Correo Electrónico
DNINFOA - SIA
Bibliotecas
Convocatorias
Identidad U.N.
Published
Digital Transformation: Perspectives and Post-Pandemic Adaptation in the Education Sector – A Case Study
Transformación digital: percepciones y adaptación post pandemia en el sector educativo – un estudio de caso
DOI:
https://doi.org/10.15446/ing.investig.112661Keywords:
Education, distance learning, COVID-19, Pandemic, Digital Transformation, Digital Divide (en)educación, educación a distancia, COVID-19, pandemia, transformación digital, brecha digital (es)
Downloads
The digital transformation of the public sector seeks to create an effective and efficient government through technology. In the education sector, the pandemic accelerated the adaptation process and the use of new technologies, evidencing, at a global level, complex situations related to university activities and their adaptation to virtuality. This work presents a study conducted at Universidad Nacional de Colombia following the 2020 crisis, which sought to determine the perception of digital transformation within the institution. A study framed within a descriptive methodology was conducted to validate the advances and challenges that persist in relation to the digitization of the university’s activities. All this was based on a non-probabilistic sample of 519 people from the academic community. The main results indicate the existence of context-related aspects that facilitate or represent barriers regarding the use of digital tools, such as age, territory, and university campus. The main issue associated with information and communication technologies is Internet access, followed by physical access to related infrastructure and the lack of skills. In addition, we observed a preference for mixed modalities by students, who indicated a desire for change in the education model. Lastly, the applied instrument is highly reliable, which is why it can be used and complemented for future studies under more favorable conditions.
La transformación digital del sector público busca crear un gobierno eficaz y eficiente a través de la tecnología. En el sector educativo, la pandemia aceleró el proceso de adaptación y el uso de nuevas tecnologías, evidenciando, a nivel global, situaciones complejas relacionadas con el quehacer universitario y su adaptación a la virtualidad. Este trabajo presenta un estudio elaborado en la Universidad Nacional de Colombia, posterior a la crisis del 2020, que buscó establecer la percepción de la transformación digital en la entidad. Se desarrolló un estudio con una metodología descriptiva, en aras de validar los avances y retos que persisten en relación con la digitalización de la universidad en sus actividades. Esto, a partir de una muestra no probabilística de 519 personas de la comunidad académica. Los principales resultados indican que existen aspectos de contexto que facilitan o representan barreras respecto al uso de herramientas digitales, tales como la edad, el territorio y la sede universitaria. El principal problema respecto a las tecnologías de la información y las comunicaciones es el acceso a Internet, seguido del acceso físico a la infraestructura relacionada y la falta de habilidades. Además, se percibió una preferencia por la modalidad mixta por parte de los jóvenes, indicando un deseo de cambio en el modelo educativo. Por último, el instrumento utilizado es altamente fiable, por lo que puede ser utilizado y complementado para futuros estudios en condiciones más favorables.
References
[1] Z. Budayová, M. Pavliková, A. Samed Al-Adwan, and K. Klasnja, “The impact of modern technologies on life in a pandemic situation,” J. Educ. Cult. Soc., vol. 13, no. 1, pp. 213–224, Jun. 2022. https://doi.org/10.15503/jecs2022.1.213.224
[2] C. Son, S. Hegde, A. Smith, X. Wang, and F. Sasangohar, “Effects of COVID-19 on college students’ mental health in the United States: Interview survey study,” J. Med. Internet Res., vol. 22, no. 9, art. e21279, Sep. 2020. https://doi.org/10.2196/21279
[3] C. Giovannella, “Effect induced by the COVID-19 pandemic on students’ perception about technologies and distance learning,” in Ludic, Co-design and Tools Supporting Smart Learning Ecosystems and Smart Education, Ó. Mealha, M. Rehm, and T. Rebedea, Eds. Singapore: Springer, 2021, vol. 197, pp. 105–116. doi: 10.1007/978-981-15-7383-5_9
[4] N. Palacios Mena and J. F. Ariza Bulla, “Socioeconomic conditions and academic performance in higher education in Colombia during the pandemic,” Qual. Higher Educ., vol. 29, no. 2, pp. 242–260, Oct. 2022. https://doi.org/10.1080/13538322.2022.2088564
