A pandemia COVID-19 criou uma diferenciação digital entre gerações? Caso: Colômbia
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mai 20, 2021
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out 20, 2021
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abr 18, 2021
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Durán Becerra, E., & Afanador Cubillos, N. (2021). A pandemia COVID-19 criou uma diferenciação digital entre gerações? : Caso: Colômbia. Praxis Pedagógica, 21(29), 91–110. https://doi.org/10.26620/uniminuto.praxis.21.29.2021.91-110
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Na Colômbia, como no resto do mundo, a disrupção gerada pela pandemia global CoViD-19 criou um novo padrão que generalizou o uso de Tecnologias da Informação e Comunicação (TIC), redefinindo o conceito de presencial. Utilizando as 415 respostas a uma pesquisa realizada, este estudo apresenta uma descrição dos efeitos da moderação por sexo e geração (Z,Y,X,W) sobre a percepção no uso de tecnologias digitais no campo da Educação Superior colombiana, constatando que não há diferença de gênero, ou seja, a percepção de mulheres e homens é semelhante e , que os comportamentos de percepção esperados para crianças menores de 25 anos são estatisticamente semelhantes aos dos entrevistados com mais de 65 anos.
Referências
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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:
Ministerio de Salud y Protección Social, C. (2020). Resolución 385 Declaración de emergencia sanitaria por causa del COVID-19. 2020, 1–5.
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