Given the increase in distance learning programs, this study highlights the challenges that university students face when dealing with distance learning processes, considering the conditions of the digital era. The methodology used was non-experimental due to complementarity throughout three stages. The type of sample was deliberate, so 4 842 students, enrolled in 148 courses taught by 34 professors from a public university in Mexico. The results emphasize the demand to use versatile and multi-platform technological resources, implement active teaching strategies, diversify the formats of educational materials, as well as the use of effective, assertive, and timely communication between students and teachers. We conclude that the challenges are in the generation of learning environments based on the profile of the current student and the change from a technological to a pedagogical interaction that takes advantage of the cognitive approach in the use of technologies that enhances learning and that avoids the simulation and improvisation of teaching.
Foreign language reading comprehension tests administered at the higher education level, for admission, continuation, or graduation purposes, carry significant implications for examinees' lives. For this reason, exams must be designed based on a theoretical and methodological framework that ensures their validity. Following Kane's argument-based approach to test validation (2002, 2006, 2013), this paper addresses the conception and design of a prototype foreign language reading comprehension test for higher education. This approach incorporates semantic and political inferences that must be supported with evidence. The study explores an area often overlooked in the validation of high-stakes exams: domain description as the core component in the design of a language exam. The study presents implications for higher education institutions involved in designing foreign language proficiency exams.
The quality of university life influences studentswell-being and academic performance. Higher Education Institutions that provide a positive and supportive environment for students contribute to their increased happiness, engagement, and motivation to learn. The aim of this study is to provide validity evidence regarding the internal structure of an instrument that measures university quality of life. Students from the State of Aguascalientes, Mexico participated. An exploratory factor analysis was performed (factor estimation: unweighted least squares. Promax rotation method with Kaiser normalization). The instrument is made up of 36 items. Its internal consistency is 0.95 (Cronbach's alpha). The results of the Exploratory Factor Analysis show a total of 6 factors: relevance of university learning; university security and trust; negative emotions towards the university; positive emotions towards the university; self-confidence in learning and student coexistence.
Research objective is to describe the knowledge and skills acquired by graduates during their university careers, as well as the performance and learning challenges encountered in their work environment. This is an exploratory-descriptive study. The method designed is non-experimental because there are no variables to manipulate or control; it focuses only on the interpretation of the information obtained. The subtype corresponds to crosssectional, since data collection was conducted over a single period. Data were obtained through an online form from thirty-four graduates of different generations of the Computer Systems Engineering educational program at the Autonomous Indigenous University of Mexico. The main findings are knowledge related to computer systems; identification, application, and management of current technology infrastructure. Ninety-four percent of graduates believed they are continuously learning about technologies and acquiring skills.
Measuring digital literacy is essential to identify digital skills that can be associated with learning and that allows improvements in training processes. The objective was to determine the validity and reliability of a digital literacy scale and verify its association with autonomous learning for high school students. A total of 365 students from southern Sonora, Mexico, participated. Confirmatory factor analysis showed significant factor loadings for factors in the theoretical model; however, items were reduced, because the low factor loadings indicated the items were not well represented by the corresponding factor. The reliability of the scale was high and the predictive validity shows a slightly strong and positive relationship between digital literacy and autonomous learning. The scale has adequate psychometric properties for measuring digital literacy, this shows that the dimensions are associated with autonomous learning.
