Publication: El reto de enseñar y aprender en la universidad. Percepción del alumnado en torno al uso de las tecnologías digitales
Authors
Domingo Coscollola, Maria ; Sancho Gil, Juana María ; Soler Campo, Sandra
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Publisher
Universidad de Murcia. Servicio de Publicaciones
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DOI
https://doi.org/10.6018/rie.590741
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info:eu-repo/semantics/article
Description
Abstract
Este artículo, basado en el proyecto TRAY-AP, da cuenta del papel de las tecnologías digitales (TD) en la vida de aprendizaje del alumnado universitario. Desde una perspectiva colaborativa e inclusiva, hemos desarrollado 50 trayectorias de aprendizaje con estudiantes universitarios de Cataluña y el País Vasco (España) fruto de varios encuentros (generalmente, cuatro con cada estudiante). A partir del análisis de las transcripciones de los encuentros y de los documentos producidos por cada participante, los y las investigadoras redactamos sus trayectorias de apren-dizaje que después cada estudiante validó. Aportamos resultados de estas trayectorias sobre el papel de las TD en la vida personal y social del alumnado, y en su proceso de aprendizaje universitario. Las principales conclusiones evidencian la necesidad de que la universidad se replantee la noción de conocimiento, las dimensiones y metodologías de enseñanza y de aprendizaje, y el papel de las TD y de la Inteligencia Artificial. El reto actual es una transformación educativa para lograr una universidad más inclusiva, participativa y humana en la que el alumnado aprenda con sentido y responsabilidad con él mismo y con el mundo que le rodea.
The present study, based on the TRAY-AP project, explains the role of digital technologies (DT) in the learning process of university students. From a collaborative and inclusive perspec-tive, we have developed 50 learning trajectories with university students from Catalonia and the Basque Country (Spain) as a result of several meetings (usually four with each student). Based on the analysis of the transcripts of the meetings and the documents produced by each participant, the researchers wrote their learning trajectories which were then validated by each student. Drawing on the data obtained from the trajectories, we provided results on the role of DT in the personal and social life of students, and in their learning process. The main conclu-sions show the need to rethink the notion of knowledge, the dimensions and methodologies of teaching and learning at university, and the role of DT and Artificial Intelligence. The cur-rent challenge is an educational transformation to achieve a more inclusive, participatory and humane university in which students learn with meaning and responsibility for themselves and the world surrounding them
The present study, based on the TRAY-AP project, explains the role of digital technologies (DT) in the learning process of university students. From a collaborative and inclusive perspec-tive, we have developed 50 learning trajectories with university students from Catalonia and the Basque Country (Spain) as a result of several meetings (usually four with each student). Based on the analysis of the transcripts of the meetings and the documents produced by each participant, the researchers wrote their learning trajectories which were then validated by each student. Drawing on the data obtained from the trajectories, we provided results on the role of DT in the personal and social life of students, and in their learning process. The main conclu-sions show the need to rethink the notion of knowledge, the dimensions and methodologies of teaching and learning at university, and the role of DT and Artificial Intelligence. The cur-rent challenge is an educational transformation to achieve a more inclusive, participatory and humane university in which students learn with meaning and responsibility for themselves and the world surrounding them
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Citation
Revista de Investigación Educativa, RIE, N. 43, 2025
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