Vol. 23 (2014): El nuevo estudiante en el Espacio Europeo de Educación Superior
Presentación del Monográfico

Usos académicos y sociales de las tecnologías digitales del estudiante universitario de primer año.

Publicado octubre 26, 2015

Palabras clave:

Estudiante digital, era digital, TIC, medios de comunicación, educación superior.


Esta comunicación tiene como objetivo comprender cómo los estudiantes universitarios de primer año utilizan la tecnología digital para fines académicos y sociales. Los resultados nos permiten concluir que la mayoría de los estudiantes se sientan cómodos con las tecnologías digitales y ven las redes sociales como un medio de conexión e interacción con amigos más con fines sociales que académicos. Los estudiantes suelen preferir el correo electrónico personal, la interacción cara a cara, las redes sociales y los teléfonos móviles para comunicarse y conectarse con otros. Sobre los hábitos de estudio, los estudiantes prefieren aprender por sí mismos, trabajar independientemente y estudiar en casa. Esto contradice uno de los argumentos sobre las Generación Net que dice que los estudiantes de hoy están a favor del enfoque del trabajo colaborativo.



Acilar, A. (2011). Exploring the aspects of digital divide in a developing country. The Journal of Issues in Informing Science & Information Technology, 8(1), 231-244.

Battro, A. M. & Fischer, K. W. (2012). Mind, brain, and education in the digital era. Mind, Brain, and Education, 6(1): 49–50. doi: 10.1111/j.1751-228X.2011.01137.x

Bicen, H. & Cavus, N. (2011). Social network sites usage habits of undergraduate students: case study of Facebook, Procedia - Social and Behavioral Sciences, 28, 943 – 947. doi:10.1016/j.sbspro.2011.11.174

Brown, C. & Czerniewicz, L. (2010). Debunking the “digital native”: beyond digital apartheid, towards digital democracy. Journal of Computer Assisted Learning, 26(5), 357-369. doi:10.1111/j.1365-2729.2010.00369.x

Bullen, M., Morgan, T., Belfer, K., &Qayyum, A. (2008, October).The Digital Learner at BCIT and Implications for an E-Strategy.Paper presented to the EDEN Research Workshop, Paris.

Bullen, M., Belfer, K., Morgan, T. &Qayyum, A. (2009). The net generation in higher education: rhetoric and reality. International Journal of Excellence in E-Learning, 2(1), 1–13.

Bullen, M., Morgan, T., Romero, M., Sangrà, A. &Guitert, M. (2011).Social Use and Educational Practice: Developing an Understanding of the Digital Learner and ICT use. Paper presented at III European Conference on

Information Technology in Education and Society: A Critical Insight. Barcelona, Spain.

Cheng, C. K., Paré, D. E., Collimore, L.-M., &Joordens, S. (2011). Assessing the effectiveness of a voluntary online discussion forum on improving students course performance,Computers and Education, 56(1), 253–261.


Clough, G., Jones, A. C., McAndrew, P., & Scanlon, E. (2008).Informal learning with PDAs and smartphones.Journal of Computer Assisted Learning, 24(5),359-371. doi: 10.1111/j.1365-2729.2007.00268.x

Collins, K. M. T., Onwuegbuzie, A. J., & Jiao, Q. G. (2006). Prevalence of mixed-methods sampling designs in social science research, Evaluation and Research in Education, 19(2), 83-101.

Creswell, J.W. (2008). Educational research: planning, conducting, and evaluating quantitative and qualitative research (3rd ed.). Upper Saddle River, N.J.: Pearson/Merrill Prentice Hall.

Fister, B. (2002). Fear of Reference. Chronicle of Higher Education, B20.

Gallardo, E. (2012). Hablemos de estudiantes digitales y no de nativos digitales. Universitas Tarraconensis. Revista de Ciències de l’Educació, 7-21.

González, A. (2003). Los Paradigmas de Investigación en las Ciencias Sociales. ISLAS, 45(138), 125-135.

González, J., & Ruiz, A. (2013). #ActitudesMaestros: Las actitudes de los futuros maestros hacia el uso educativo de las redes sociales. Educatio Siglo XXI, 31(1), 287-312. Murcia: Universidad de Murcia.

Gross, M., & Latham, D. (2007). Attaining information literacy: An investigation of the relationship between skill level, self-estimates of skill, and library anxiety. Library & Information Science Research, 29(3), 332-353.


Hawkins, B. L., & Rudy, J. A. (2008). EDUCAUSE core data service 2007 summary report. Boulder, CO: EDUCAUSE. Retrieved from http://net.educause.edu/ir/library/pdf/PUB8005.pdf

Hedestig, U. &Kaptelinin, V. (2002). Re-contextualization of teaching and learning in videoconference-based environments: an empirical study. Proceedings of the Conference on Computer Support for Collaborative

Learning: Foundations for a CSCL Community. 179-188.

Hilbert, M. (2011a). Digital gender divide or technologically empowered women in developing countries? A typical case of lies, damned lies, and statistics. Women's Studies International Forum, 34(6), 479-489. Hilbert, M. (2011b) The end justifies the definition: The manifold outlooks on the digital divide and their practical usefulness for policy-making,

Telecommunications Policy, 35(8), 715-736.