[5] M. D. Díaz Noguera, C. Hervás-Gómez, M. D. L. Á. Domínguez-González, and O. Guijarro-Cordobés, “La transformación digital en la docencia de las universidades desde la visión de los estudiantes,” in Formación en ecosistemas de aprendizaje, E. Vázquez Cano, L. López Catalán, E. Pérez Navío, and O. Guijarro-Cordobés, Eds.. Madrid, Spain: Dykinson, S.L., 2022. https://doi.org/10.2307/j.ctv2gz3s3t.6
[6] A. Deroncele-Acosta, M. L. Palacios-Núñez, and A. Toribio-López, “Digital transformation and technological innovation on higher education post-COVID-19,” Sustainability, vol. 15, no. 3, art. 2466, Jan. 2023. https://doi.org/10.3390/su15032466
[7] D. M. Osorno Alzate and Á. M. Benítez Góez, “La nueva misión de la universidad. contextualización y resultados: casos de tres universidades públicas colombianas la nueva misión de la universidad. contextualización y resultados: casos de tres universidades públicas colombianas-the new mission of...,” Panorama, vol. 11, no. 20, pp. 82–94, Nov. 2017. [Online]. Available: http://hdl.handle.net/10823/5426 DOI: https://doi.org/10.15765/pnrm.v11i20.1010
[8] A. García-Holgado and F. J. García-Peñalvo, “A model for bridging the gender gap in STEM in higher education institutions,” in Women in STEM in Higher Education, F. J. García-Peñalvo, A. García-Holgado, A. Dominguez, and J. Pascual, Eds. Singapore: Springer, 2022, pp. 1–19. https://doi.org/10.1007/978-981-19-1552-9_1
[9] M. L. Cardona Orozco, "Capacidades digitales como base de la transformación digital. Una propuesta para la Uni-versidad Nacional de Colombia Sede Manizales," Master's thesis, Univ. Nac. Colombia, Manizales, Colombia, 2021. [Online]. Available: https://repositorio.unal.edu.co/handle/unal/81030
[10] L. K. Herrera Quintero et al., "Transformación digital: experiencias colectivas", 2023. [Online]. Available: https://repositorio.unal.edu.co/handle/unal/83677
[11] L. K. Herrera Quintero, Z. F. Jacobo, and U. P. P. Carolina, Bit a bit : la transformación digital de la Universidad Nacional de Colombia. Bogotá, Colombia: Universidad Nacional de Dolombia, 2024. [Online]. Available: https://repositorio.unal.edu.co/handle/unal/86007
[12] R. van der Vlies, “Digital strategies in education across OECD countries”, 2020. https://doi.org/10.1787/33dd4c26-en
[13] C. Hodges, S. Moore, B. Lockee, T. Trust, and A. Bond, “The difference between emergency remote teaching and online learning,” Educause Review, 2020, [Online]. Available: https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning
[14] E.-J. Díez-Guitiérrez and K. Gajardo Espinoza, “Educar y evaluar durante el confinamiento en España: mundo rural y urbano,” Educ. Knowledge Soc. (EKS), vol. 23, art. e26312, Apr. 2022. https://doi.org/10.14201/eks.26312
[15] A. Rof, A. Bikfalvi, and P. Marques, “Pandemic-accelerated digital transformation of a born digital higher education institution: Towards a customized multimode learning strategy,” Educ. Tech. Soc., vol. 25, no. 1, pp. 124–141, 2022, [Online]. Available: https://www.jstor.org/stable/48647035
[16] A. Fernández, B. Gómez, K. Binjaku, and E. K. Meçe, “Digital transformation initiatives in higher education institutions: A multivocal literature review,” Educ. Infor. Tech., vol. 28, no. 10, pp. 12351–12382, Mar. 2023. https://doi.org/10.1007/s10639-022-11544-0
[17] OECD, "Supporting the digital transformation of higher education in Hungary," 2021. https://doi.org/10.1787/d30ab43f-en
[18] S. E. Harpe, “How to analyze Likert and other rating scale data,” Curr. Phar. Teach. Learn., vol. 7, no. 6, pp. 836–850, Nov. 2015, doi:10.1016/j.cptl.2015.08.001
[19] H. Taherdoost, “What is the best response scale for survey and questionnaire design; review of different lengths of rating scale / attitude scale / Likert scale”, Int. J. Acad. Res. Manage., vol. 8, no. 1, pp. 1-10, Jun. 2019. https://ssrn.com/abstract=3588604
[20] L. A. Goodman, “Snowball sampling,” The Annals of Mathematical Statistics, vol. 32, no. 1, pp. 148–170, 1961. https://doi.org/10.1214/aoms/1177705148
[21] Ministerio de Salud de Colombia, “Presidente Duque declara emergencia sanitaria frente a COVID-19,” Minsalud, 2020. [Online]. Available: https://minsalud.gov.co/Paginas/Presidente-Duque-declara-Emergencia-Sanitaria-frente-a-COVID-19.aspx
[22] M. Schweinberger, “Questionnaires and surveys: Analyses with R,” 2022. [Online]. Available: https://rstudio-pubs-static.s3.amazonaws.com/1154767_5aaacfdf63244c49a04ae93e6e0b1a71.html
[23] M. C. Richaud, “Desarrollos del análisis factorial para el estudio de ítem dicotomicos y ordinales,” Interdisciplinaria, vol. 22, no. 2, pp. 237-251, 2005. https://www.redalyc.org/articulo.oa?id=18022206
[24] L. J. Cronbach, “Coefficient alpha and the internal structure of tests,” Psychometrika, vol. 16, no. 3, pp. 297–334, Sep. 1951. https://doi.org/10.1007/bf02310555
