Meaningful learning in the development of digital skills. Trend analysis.

Authors

  • Mariana-Daniela González-Zamar Universidad de Almería
  • Emilio Abad-Segura Universidad de Almería
  • Luis Jesús Belmonte-Ureña Universidad de Almería

DOI:

https://doi.org/10.46661/ijeri.4741

Keywords:

Meaningful learning, higher education, ICT, digital skills, teaching

Abstract

In the generation of those born in a digital environment, devices are understood as something natural in the way of obtaining instant information. The educational system has adapted and developed new pedagogical models, to combine teaching with the intrinsic characteristics of digital students. In this scenario, meaningful learning provides the educational system with an active model that allows the student to associate the new information with the one they already have, readjusting and rebuilding both in the process. In this context, new technologies act as mediating tools for learning, favoring pedagogical practices in teacher-student relationships. The application of Information and Communication Technologies promote the acquisition of abilities, skills and knowledge for its subsequent professional and social application. Thus, the objective of the study was to identify the scientific publications related to significant learning and the technologies applied in higher education during the period 2000 to 2019. A bibliometric analysis of the scientific literature was carried out. For this, 1,161 documents on this topic were identified. The results of the analysis revealed that scientific productivity has increased since 2010, verifying the deep interest in new technological resources applied to teaching. The main research trends include the impact on students' cognitive processes, motivations, and academic performance.

 

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References

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Published

2020-07-09

How to Cite

González-Zamar, M.-D. ., Abad-Segura , E., & Belmonte-Ureña , . L. J. (2020). Meaningful learning in the development of digital skills. Trend analysis. IJERI: International Journal of Educational Research and Innovation, (14), 91-110. https://doi.org/10.46661/ijeri.4741

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Artículos