Howe, N. & Strauss, W. (1991). Millennials Rising: The Next Great Generation. New York: Vintage Original.

Jelfs, A., & Richardson, J. (2012).The use of digital technologies across the adult life span in distance education. British Journal of Educational

Technology,1-14. doi:10.1111/j.1467-8535.2012.01308.x

Jones, C. &Czerniewicz, L. (2010). Describing or debunking? The net generation and digital natives.Journal of Computer Assisted Learning,

(5), 317–320. doi:10.1111/j.1365-2729.2010.00379.x

Jones, C., Ramanau, R., Cross, S. & Healing, G. (2010). Net generation or Digital Natives: Is there a distinct new generation entering university? Computers and Education, 54(3), 722–732. doi:10.1016/j.compedu.2009.09.022

Junco, R. (2012). Too much face and not enough books: The relationship between multiple indices of Facebook use and academic performance. Computers in Human Behavior, 28(1), 187-198. doi:10.1016/j.chb.2011.08.026

Kerry, K. J. (2007). Qualitative methods for family studies human development. Thousand Oaks, CA: Sage.

Kira, A., Nichols, D.M., &Apperley, M. (2009).Human communication in customer-agent-computer interaction: Face-to-face versus over telephone,

Computers in Human Behavior, 25(1), 8-20.


Kolikant, Y. (2010). Digital natives, better learners? Students’ beliefs about how the Internet influenced their ability to learn. Computers in Human Behavior, 26, 1384-1391. doi:10.1016/j.chb.2010.04.012

Krause, M. (1995). La investigación cualitativa: un campo de posibilidades y desafíos. Revista Temas de Educación, 7, 19-39.

Lewis, K., Kaufman, J., &Christakis, N. (2008). The Taste for Privacy: An Analysis of College Student Privacy Settings in an Online Social Network. Journal of Computer-mediated Communication,14(1), 79-100.


Li, L. Finley, J., Pitts, J., &Guo, R. (2011). Which is a better choice for studentfaculty interaction: synchronous or asynchronous communication? Journal of Technology Research, 2, 1-12.

Luckin, R., Clark, W., Graber, R., Logan, K., Mee, A., & Oliver, M. (2009). Do Web 2.0 tools really open the door to learning? Practices,perceptions and profiles of 11–16-year-old students. Learning, Media and Technology,

(2), 87-104.

Miah, M., & Omar, A. (2012). Technology Advancement in developing countries during Digital Age. International Journal of Science and Applied Information Technology, 1(1), 30-38.

Neo, R. L., & Skoric, M. M. (2009). Problematic Instant Messaging use.Journal of Computer-Mediated Communication, 14(3), 627–657.


Prensky, M. (2001a). Digital natives, digital immigrants, Part 1.On the Horizon, 9(5), 1–6. doi:10.1108/10748120110424816

Prensky, M. (2001b). Digital natives, digital immigrants, Part II: Do they really think differently? On the Horizon, 9(6), 1-9.

Quan-Haase, A. (2007). University students’ local and distant social ties: Using and integrating modes of communication on campus. Information,

Communication & Society, 10(5), 671–693. doi:


Qayyum, A. (2010).Exploring students' course-related communication behaviour outside of postsecondary classrooms (Doctoral dissertation, Concordia

University, Canada). Retrieved from Thesis Database (LE 3 C66E38P2010 Q29).

Rapetti, E. &Cantoni, L. (2010). “Digital natives” and learning with the ICTs. The “GenY @ work” research in Ticino, Switzerland”, Journal of E-Learning

and Knowledge Society, 6(1), 39-49.

Ras, E., &Rech, J. (2009).Using Wikis to support the Net Generation in improving knowledge acquisition in capstone projects, Journal of Systems

and Software, 82(4), 553-562. doi:10.1016/j.jss.2008.12.039

Siemens. G., &Mateos, K. (2010). Systemic Changes in Higher Education. in education, 16(1). Retrieved February 28, 2013


Tapscott, D. (1998). Growing up digital: the rise of the Net generation. New

Van der Meijden, H. &Veenman, S. (2003).Face-to-face versus computermediated communication in a primary school setting, Computers in Human

Behavior, 21(5), 831-859. doi:10.1016/j.chb.2003.10.005

Van Harmelen, M., & Randall, D. (2011). libUX: Improving User Experience in Libraries within the Higher Education Sector. Retrieved


Wang, Q., Woo, H. L., Quek, C. L., Yang, Y., & Liu, M. (2012). Using the Facebook group as a learning management system: An exploratory study. British Journal of Educational Technology, 43(3), 428–438.


Wheeler, S., Yeomans, P., & Wheeler, D. (2008). The Good, the Bad and the Wiki:Evaluating Student-Generated Content for Collaborative Learning,

British Journal of Educational Technology,39(6), 987-


Winger, A. R. (2005).Face-to-face communication: Is it really necessary in a digitizing world?,Business Horizons, 48(3), 247-253.doi:10.1016/j.bushor.2004.11.004