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The present study was a meta-analysis compiling research on digital citizenship conducted in Mexico in 2011 - 2023. It was guided by the objective of arguing, analyzing and categorizing the lines of knowledge generation and application (LGAC) related to digital citizenship in Mexico. The methodology applied was meta-analysis where 88 research studies were documented: 47 papers, 33 journal articles and 8 theses. The studies found support the existence of six LGAC in Mexico. It was concluded that the studies are related to understanding the way in which society appropriates digital technologies, interactions through social networks and the manifestations of digital identity. Another point to highlight is that the study of digital citizenship has been used to analyze the acquisition of digital skills and attitudes, social issues addressed by digitalization, the roles played by educational actors in the virtual environment and the promotion of multiculturalism. The studies found provide relevance to the LGAC, and allow concluding that digital citizenship is a topic present in research on educational technology in Mexico. [ABSTRACT FROM AUTHOR]

The purpose of this research is to analyze the acquisition of teachers' digital competencies through the use of virtual environments and information and communication technologies to improve the teaching-learning process. A systematic review was conducted through the search and compilation of empirical studies over five years (2019 to 2023), in the specialized databases: Scopus, Redalyc, SciELO, and the academic search engine Google Scholar. Based on the PRISMA statement, and through inclusion and exclusion criteria, a total of fourteen research papers were selected. After examining them, it was possible to identify how digital literacy through the use of virtual learning environments influences the development of teaching work and performance and consequently also contributes to student learning. Among the digital skills most used by teachers that have allowed innovation and improvement of the teaching process are mainly the management of information and mastery of digital tools for the creation and management of educational resources. [ABSTRACT FROM AUTHOR]

This paper presents the results of a research work focused on identifying educational improvements needs in the field of digital teaching skills (DTS) in higher education, specifically in a Teacher Training College. There are several frameworks to assess this, however, this research focused on those related to the competence: communication and collaboration described in the Marco Común de Competencias Digitales Docentes (MCCDD) (INTEF, 2017). The pandemic evidenced as an emerging requirement in terms of the DTS also national and international foundations in which it is highlighted how these are essential to support lifelong learning and to inclusion. Ten teachers from Veracruz participated in the study through the focus group technique, which made it possible to recover information to learn about their perspectives on the training needs they identified in the area of the DTS, both in themselves and in the degree program in education in which they teach. The MAXQDA program was used to analyze the information and graphs were created with the segments of their oral participations. The results are shown in Unique-Code Model (summaries) of each skill in the area of communication and collaboration. [ABSTRACT FROM AUTHOR]

This paper describes a study related to the learning of decision-making heuristics such as preference matrix, break-even point and decision tree from the perspective of using a computational tool. With their respective algorithms, a virtual learning environment through a mobile application (app) aimed at Engineering students was developed. To answer the research questions posed in this report, an empirical study was conducted to assess the effectiveness, efficiency and cost in solving decision-making problems with and without the use of the app. The results in this study suggest that the use of the app in learning decision-making skills facilitates the mathematical process for students, and that by using critical thinking competence, they can make assertive and accurate decisions considering different alternatives. [ABSTRACT FROM AUTHOR]

With the spread of SARS-CoV-2, all universities were forced to implement the virtual modality in their curricula so as not to paralyze the educational system. Likewise, the Universidad Nacional Mayor de San Marcos, located in the city of Lima, Peru, continued with non-face-toface classes through virtual resources to help its students in the learning process. Therefore, this research aimed to determine the factors of the student role that influenced the satisfaction of managing virtual resources. The study procedure included the collection of 184 surveys through Google Forms and the analysis of validity, structural model, reliability and hypothesis tests using the non-parametric Spearman's Rho test. Some of the limitations of the analysis were due to generational differences and socioeconomic and geographic variables of the participants. This paper found, according to the order of the highest score of the correlation coefficient, that the factors student-content interaction, gamified participation, motivation, self-efficacy in internet and computing, and perceived usefulness predicted the satisfaction of managing virtual resources in students. It was concluded that the five independent variables were significantly correlated in the dependent variable. [ABSTRACT FROM AUTHOR]

