¿Creó la pandemia por COVID-19 una diferenciación digital entre generaciones? Caso: Colombia
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Enviado:
may 20, 2021
Recibido:
oct 20, 2021
Publicado:
abr 18, 2021
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Durán Becerra, E., & Afanador Cubillos, N. (2021). ¿Creó la pandemia por COVID-19 una diferenciación digital entre generaciones? : Caso: Colombia. Praxis Pedagógica, 21(29), 91–110. https://doi.org/10.26620/uniminuto.praxis.21.29.2021.91-110
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En Colombia, como en el resto del mundo, la disrupción generada por la pandemia global por la COVID-19 creó una nueva realidad que normalizó y generalizó el uso de tecnologías de información y comunicación (tic), redefiniendo el concepto de presencialidad. Utilizando las 415 respuestas de una encuesta realizada, este estudio presenta una descripción de los efectos de moderación por sexo y por generación (Z, Y, X, W) sobre la percepción en el uso de tecnologías digitales en el ámbito de la educación superior. Esta investigación encontró que no existe brecha por sexo, es decir que la percepción de mujeres y hombres es similar, y que los comportamientos de percepción esperados para menores de 25 años son estadísticamente similares a los de los encuestados mayores de 65 años.
Citas
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Bejtkovský, J. (2016). The Current Generations The Baby Boomers, X, Y and Z in the Context of Human Capital Management of the 21st Century in Selected Corporations in the Czech Republic. Littera Scripta, 9(2), 25–45.
Cuesta, J., & Pico, J. (2020). The Gendered Poverty Effects of the COVID-19 Pandemic in Colombia. European Journal of Development Research, 32(5), 1558–1591. https://doi.org/10.1057/s41287-020-00328-2
Dakduk, S., Santalla-Banderali, Z., & van der Woude, D. (2018). Acceptance of Blended Learning in Executive Education. SAGE Open, 8(3), 1–16. https://doi.org/10.1177/2158244018800647
de Sousa Fernandes, S. A., Monteagudo, D. G., & Mena, N. P. (2020). COVID-19 y el cierre de escuelas: Aportes de las ciencias sociales para la construcción de un currículo postcrítico desde el GEOFORO Iberoamericano. Curriculo Sem Fronteiras, 20(3), 842–870. https://doi.org/10.35786/1645-1384.v20.n3.13
Huda, M., Maseleno, A., Teh, K. S. M., Don, A. G., Basiron, B., Jasmi, K. A., Mustari, M. I., Nasir, B. M., & Ahmad, R. (2018). Understanding Modern Learning Environment (MLE) in big data era. International Journal of Emerging Technologies in Learning, 13(5), 71–85. https://doi.org/10.3991/ijet.v13i05.8042
Lopera-Zuluaga, E. C. (2020). Réplicas en Redes Sociales que Denuncian Desigualdades de la Estrategia #AprenderDigital en Tiempos de Covid-19. Revista Internacional de Educación Para La Justicia Social, 9(3), 335–352. https://doi.org/10.15366/riejs2020.9.3.018
Mahmoud, A. B., Reisel, W., Fuxman, L., & Mohr, I. (2021). Who ’ s more vulnerable ? A Generational Investigation of COVID-19 Perceptions effect on Organisational Citizenship Behaviours : Job Insecurity , Burnout and Job Satisfaction as Mediators. Research Square, April, 1–28. https://doi.org/https://doi.org/10.21203/rs.3.rs-308219/v1 License:
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Ministerio del Interior, C. (2020). Decreto 457 de 2020: Por el cual se imparten instrucciones en virtud de la emergencia sanitaria generada por COVID-19 y el mantenimiento del orden público. https://dapre.presidencia.gov.co/normativa/normativa/DECRETO 457 DEL 22 DE MARZO DE 2020.pdf
Montana, P. J., & Petit, F. (2008). Motivating And Managing Generation X And Y On The Job While Preparing For Z: A Market Oriented Approach. Journal of Business & Economics Research (JBER), 6(8), 35–40. https://doi.org/10.19030/jber.v6i8.2459
Park, S. Y. (2009). An analysis of the technology acceptance model in understanding students’ behavioral intention to use university’s social media. Educational Technology & Society, 12(3), 150–162. https://doi.org/10.1109/IIAI-AAI.2014.14
Rashid, A. H. A., Shukor, N. A., Tasir, Z., & Na, K. S. (2021). Teachers’ perceptions and readiness toward the implementation of virtual learning environment. International Journal of Evaluation and Research in Education, 10(1), 209–214. https://doi.org/10.11591/ijere.v10i1.21014
Toquero, C. M. (2020). Challenges-and-Opportunities-for-Higher-Education-Amid-the-Covid-19-Pandemic-the-Philippine-Context. Pedagogical Research, 5(4), em0063. https://doi.org/10.29333/pr/7947
Venkatesh, V., Morris, M. G., Davis, G. B., & Davis, F. D. (2003). User Acceptance of Information Technology: Toward a Unified View. MIS Quarterly, 27(3), 425–478. https://www.jstor.org/stable/30036540
Venkatesh, V., Thong, J. Y. L., & Xu, X. (2012). Consumer Acceptance and Use of Information Technology: Extending the Unified Theory of Acceptance and Use of Technology. MIS Quarter, 36(1), 157–178. https://www.jstor.org/stable/41410412 Accessed:
Wang, C., Cheng, Z., Yue, X.-G., & McAleer, M. (2020). Risk Management of COVID-19 by Universities in China. Journal of Risk and Financial Management, 13, 1–6. https://doi.org/10.3390/jrfm13020036
World Health Organization. (2020a). Coronavirus Disease 2019 (CoViD-19) Situation Report - 47. In WHO Bulletin (Vol. 47, Issue March). https://www.who.int/docs/default-source/coronaviruse/situation-reports/20200307-sitrep-47-covid-19.pdf?sfvrsn=27c364a4_4
World Health Organization. (2020b). Novel Coronavirus(2019-nCoV) Situation Report - 22. In WHO Bulletin (Issue February). https://www.who.int/docs/default-source/coronaviruse/situation-reports/20200211-sitrep-22-ncov.pdf?sfvrsn=fb6d49b1_2
World Health Organization. (2020c). Novel Coronavirus (2019-nCoV) Situation Report - 1. In WHO Bulletin (Issue JANUARY). https://www.who.int/docs/default-source/coronaviruse/situation-reports/20200121-sitrep-1-2019-ncov.pdf?sfvrsn=20a99c10_4
Yanurato, W. N., Maat, S. M., Husnin, H., & Atweh, B. W. (2019). Teachers’Beliefs, Mathematics Anxiety, and ICT Literacy: A Systematic Review. Religación. Revista de Ciencias Sociales y Humanidades, 4(20), 43–50.
Zhang, W., Wang, Y., Yang, L., & Wang, C. (2020). Suspending Classes Without Stopping Learning: China’s Education Emergency Management Policy in the COVID-19 Outbreak. Journal of Risk and Financial Management, 13(3), 55. https://doi.org/10.3390/jrfm13030055