Extensión y profundidad de la brecha digital educativa: el caso de Universidad del Valle de Toluca
- Autores: Héctor Ruiz Ramírez
- Directores de la Tesis: Miquel Subirachs i Torné (dir. tes.)
- Lectura: En la Universitat Politècnica de Catalunya (UPC) ( España ) en 2016
- Idioma: español
- Tribunal Calificador de la Tesis: Francisco José Tarragó Sabaté (presid.), Xavier Llinàs Audet (secret.), Lluís Cuatrecasas Arbós (voc.)
- Materias:
- Enlaces
- Tesis en acceso abierto en: TDX
- Resumen
Technology has played a role of primary importance in humanity, therefore observing its effects in the field of higher education results very important. This research firstly aims to identify the differences over the digital gap observed through the technological equipment and the efficient use of Internet along with its academic applications among students of the undergraduate programs in Business Administration and Marketing and Law degree at the Universidad del Valle de Toluca; secondly, to build a typology of digital students; and finally, identify those factors explaining the digital divide. Referring to the education field, the three technological revolutions are addressed considering their expressions and effects. These technological revolutions and paradigms are analized: ICT related to the education as well as the information society and the knowledge society. The first hypothesis refers that the socioeconomic characteristics, such as sex, age, and family income level and employment explain the digital divide, expressed in the diversity of types of digital students in the mentioned undergraduate programs. The second hypothesis states that the characteristics associated with the student¿s undergraduate program (Degree, level and morning or afternoon shift) explain the digital divide, expressed in the diversity of types of digital students in the mentioned undergraduate programs. The third hypothesis refers to the degree of development and control that professors have of technology, according to the perception of the students, and it explains the digital divide, as expressed in the diversity of types of digital students in the undergraduate programs subject to study. The state of the art of the digital divide and the digital natives and immigrants were also studied through a bibliometric analysis. A typology of students of both undergraduate programs under analysis was statistically built: a) Young digital students, prone to entertainment and leisure activities; b) Young digital students prone to study; c) Young digital students prone to technological equipment. To summarize, those variables with the greatest capacity to explain the probability of being a student prone to leisure and entertainment activities and to study come from the first hypothesis of the research. This means that explaning these types of digital students, sex and age are positively involved, and conversely the employment situation. Although we must take into account that the third research hypothesis, observed through the degree of development and control of technology by teachers, contributes to at least one variable to explain students who are more prone to leisure and entertainment activities and to study. The frequency with which students communicate with teachers via Internet to consult assignments doubts, and/or academic affairs was the variable that reached the highest level of explanation; this clearly shows that virtual information exchange between teachers and students contributes partially to the configuration of the different types of students. One element which is noteworthy is that the variables associated with the second research hypothesis, such as adscription to some undergraduate program, the level or shift, do not explain totally or partially the probability of belonging to any of digital student type.
