Percepción de la competencia mediática de estudiantes y docentes de las carreras de ciencias sociales de universidades privadas de Lima Metropolitana
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2022-10-17
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Pontificia Universidad Católica del Perú
Abstract
El objetivo de la presente investigación es analizar la percepción de la competencia
mediática de los estudiantes y docentes de carreras de ciencias sociales de
universidades privadas de Lima Metropolitana. La percepción es el proceso de detectar
un estímulo y asignarle un significado (Woolfolk, 2010). Entendemos por competencia
mediática la capacidad de consultar, comprender, apreciar con sentido crítico y crear
contenido en los medios de comunicación (UNESCO, 2011). En el desarrollo de la
investigación se aplicó un paradigma interpretativo y un diseño fenomenográfico. La
técnica empleada fue el Focus Group. Los participantes en el estudio fueron once
estudiantes y siete docentes de carreras de ciencias sociales de universidades privadas
de Lima Metropolitana. Los resultados muestran que los estudiantes emplean de
manera intensiva el audiovisual (lenguajes), los entornos colaborativos de aprendizaje,
redes sociales, plataformas de video streaming, música digital y videojuegos
(tecnología) mientras que los profesores consideran que sus estudiantes tienen
habilidad para utilizar el audiovisual (lenguajes) y entornos colaborativos de aprendizaje
y redes sociales (tecnología). Esto ha permitido que los estudiantes se adapten al
escenario actual marcado por la pandemia de Covid-19, el distanciamiento social y la
educación virtual. En conclusión, la percepción de la competencia mediática de los
estudiantes es indesligable del contexto e integra diferentes tipos de recursos que
pueden ser utilizados para potenciar el proceso de enseñanza-aprendizaje en
educación superior. Para futuras investigaciones se sugiere estudiar la competencia
mediática de estudiantes de universidades públicas y las dimensiones de la
competencia mediática que no han sido cubiertas en este estudio.
The objective of this research is to analyze the perception of media competence of students and teachers of social sciences careers at private universities in Metropolitan Lima. Perception is the process of detecting a stimulus and assigning a meaning to it (Woolfolk, 2010). We understand by media competence the ability to consult, understand, critically appreciate and create content in the media (UNESCO, 2011). In the development of the research, an interpretive paradigm and a phenomenographic design were applied. The technique used was the Focus Group. The participants in the study were eleven students and seven teachers of social sciences majors from private universities in Metropolitan Lima. The results show that students intensively use audiovisual (languages), collaborative learning environments, social networks, video streaming platforms, digital music and video games (technology) while teachers consider that their students have the ability to use the audiovisual (languages) and collaborative learning environments and social networks (technology). This has allowed students to adapt to the current scenario marked by the Covid-19 pandemic, social distancing and virtual education. In conclusion, the perception of the students' media competence is inseparable from the context and integrates different types of resources that can be used to enhance the teaching-learning process in higher education. For future research, it is suggested to study the media competence of students from public universities and the dimensions of media competence that were not covered in this study.
The objective of this research is to analyze the perception of media competence of students and teachers of social sciences careers at private universities in Metropolitan Lima. Perception is the process of detecting a stimulus and assigning a meaning to it (Woolfolk, 2010). We understand by media competence the ability to consult, understand, critically appreciate and create content in the media (UNESCO, 2011). In the development of the research, an interpretive paradigm and a phenomenographic design were applied. The technique used was the Focus Group. The participants in the study were eleven students and seven teachers of social sciences majors from private universities in Metropolitan Lima. The results show that students intensively use audiovisual (languages), collaborative learning environments, social networks, video streaming platforms, digital music and video games (technology) while teachers consider that their students have the ability to use the audiovisual (languages) and collaborative learning environments and social networks (technology). This has allowed students to adapt to the current scenario marked by the Covid-19 pandemic, social distancing and virtual education. In conclusion, the perception of the students' media competence is inseparable from the context and integrates different types of resources that can be used to enhance the teaching-learning process in higher education. For future research, it is suggested to study the media competence of students from public universities and the dimensions of media competence that were not covered in this study.
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Tecnología educativa, Medios de comunicación de masas (Educación), Alfabetización mediática
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