504

Vergara, D., Antón‐Sancho, Á., & Fernández‐Arias, P. (2023a). Gender gaps in the impact of the pandemic on the use of ICT in higher education. Review of Education, 11(3). https://doi.org/10.1002/rev3.3439

Vergara, D., Antón-Sancho, Á., Fernández-Arias, P. (2023b). Engineering professors’ habits: Didactic use of Information and Communication Technologies (ICT). Education and Information Technologies; in press. https://doi.org/10.1007/s10639-023-12110-y

Vergara-Rodríguez, D., Concha, N. U. R., Solis, R. M., et al. (2022). Use of ICT tools in higher education in Peru during the COVID-19 pandemic. In: Proceedings of the 2022 XII International Conference on Virtual Campus (JICV). https://doi.org/10.1109/jicv56113.2022.9934616

Wallace, R. M. (2003). Online learning in higher education: A review of research on interactions among teachers and students. Education, Communication & Information, 3(2), 241–280. https://doi.org/10.1080/14636310303143




DOI: https://doi.org/10.24294/jipd.v8i12.5089

Refbacks

  • There are currently no refbacks.


Copyright (c) 2024 Álvaro Antón-Sancho, Pablo Fernández-Arias, Georgios Lampropoulos, Diego Vergara

License URL: https://creativecommons.org/licenses/by/4.0/

This site is licensed under a Creative Commons Attribution 4.0 International License.