Analysis of Teaching Methodologies Using Digital Technologies in Higher Education: a Systematic Review
DOI:
https://doi.org/10.5944/ried.26.1.33964Keywords:
teaching method, information and communication technologies, systematic literature review, higher education, universityAbstract
In recent years, changes have taken place in higher education due to the adaptation to the European Higher Education Area and digitalisation, implying an evident need to adapt teaching methodologies to the new context. In accordance with this idea, the present research focuses on the analysis of teaching methodologies that make use of digital technologies in higher education context.
For this purpose, a systematic literature review using the PRISMA methodology was carried out in four databases of international relevance (Web of Science, Scopus, Educational Resources Information Center and Dialnet), starting with 107 documents and filtering 23 that were then analyzed with the qualitative software MAXQDA. The results indicate that in recent years there has been an increase in publications on the subject and that the methodological options most frequently used are, for example, group work, problem-based learning, and examinations. In this sense, most proposals imply a substitute use of digital technologies by teachers and a component of creative use by students. In short, this is an essential topic of interest. Furthermore, perhaps it’s important also point out the fact that identifying what practices are implemented and gaining knowledge of the precedents may be valuable for further improvement of the teaching-learning processes.
FULL ARTICLE:
https://revistas.uned.es/index.php/ried/article/view/33964/26882
Downloads
References
Adell, J., Castañeda, L., y Esteve-Mon, F. (2018). ¿Hacia la Ubersidad? Conflictos y contradicciones de la universidad digital. RIED-Revista Iberoamericana de Educación a Distancia, 21(2), 51-68. https://doi.org/10.5944/ried.21.2.20669
Alcoba, J. (2012). La clasificación de los métodos de enseñanza en Educación Superior. Contextos Educativos, 15, 93-106. https://doi.org/10.18172/con.657
Ale-Ruiz, R., y Earle, D. H. (2020). A tool for the integral management and governance of university apprehension in Active Learning environments. Revista interuniversitaria de formación del profesorado-RIFOP, 95, 37-59.
Alpaca, N. B. (2017, October). Cooperative learning using Moodle as a support resource: Proposal for continuous evaluation in operational research. En 2017 36th International Conference of the Chilean Computer Science Society (SCCC) (pp. 1-9). IEEE. https://doi.org/10.1109/SCCC.2017.8405131
Archambault, L., Wetzel, K., Foulger, T. S., y Kim Williams, M. (2010). Professional development 2.0: Transforming teacher education pedagogy with 21st century tools. Journal of Digital Learning in Teacher Education, 27(1), 4-11. https://doi.org/10.1080/21532974.2010.10784651
Baartman, L. K., Bastiaens, T. J., Kirschner, P. A., y van der Vleuten, C. P. (2007). Evaluating assessment quality in competence-based education: A qualitative comparison of two frameworks. Educational Research Review, 2(2), 114-129. https://doi.org/10.1016/j.edurev.2007.06.001
Balula, A., Martins, C., Costa, M., y Marques, F. (2020). Mobile Betting - Learning Business English Terminology Using MALL. Teaching English with Technology, 20(5), 6-22.
Bates, A. W. (2019). Teaching in a digital age. BCcampus, BC Open Textbook Project. https://opentextbc.ca/teachinginadigitalage/
Biesta, G., y Tedder, M. (2007). Agency and Learning in the Lifecourse: Towards an Ecological Perspective. Studies in the Education of Adults, 39(2), 132-149. https://doi.org/10.1080/02660830.2007.11661545
Caballero Iglesias, B. M., Bilbao Ergueta, E., De Blas Marín, M., De Luis Álvarez, A., Eguia Ribero, M. I., Etxeberria Ramírez, P., Iriondo Hernández, A., Menéndez Ruiz, A., Arritokieta Ortuzar Iragorri, M., García López, M. J., y Basterrechea, I. (2017). Integración de TIC en el área de ingeniería. Diseño e implementación de actividades interactivas. Innovación educativa, 27(2017), 265-283. https://doi.org/10.15304/ie.27.4273
Cacabelos, A., Arce, M. E., Míguez, J. L., y Míguez, C. (2015). Integration of the free software GenOpt for a thermal engineering course. Computer Applications in Engineering Education, 24(3), 356-364. https://doi.org/10.1002/cae.21713
Caena, F., y Redecker, C. (2019). Aligning teacher competence frameworks to 21st century challenges: The case for the European Digital Competence Framework for Educators (DigCompEdu). European Journal of Education, ejed.12345. https://doi.org/10.1111/ejed.12345
Carreras, J., y Perrenoud, P. (2005). El debat sobre les competències en l'ensenyament universitari. Institut de Ciències de l'Educació (ICE). Universitat de Barcelona.
