Comunicación y colaboración en línea y su impacto en el aprendizaje universitario

• Fernández Jiménez, Ana ^[1]
  1. [1] ESIC University
• Localización: EDU REVIEW: International Education and Learning Review / Revista Internacional de Educación y Aprendizaje, ISSN-e 2695-9917, Vol. 13, Nº. 1, 2025, págs. 197-208
• Idioma: español
• DOI: 10.62701/revedu.v13.5464
• Títulos paralelos:
  • Online Communication and Collaboration and Their Impact on University Learning
• Enlaces
  • Texto completo
• Resumen
  • español

    Este estudio analiza cómo las competencias digitales en comunicación y colaboración en línea (CYC) influyen en el rendimiento académico universitario. A partir de una muestra de 300 estudiantes, se observa que las CYC se relacionan positivamente con la motivación y los logros académicos, pero negativamente con el compromiso. El modelo fue validado mediante ecuaciones estructurales (SEM). Se proponen estrategias pedagógicas para integrar estas competencias en la educación superior, atendiendo a las características de la Generación Z y mejorando la eficacia de los programas educativos en entornos digitales.

  • English

    This study examines how digital competencies in online communication and collaboration (CYC) influence academic performance in higher education. Based on a sample of 300 university students, findings show that CYC is positively related to motivation and academic achievement, but negatively associated with engagement. The model was validated through structural equation modeling (SEM). Pedagogical strategies are proposed to incorporate these competencies into university programs, considering Generation Z's learning preferences and enhancing educational effectiveness in digital environments.

• Referencias bibliográficas
  • Atkinson, J. W. (1957). Motivational determinants of risk-taking behavior. Psychological Review, 64(6, Pt.1), 359-372. https://doi.org/10.1037/h0043445
  • Atkinson, J. W. y Feather, N. T. (1966). A Theory of Achievement Motivation. Wiley.
  • Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215. https://doi.org/10.1037/0033-295x.84.2.191
  • Bandura, A. (1978). Social Learning Theory. Contemporary Sociology, 7(1), 84. https://doi.org/10.2307/2065952
  • Bandura, A. (1997). Self-Efficacy: The Exercise of Control. W.H. Freeman and Company.
  • Bandura, A., Barbaranelli, C., Caprara, G. V. y Pastorelli, C. (2001). Self-Efficacy beliefs as shapers of children’s aspirations and career...
  • Basilotta-Gómez-Pablos, V., Matarranz, M., Casado-Aranda, L. y Otto, A. (2022). Teachers’ digital competencies in higher education: A systematic...
  • Cabezas-González, M., Casillas-Martín, S. y García-Peñalvo, F. J. (2019). La competencia digital de los educadores en formación: La influencia...
  • Cenić, D., Petrović, J. y Cenić, S. (2019). The most important motivation factors for knowledge acquisition and successful learning. Facta...
  • Dolot, A. (2018). The characteristics of Generation Z. E-Mentor, 74, 44-50. https://lc.cx/lqSAd8
  • Dweck, C. S. y Elliott, E. S. (1984). Achievement Motivation. En P. H. Mussen (Gen. Ed.) y E. M. Hetherington (Ed.), Handbook of Child Psychology...
  • Dweck, C. S. y Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95(2), 256-273. https://doi.org/10.1037/0033-295x.95.2.256
  • Esteve-Mon, F. M., Llopis Nebot, M. Á. y Adell-Segura, J. (2020). Digital teaching competence of university teachers: A systematic review...
  • Farrell, E. y Dweck, C. S. (1985). The role of motivational processes in transfer of learning. Cambridge.
  • Furrer, C. y Skinner, E. A. (2003). Sense of relatedness as a factor in children’s academic engagement and performance. Journal of Educational...
  • García-Peñalvo, F. J., Corell, A. y Abella, R. (2022). Digital competence for online learning in higher education: A systematic review. Computers...
  • Kim, J., Lee, S. y Park, H. (2023). Enhancing motivation in online education: The role of collaboration and interactivity. Journal of Educational...
  • Lee, S., & Seo, J. (2022). Digital tools in higher education: Effects on engagement and academic performance. International Journal of...
  • Pérez, M., Navarro, L. y Martín, A. (2022). Impact of digital competencies on student motivation in higher education. Education and Information...
  • Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5). https://doi.org/10.1108/10748120110424816
  • Pintrich, P. R. (2000). The role of Goal orientation in Self-Regulated Learning, En P. R. Monique Boekaerts & M. Z. Pintrich (Eds.) Handbook...
  • Puentedura, R. (2006). Transformation, Technology, and Education. The 2006 ELI Annual Meeting: Leading the Revolution. The New Digital Age.
  • Realyvásquez-Vargas A,, Maldonado-Macías A. A,, Arredondo-Soto K. C., Báez-Lopez Y., Carrillo-Gutiérrez T. y Hernández-Escobedo G. (2020)....
  • Rodríguez, A., Gómez, C. y Sánchez, P. (2023). Building engagement through digital collaboration tools: Insights from a higher education perspective....
  • Turner, A. (2015). Generation Z: Technology and social interest. The Journal of Individual Psychology, 71(2), 103-113. https://lc.cx/pZZkky
  • Weiner, B. (1974). An Attributional Interpretation of Expectancy-Value Theory. En B. Weiner (Ed.), Cognitive Views of Human Motivation, An...
  • Weiner, B. (1979). A theory of motivation for some classroom experiences. Journal of Educational Psychology, 71(1), 3–25. https://doi.org/10.1037/0022-0663.71.1.3
  • Weiner, B. (1985). An attributional theory of achievement motivation and emotion. Psychological Review, 92(4), 548–573. https://doi.org/10.1037/0033-295x.92.4.548
  • Weiner, B. (1986). An attributional theory of motivation and emotion. Springer eBooks. https://doi.org/10.1007/978-1-4612-4948-1
  • Weiner, B. (1992). Human Motivation: Metaphors, Theories, and research. Sage. https://ci.nii.ac.jp/ncid/BA14309532
  • Wenger, E. (1998). Communities of Practice: Learning, Meaning, and Identity. Cambridge University Press.