Technological Infrastructure In Teaching-Learning Processes In Educational Institutions: A Systematic Review
Descripción del Articulo
The COVID-19 pandemic accelerated the adoption of virtual and hybrid teaching methods, leading to substantial changes in educational approaches. This study focused on evaluating the effect of mediating technologies on post-pandemic educational processes, emphasizing their essential role in enhancing...
| Autor: | |
|---|---|
| Formato: | artículo |
| Fecha de Publicación: | 2025 |
| Institución: | Universidad San Ignacio de Loyola |
| Repositorio: | Revistas - Universidad San Ignacio de Loyola |
| Lenguaje: | español inglés |
| OAI Identifier: | oai:revistas.usil.edu.pe:article/1958 |
| Enlace del recurso: | https://revistas.usil.edu.pe/index.php/pyr/article/view/1958 |
| Nivel de acceso: | acceso abierto |
| Materia: | Mediación tecnológica Procesos de enseñanza Procesos de aprendizaje Educación tecnológica educación virtual Technological mediation Teaching processes Learning processes Technological education Virtual education |
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Technological Infrastructure In Teaching-Learning Processes In Educational Institutions: A Systematic Review Infraestructura tecnológica en los procesos de enseñanza-aprendizaje en instituciones educativas: una revisión sistemática |
| title |
Technological Infrastructure In Teaching-Learning Processes In Educational Institutions: A Systematic Review |
| spellingShingle |
Technological Infrastructure In Teaching-Learning Processes In Educational Institutions: A Systematic Review Navarro, Rafael Cecilio Mediación tecnológica Procesos de enseñanza Procesos de aprendizaje Educación tecnológica educación virtual Technological mediation Teaching processes Learning processes Technological education Virtual education |
| title_short |
Technological Infrastructure In Teaching-Learning Processes In Educational Institutions: A Systematic Review |
| title_full |
Technological Infrastructure In Teaching-Learning Processes In Educational Institutions: A Systematic Review |
| title_fullStr |
Technological Infrastructure In Teaching-Learning Processes In Educational Institutions: A Systematic Review |
| title_full_unstemmed |
Technological Infrastructure In Teaching-Learning Processes In Educational Institutions: A Systematic Review |
| title_sort |
Technological Infrastructure In Teaching-Learning Processes In Educational Institutions: A Systematic Review |
| dc.creator.none.fl_str_mv |
Navarro, Rafael Cecilio |
| author |
Navarro, Rafael Cecilio |
| author_facet |
Navarro, Rafael Cecilio |
| author_role |
author |
| dc.subject.none.fl_str_mv |
Mediación tecnológica Procesos de enseñanza Procesos de aprendizaje Educación tecnológica educación virtual Technological mediation Teaching processes Learning processes Technological education Virtual education |
| topic |
Mediación tecnológica Procesos de enseñanza Procesos de aprendizaje Educación tecnológica educación virtual Technological mediation Teaching processes Learning processes Technological education Virtual education |
| description |
The COVID-19 pandemic accelerated the adoption of virtual and hybrid teaching methods, leading to substantial changes in educational approaches. This study focused on evaluating the effect of mediating technologies on post-pandemic educational processes, emphasizing their essential role in enhancing interaction and cooperation between teachers and students. Although their relevance is evident, challenges persist in terms of access, quality, and evaluation of technological educational initiatives. To address these challenges, a comprehensive literature review was conducted, examining 26 international academic studies published in the last five years. The findings indicate that mediating technologies positively influence motivation, student retention, and self-directed learning, especially in higher education and language teaching. However, the effects vary depending on the context. It is recommended to implement a technological strategy in the classroom that enhances learning and supports holistic education, highlighting the importance of developing comprehensive programs for planning, execution, and evaluation of educational technologies before applying these findings in specific contexts like Colombia. |
| publishDate |
2025 |
| dc.date.none.fl_str_mv |
2025-01-31 |
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info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
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article |
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https://revistas.usil.edu.pe/index.php/pyr/article/view/1958 10.20511/pyr2024.v12.1958 |
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https://revistas.usil.edu.pe/index.php/pyr/article/view/1958 |
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10.20511/pyr2024.v12.1958 |
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spa eng |
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spa eng |
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Technological Infrastructure In Teaching-Learning Processes In Educational Institutions: A Systematic ReviewInfraestructura tecnológica en los procesos de enseñanza-aprendizaje en instituciones educativas: una revisión sistemáticaNavarro, Rafael CecilioMediación tecnológicaProcesos de enseñanzaProcesos de aprendizajeEducación tecnológicaeducación virtualTechnological mediationTeaching processesLearning processesTechnological educationVirtual educationThe COVID-19 pandemic accelerated the adoption of virtual and hybrid teaching methods, leading to substantial changes in educational approaches. This study focused on evaluating the effect of mediating technologies on post-pandemic educational processes, emphasizing their essential role in enhancing interaction and cooperation between teachers and students. Although their relevance is evident, challenges persist in terms of access, quality, and evaluation of technological educational initiatives. To address these challenges, a comprehensive literature review was conducted, examining 26 international academic studies published in the last five years. The findings indicate that mediating technologies positively influence motivation, student retention, and self-directed learning, especially in higher education and language teaching. However, the effects vary depending on the context. It is recommended to implement a technological strategy in the classroom that enhances learning and supports holistic education, highlighting the importance of developing comprehensive programs for planning, execution, and evaluation of educational technologies before applying these findings in specific contexts like Colombia.La pandemia del COVID-19 aceleró la adopción de métodos de enseñanza virtuales e híbridos, provocando cambios sustanciales en los enfoques educativos. Este estudio se centró en evaluar el efecto de las tecnologías mediadoras en los procesos educativos posteriores a la pandemia, subrayando su rol esencial en mejorar la interacción y cooperación entre docentes y estudiantes. Aunque su relevancia es evidente, persisten desafíos en cuanto al acceso, la calidad y la evaluación de las iniciativas educativas tecnológicas. Para enfrentar estos retos, se ejecutó una revisión literaria, examinando 26 estudios académicos internacionales publicados en los últimos cinco años. Los hallazgos indican que las tecnologías mediadoras influyen positivamente en la motivación, la retención de estudiantes y el aprendizaje autodirigido, especialmente en la educación superior y la enseñanza de idiomas. Sin embargo, los efectos varían según el contexto. Se recomienda una estrategia de implementación tecnológica en el aula que potencie los aprendizajes y apoye una formación integral, resaltando la importancia de desarrollar programas integrales de planificación, ejecución y evaluación de tecnologías educativas antes de aplicar estos hallazgos en contextos específicos como el colombiano.Carrera de Psicología, Universidad San Ignacio de Loyola, Lima, Perú.2025-01-31info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfhttps://revistas.usil.edu.pe/index.php/pyr/article/view/195810.20511/pyr2024.v12.1958Propósitos y Representaciones. 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Nota importante:
La información contenida en este registro es de entera responsabilidad de la institución que gestiona el repositorio institucional donde esta contenido este documento o set de datos. El CONCYTEC no se hace responsable por los contenidos (publicaciones y/o datos) accesibles a través del Repositorio Nacional Digital de Ciencia, Tecnología e Innovación de Acceso Abierto (ALICIA).
La información contenida en este registro es de entera responsabilidad de la institución que gestiona el repositorio institucional donde esta contenido este documento o set de datos. El CONCYTEC no se hace responsable por los contenidos (publicaciones y/o datos) accesibles a través del Repositorio Nacional Digital de Ciencia, Tecnología e Innovación de Acceso Abierto (ALICIA).