Carvalho, L., y Goodyear, P. (2014). Framing the analysis of learning network architectures. En P. Goodyear y L. Carvalho (Eds.), The architecture of productive learning networks (pp. 48-70). Routledge. https://doi.org/10.4324/9780203591093
Castañeda, L., Esteve-Mon, F., y Adell, J. (2018). ¿Por qué es necesario repensar la competencia docente para el mundo digital? RED. Revista de Educación a Distancia, 56. https://doi.org/10.6018/red/56/6
Cela, J. M., Esteve, V., Esteve-Mon, F., González, J., y Gisbert, M. (2017). El docente en la sociedad digital: una propuesta basada en la pedagogía transformativa y en la tecnología avanzada. Profesorado. Revista de Currículum y Formación del Profesorado, 21(1), 403-422. https://doi.org/10.30827/profesorado.v21i1.10371
Chacón-Pérez, J., Da Rocha Fort, I., Hernández-Leo, D., Blat, J., y Alsius, S. (2014). A LdShake-based platform for teaching integrated journalism. Revista Iberoamericana de Tecnologías del Aprendizaje, 9(3), 106-113. https://doi.org/10.1109/RITA.2014.2340033
Cig, E. K., Guvercin, S., Bayimbetov, B., y Dos, B. (2015). Teaching english phrases through sms. European Journal of Educational Research, 4(1), 48-56. https://doi.org/10.12973/eu-jer.4.1.48
Coll, C., Rochera, M. J., Mayordomo, R. M., y Naranjo, M. (2007). Continuous assessment and support for learning: An experience in educational innovation with ICT support in higher education. Electronic Journal of Research in Educational Psychology, 5(13), 783-804.
De la Orden, A. (2011). Reflexiones en torno a las competencias como objeto de evaluación en el ámbito educativo. Revista Electrónica de Investigación Educativa, 13(2), 1-21.
Esteve-Mon, F., Llopis, M. A., y Adell, J. (2022). Nueva visión de la competencia digital docente en tiempos de pandemia. Utopía y Praxis Latinoamericana, 27(96), 1-11.
Facer, K. (2011). Learning futures: education, technology, and social change. Routledge. https://doi.org/10.4324/9780203817308
García-Aretio, L. (2021). COVID-19 y educación a distancia digital: preconfinamiento, confinamiento y posconfinamiento. RIED-Revista Iberoamericana de Educación a Distancia, 24(1), 9-32. https://doi.org/10.5944/ried.24.1.28080
García-Peñalvo, F. J. (2022). Desarrollo de estados de la cuestión robustos: Revisiones Sistemáticas de Literatura. Education in the Knowledge Society (EKS), 23, e28600-e28600. https://doi.org/10.14201/eks.28600
Gisbert, M., y Bullen, M. (2015). Teaching and Learning in Digital World: Strategies and Issues in Higher Education. Publicacions Universitat Rovira i Virgili.
Gisbert, M., Cela-Ranilla, J. M., y Isus, S. (2010). Las simulaciones en entornos TIC como herramienta para la formación en competencias transversales de los estudiantes universitarios. Teoría de la Educación: Educación y Cultura en la Sociedad de la Información, 11(1), p. 352-370. https://doi.org/10.14201/eks.6309
Gómez-Galán, J., Martínez-López, J. Á., Lázaro-Pérez, C., y García-Cabrero, J. C. (2021). Open innovation during web surfing: Topics of interest and rejection by Latin American college students. Journal of Open Innovation: Technology, Market, and Complexity, 7(1), 1-17. https://doi.org/10.3390/joitmc7010017
González, I. F., Urrútia, G., y Alonso-Coello, P. (2011). Revisiones sistemática y metanálisis: bases conceptuales e interpretación. Revista Española de Cardiología, 64(8), 688-696. https://doi.org/10.1016/j.recesp.2011.03.029
Habbash, M. (2020). Computer Assisted Language Learning Integration Challenges in Saudi Arabian English as a Foreign Language Classes: The Case of EFL Teachers at Tabuk University. Arab World English Journal (AWEJ), 11, 474-489. https://doi.org/10.24093/awej/vol11no4.30
Karahanna, E., Agarwal, R., y Angst, C. M. (2006). Reconceptualizing compatibility beliefs in technology acceptance research. MIS quarterly, 781-804. https://doi.org/10.2307/25148754
Kimmons, R., Graham, C. R., y West, R. E. (2020). The PICRAT model for technology integration in teacher preparation. Contemporary Issues in Technology and Teacher Education, 20(1), 176-198.
Kuckartz, U., y Rädiker, S. (2019). Analyzing qualitative data with MAXQDA: Text, audio, and video. Springer. https://doi.org/10.1007/978-3-030-15671-8
Madkour, M. (2016). The Integration of Project-Based Methodology into Teaching in Machine Translation. International Education Studies, 9(3), 167-188. https://doi.org/10.5539/ies.v9n3p167
Martín-Fernández, B., Sánchez-Paniagua López, M., Hervás, J. P., y Rodríguez, E. (2016). Use of new technologies in university teaching of analytical chemistry. Profesorado. Revista de Currículum y Formación del Profesorado, 20(2), 140-154. https://doi.org/10.30827/profesorado.v20i2.10412
Meenakshi, K. (2016). Fostering Learner Autonomy through Language Labs to Students of Engineering: Potentials and Parameters-A Study with Special Reference to the Indian Context. Pertanika Journal of Social Sciences & Humanities, 24(4), 1293 – 1313.
