Martinez-Daza Magda Alejandra, Guzmán Rincón Alfredo, Castaño Rico Jader Alexis, Segovia-García Nuria, Montilla Buitrago Harvey Yesid
School of Economic and Administrative Sciences, Corporación Universitaria de Asturias, 110221 Bogotá, Colombia.
Graphic Design Faculty, Universidad Santo Tomás, 110231 Bogotá, Colombia.
Eur J Investig Health Psychol Educ. 2021 Jan 10;11(1):33-49. doi: 10.3390/ejihpe11010004.
The incorporation of information and communication technologies (ICTs) in higher education has been carried out in a transversal manner within the curriculum, and the processes of formative research in both face-to-face and virtual programmes are not an exception to this process. In this context, it is recognised that students' perceptions of the inclusion of technologies in the classroom can influence their teaching and learning process; however, they have not been widely addressed in multiple settings including research seedbeds. Thus, this paper aims to identify such perceptions represented in the attitudes, knowledge and uses of ICTs in students ascribed to the research seedbed in a virtual business administration programme of an Institution of Higher Education located in Colombia. For its fulfillment, the ACUTIC scale was applied to a sample of 65 students in order to identify these perceptions through a hierarchical cluster analysis, a single factor analysis of variance (ANOVA) test, a post hoc Tukey method and a factor analysis. The main result is that attitudes, knowledge and use of ICTs are varied and they can be represented in three clusters. In general, the attitude towards the incorporation of technologies in the research seedbed is positive; however, there is a gap in terms of knowledge and use, especially of those tools oriented to the disciplinary field and research.
信息通信技术（ICTs）在高等教育中的融入是以横向方式在课程中进行的，无论是面对面课程还是虚拟课程中的形成性研究过程都不例外。在这种背景下，人们认识到学生对课堂中技术融入的看法会影响他们的教学和学习过程；然而，在包括研究温床在内的多种环境中，这些看法并未得到广泛探讨。因此，本文旨在确定哥伦比亚一所高等教育机构虚拟工商管理项目中归因于研究温床的学生在ICTs的态度、知识和使用方面所体现的这些看法。为了实现这一目标，将ACUTIC量表应用于65名学生的样本，以便通过层次聚类分析、单因素方差分析（ANOVA）测试、事后Tukey方法和因素分析来确定这些看法。主要结果是，ICTs的态度、知识和使用各不相同，可以分为三类。总体而言，对研究温床中技术融入的态度是积极的；然而，在知识和使用方面存在差距，特别是那些针对学科领域和研究的工具。