[25] L. Guttman, “A basis for analyzing test-retest reliability,” Psychometrika, vol. 10, no. 4, pp. 255–282, Dec. 1945. https://doi.org/10.1007/bf02288892
[26] V. Bewick, L. Cheek, and J. Ball, “Statistics review 7: Correlation and regression,” Crit. Care, vol. 7, no. 6, art. 451, 2003. https://doi.org/10.1186/cc2401
[27] K. M. Ramachandran and C. P. Tsokos, Mathematical Statistics with Applications in R. Amsterdam, Netherlands: Elsevier Science, 2014. https://books.google.it/books?id=5AJ0AwAAQBAJ
[28] S. Nørgaard Olesen and D. Giacalone, “The influence of packaging on consumers’ quality perception of carrots,” J. Sens. Stud., vol. 33, no. 1, Jan. 2018. https://doi.org/10.1111/joss.12310
[29] F. Husson, S. Le, and J. Pagès, "Exploratory Multivariate Analysis by Example Using R". Boca Raton, FL, USA: Chapman and Hall/CRC, 2017. https://doi.org/10.1201/b21874
[30] J. Bryer and K. Speerschneider, “Package ‘likert,” 2022. [Online]. Available: https://www.maths.bris.ac.uk/R/web/packages/likert/likert.pdf
[31] M. Kearney, “Cramér’s V,” Sage Encyclopedia of Communication Research Methods, 2017. [Online]. Available: https://methods.sagepub.com/ency/edvol/the-sage-encyclopedia-of-communication-research-methods/chpt/cramer-s-v
[32] D. Napitupulu et al., “Analysis of student satisfaction toward quality of service facility,” J. Phys. Conf. Ser., vol. 954, art. 012019, 2018. https://doi.org/10.1088/1742-6596/954/1/012019
[33] R. Gurumurthy and D. Schatsky, “Pivoting to digital maturity: Seven capabilities central to digital transformation,” Delloite Insights, 2019, [Online]. Available: https://www2.deloitte.com/us/en/insights/focus/digital-maturity/digital-maturity-pivot-model.html
[34] D. E. Flor, E. Henrique Molina da Cruz, A. T. Possebom, C. Roberto Beleti Junior, R. Hubner, and L. B. Ruiz Aylon, “MannaTeam: A case of interinstitutional collaborative learning and Education 5.0,” in 2020 Int. Conf. Comp. Sci. Comp. Intel. (CSCI), 2020, pp. 964–970. https://doi.org/10.1109/csci51800.2020.00179
[35] F. D. Guillén-Gámez, J. Ruiz-Palmero, E. Sánchez-Rivas, and E. Colomo-Magaña, “ICT resources for research: an ANOVA analysis on the digital research skills of higher education teachers comparing the areas of knowledge within each gender,” Educ. Info. Tech., vol. 25, no. 5, pp. 4575–4589, Apr. 2020. https://doi.org/10.1007/s10639-020-10176-6
[36] G. Rodríguez-Abitia and G. Bribiesca-Correa, “Assessing Digital Transformation in Universities,” Future Internet, vol. 13, no. 2, art. 52, Feb. 2021. https://doi.org/10.3390/fi13020052
How to Cite
APA
ACM
ACS
ABNT
Chicago
Harvard
IEEE
MLA
Turabian
Vancouver
Download Citation
CrossRef Cited-by
Dimensions
PlumX
Article abstract page views
Downloads
License
Copyright (c) 2024 Jhon Alexander García Camargo, Jesús David Niño Torres, Julieth Andrea López-Castiblanco, Liz Karen Herrera-Quintero, Jorge Iván Bula Escobar
This work is licensed under a Creative Commons Attribution 4.0 International License.
The authors or holders of the copyright for each article hereby confer exclusive, limited and free authorization on the Universidad Nacional de Colombia's journal Ingeniería e Investigación concerning the aforementioned article which, once it has been evaluated and approved, will be submitted for publication, in line with the following items:
1. The version which has been corrected according to the evaluators' suggestions will be remitted and it will be made clear whether the aforementioned article is an unedited document regarding which the rights to be authorized are held and total responsibility will be assumed by the authors for the content of the work being submitted to Ingeniería e Investigación, the Universidad Nacional de Colombia and third-parties;
2. The authorization conferred on the journal will come into force from the date on which it is included in the respective volume and issue of Ingeniería e Investigación in the Open Journal Systems and on the journal's main page (https://revistas.unal.edu.co/index.php/ingeinv), as well as in different databases and indices in which the publication is indexed;
3. The authors authorize the Universidad Nacional de Colombia's journal Ingeniería e Investigación to publish the document in whatever required format (printed, digital, electronic or whatsoever known or yet to be discovered form) and authorize Ingeniería e Investigación to include the work in any indices and/or search engines deemed necessary for promoting its diffusion;
4. The authors accept that such authorization is given free of charge and they, therefore, waive any right to receive remuneration from the publication, distribution, public communication and any use whatsoever referred to in the terms of this authorization.