Mercader, C., y Gairin, J. (2017). ¿Cómo utiliza el profesorado universitario las tecnologías digitales en sus aulas? REDU. Revista de Docencia Universitaria, 15(2), 257-274. https://doi.org/10.4995/redu.2017.7635
Michavila, F., Ripollés, M., y Esteve-Mon, F. (2011). El día después de Bolonia. Tecnos.
Mishra, P., y Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers college record, 108(6), 1017. https://doi.org/10.1111/j.1467-9620.2006.00684.x
Pereira, A., Oliveira, I., Tinoca, L., Amante, L., Relvas, M. D. J., Pinto, M. D. C. T., y Moreira, D. (2009). Evaluating Continuous Assessment Quality in Competence-Based Education Online: The Case of the E-Folio. European Journal of Open, Distance and E-learning.
Perera, V. H., y Hervás, C. (2019). Percepción de estudiantes universitarios sobre el uso de Socrative en experiencias de aprendizaje con tecnología móvil. Revista Electrónica de Investigación Educativa, 21(e05), 1-10. https://doi.org/10.24320/redie.2019.21.e05.1850
Perera, V. H., y Hervás, C. (2021). University students' perceptions toward the use of an online student response system in game-based learning experiences with mobile technology. European Journal of Educational Research, 10(2), 1009-1022. https://doi.org/10.12973/eu-jer.10.2.1009
Pérez Gómez, A. I. (2007). La naturaleza de las competencias básicas y sus aplicaciones pedagógicas. Consejería de Educación. Gobierno de Cantabria
Pienaar, M., y Mostert, E. M. (2021). The teaching mix matters: Rethinking veterinary education at a South African university. Perspectives in Education, 39(1), 442-470. https://doi.org/10.18820/2519593X/pie.v39.i1.27
Sáez, J. M., y Ruiz, J. M. (2012). Teaching methodology and educational technology in the development of cognitive competences: Implementation in university contexts. Profesorado. Revista de Currículum y Formación del Profesorado, 16(3), 373-391.
Salinas, J., De Benito, B., Pérez, A., y Gisbert, M. (2017). Blended learning, más allá de la clase presencial. RIED-Revista Iberoamericana de Educación a Distancia, 21(1), 195-213. https://doi.org/10.5944/ried.21.1.18859
Sangrà, A. (2020). Tiempo de transformación educativa. Revista Innovaciones Educativas, 22, 22-27. https://doi.org/10.22458/ie.v22iEspecial.3249
Shulman, L. (1986). Those Who Understand: Knowledge Growth in Teaching. Educational Researcher, 15(2), 4-14. https://doi.org/10.3102/0013189X015002004
Tardiff, M. (2004). Los saberes del docente y su desarrollo profesional. Narcea.
Torres, M. F., Sousa, A. J., y Torres, R. T. (2018). Pedagogical and technological replanning: a successful case study on integration and transversal skills for engineering freshmen. International Journal of Technology and Design Education, 28(2), 573-591. https://doi.org/10.1007/s10798-017-9399-y
Torres, Y. D., Román, M., y Pérez, J. C. (2021). Specific Didactic Strategies Used for the Development of Computational Thinking in the Female Collective in Primary and Secondary Education: A Systematic Review Protocol. En Proceedings of the 9th International Conference on Technological Ecosystems for Enhancing Multiculturality (TEEM 2021) (Barcelona, Spain, October 27-29, 2021) (pp. 25-29). https://doi.org/10.1145/3486011.3486414
Trujillo Torres, J., Aznar Díaz, I., y Cáceres Reche, M. (2015). Análisis del uso e integración de redes sociales colaborativas en comunidades de aprendizaje de la Universidad de Granada (España) y John Moores de Liverpool (Reino Unido). Revista Complutense de Educación, 26, 289-311. https://doi.org/10.5209/rev_RCED.2015.v26.46380
Trujillo, F. (2015). Aprendizaje basado en proyectos. Ministerio de Educación, Cultura y Deporte.
Urrútia, G., y Bonfill, X. (2010). Declaración PRISMA: Una propuesta para mejorar la publicación de revisiones sistemáticas y metaanálisis. Medicina Clínica, 135(11), 507-511. https://doi.org/10.1016/j.medcli.2010.01.015
Venkatesh, V., y Bala, H. (2008). Technology acceptance model 3 and a research agenda on interventions. Decision sciences, 39(2), 273-315. https://doi.org/10.1111/j.1540-5915.2008.00192.x
Yen, C. A. (1988). Trends and issues in improving university teaching. Higher Education Research & Development, 7(1), 49-62. https://doi.org/10.1080/0729436880070105
Yepes-Nuñez, J. J., Urrutia, G., Romero-Garcia, M., y Alonso-Fernandez, S. (2021). The PRISMA 2020 statement: an updated guideline for reporting systematic reviews. Revista Española de Cardiología (English ed.), 74(9), 790-799.
Zeichner, K. (2010). Nuevas epistemologías en formación del profesorado. Repensando las conexiones entre las asignaturas del campus y las experiencias de prácticas en la formación del profesorado en la universidad. Revista Interuniversitaria de Formación del Profesorado, 68(2), 123-149.