A self-regulated student is guided by task-oriented strategies, seeks to achieve his personal goals, and monitors his or her behavior in terms of his goals. This paper presents the results of a quantitative study whose purpose was to describe the components of self-regulated learning used by students in their online learning processes and to determine if there are significant differences in the way that these components are used. In this investigation, a questionnaire was applied to 306 students of online courses, and the data obtained were processed using descriptive statistics and ANOVA of one factor of repeated measures. The results showed that most of the factors and strategies of self-regulates learning are used in an acceptable way; in addition, significant differenceswere found of the motivational component and in the strategies of the behavioral and contextual component. The findings of the study provide instructional designers with information on the aspects that can be emphasizes to motivate students, which would contribute to the development of different types of skills and methods to self-regulate their learning, training that will allow them to advance more successfully through their education, regardless of the modality in which they work. [ABSTRACT FROM AUTHOR]

The objective of this paper was to characterize the current state of content curation in university professors. Also, a diagnosis was made to establish the informational competencies that these professionals possessed. The study methodology was based on the quantitative perspective with a descriptive scope and the use of the survey as a research technique that evaluated four dimensions: search, selection, characterization and dissemination of digital content. The results presented a set of shortcomings in the explicit dimensions, with an emphasis on characterization, since in educational digital content the textual format prevailed and critical evaluations were scarce. Moreover, insufficient use of content curation tools was detected. A wider participation of subjects due to the social distancing caused by covid-19 was evidenced as a limitation. The novelty of the study consisted in analyzing content curation with an informational competence approach, transversal in the training of university professors. It was concluded that there is little training in relation to the curation of content for teaching, as some indications of informational performance were observed, in isolation that hindered a better preparation of the subject. [ABSTRACT FROM AUTHOR]

The objective of this paper was to analyze the teaching practice of a preschool teacher in a private school in San Luis Potosi, Mexico, based on the dimensions of effective and represented work. From the analysis of the instructions and the simple self-confrontation, axes of analysis were identified that allowed an approach to the main challenges that the teacher faced with the online education developed during the pandemic by covid-19. The results of the work placed at the center of the discussion the teacher's challenges and concerns about the ways of teaching online literacy, the relationships with the students' families when working from home, and the interaction with technology in the virtual classroom. Taken together, the findings broaden the picture of teaching practices during social distancing and contribute to the empirical knowledge of this object of study as a result of the impact generated by the pandemic. [ABSTRACT FROM AUTHOR]

This paper describes the design of a website for the teaching and learning of English at Universidad del Cauca, Colombia, according to the ADDIE instructional design model to provide academic alternatives with the support of web-based technologies. The prototype of a website capable of hosting English courses managed through virtual or blended modality is the concrete result of this study. Although the low number of courses hosted and oriented on the website may be a limitation, the information collected allowed the tool sophistication throughout the process. This study contributed to apply the ADDIE model for designing a web tool to manage English courses at Universidad del Cauca. [ABSTRACT FROM AUTHOR]

This work aims to know how the trend in the use of virtual spaces is, from the proposals is of incorporating technology in the teaching practice in Higher Education and knows if the level of use of information and communication technologies (ICT) affects the design and development of the proposals. In this work was used a correlative transactional methodology and the process was concurrent by complementation with a group of professors from a Mexican public university. We observed that sending and receiving documents is the most used dynamic and that, the main obstacles and difficulties are get internet accessibility and the connection speeds. The main learning activity used is creating individual documents. We concluded that, the level of skill in use of ICT that the teacher considers having does not improve the integration of technologies inside of teaching practice, and that the use of virtual spaces is oriented towards instrumental aspects (do not spent paper, automatic evaluation, and others), the possibility of structuring pedagogical proposals with integration of ICT that seek to improve the teaching and learning process in students is left aside. [ABSTRACT FROM AUTHOR]