Informational Literacy in Virtual Higher Education: Achievements and Challenges

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Virtual education has become an alternative for students to access the higher education system. In Colombia, there has been an increase in the number of undergraduate programs in this form of education. However, information about the pedagogical work undertaken in those programs is scarce, and it is...

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Autores principales: Pineda Báez, Clelia, Hennig Manzouli, Cristina, Segovia Cifuentes, Yasbley, Díaz Gómez, Darwin, Sánchez Duarte, Mónica, Otero, María Patricia, Rees, Geraint Paul
Formato: Artículo publishedVersion
Lenguaje:Español
Publicado: Universidad de Buenos Aires, Facultad de Filosofía y Letras 2014
Materias:
Alfabetización informacional
Programas virtuales
Educación superior
Plagio.
Information literacy
Virtual programs
Higher education
Plagiarism.
Acceso en línea:https://revistascientificas.filo.uba.ar/index.php/ICS/article/view/718
https://repositoriouba.sisbi.uba.ar/gsdl/cgi-bin/library.cgi?a=d&c=biblioinfo&d=718_oai
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Repositorio Digital de la Universidad de Buenos Aires (UBA) de Universidad de Buenos Aires
id I28-R145-718_oai
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spelling I28-R145-718_oai2025-11-17 Pineda Báez, Clelia Hennig Manzouli, Cristina Segovia Cifuentes, Yasbley Díaz Gómez, Darwin Sánchez Duarte, Mónica Otero, María Patricia Rees, Geraint Paul 2014-10-03 Virtual education has become an alternative for students to access the higher education system. In Colombia, there has been an increase in the number of undergraduate programs in this form of education. However, information about the pedagogical work undertaken in those programs is scarce, and it is needed to examine their quality. This research project examined the education community’s perception of undergraduate virtual education programs in Colombian higher education institutions. One of the key elements in the analysis was the development of students’ information literacy to find out about possible ruptures, transformations, advantages, problems and solutions that emerge from this form of education. The study used a quantitative and qualitative approach to gather information from teachers, coordinators, tutors and students from 9 higher education institutions. Results show that efforts to improve students’ information literacy have been undertaken; however a greater collective effort is needed to improve the search for, evaluation and ethical use of information. Implicit here is the need for expert training and the need to reflect upon strategies to combat plagiarism. La educación virtual se constituye en una alternativa para el acceso de un mayor número de estudiantes al sistema de educación superior. En Colombia se ha incrementado el número de programas de pregrado en esta modalidad, pero la documentación sobre el trabajo pedagógico desarrollado en la implementación de estas propuestas educativas es insuficiente para examinar su calidad. Esta investigación propuso como una de sus categorías de análisis indagar las percepciones y experiencias de agentes educativos acerca del desarrollo de la alfabetización informacional en los programas que se ofrecen en esa modalidad para especificar transformaciones, avances, rupturas, entre otros aspectos. El estudio empleó técnicas cuantitativas y cualitativas para la recolección de información de profesores, coordinadores, tutores y estudiantes de nueve instituciones de educación superior que contaban con programas con un alto componente virtual. Los resultados muestran que se ha dado inicio al fortalecimiento de las competencias informacionales de los estudiantes, pero que aún se requiere del trabajo colectivo entre profesores, tutores y estudiantes para refinar los criterios de búsqueda, valoración y aplicación de la información. Se evidencia también la necesidad de capacitación para expertos temáticos y la necesidad de reflexionar sobre estrategias para combatir el plagio. application/pdf https://revistascientificas.filo.uba.ar/index.php/ICS/article/view/718 10.34096/ics.i26.718 spa Universidad de Buenos Aires, Facultad de Filosofía y Letras https://revistascientificas.filo.uba.ar/index.php/ICS/article/view/718/696 Información, cultura y sociedad; No. 26 (2012); 83-104 Información, cultura y sociedad; Núm. 26 (2012); 83-104 1851-1740 1514-8327 Alfabetización informacional Programas virtuales Educación superior Plagio. Information literacy Virtual programs Higher education Plagiarism. Informational Literacy in Virtual Higher Education: Achievements and Challenges Alfabetización informacional en la educación superior virtual: logros y desafíos. info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion https://repositoriouba.sisbi.uba.ar/gsdl/cgi-bin/library.cgi?a=d&c=biblioinfo&d=718_oai
institution Universidad de Buenos Aires
institution_str I-28
repository_str R-145
collection Repositorio Digital de la Universidad de Buenos Aires (UBA)
language Español
orig_language_str_mv spa
topic Alfabetización informacional
Programas virtuales
Educación superior
Plagio.
Information literacy
Virtual programs
Higher education
Plagiarism.
spellingShingle Alfabetización informacional
Programas virtuales
Educación superior
Plagio.
Information literacy
Virtual programs
Higher education
Plagiarism.
Pineda Báez, Clelia
Hennig Manzouli, Cristina
Segovia Cifuentes, Yasbley
Díaz Gómez, Darwin
Sánchez Duarte, Mónica
Otero, María Patricia
Rees, Geraint Paul
Informational Literacy in Virtual Higher Education: Achievements and Challenges
topic_facet Alfabetización informacional
Programas virtuales
Educación superior
Plagio.
Information literacy
Virtual programs
Higher education
Plagiarism.
description Virtual education has become an alternative for students to access the higher education system. In Colombia, there has been an increase in the number of undergraduate programs in this form of education. However, information about the pedagogical work undertaken in those programs is scarce, and it is needed to examine their quality. This research project examined the education community’s perception of undergraduate virtual education programs in Colombian higher education institutions. One of the key elements in the analysis was the development of students’ information literacy to find out about possible ruptures, transformations, advantages, problems and solutions that emerge from this form of education. The study used a quantitative and qualitative approach to gather information from teachers, coordinators, tutors and students from 9 higher education institutions. Results show that efforts to improve students’ information literacy have been undertaken; however a greater collective effort is needed to improve the search for, evaluation and ethical use of information. Implicit here is the need for expert training and the need to reflect upon strategies to combat plagiarism.
format Artículo
publishedVersion
author Pineda Báez, Clelia
Hennig Manzouli, Cristina
Segovia Cifuentes, Yasbley
Díaz Gómez, Darwin
Sánchez Duarte, Mónica
Otero, María Patricia
Rees, Geraint Paul
author_facet Pineda Báez, Clelia
Hennig Manzouli, Cristina
Segovia Cifuentes, Yasbley
Díaz Gómez, Darwin
Sánchez Duarte, Mónica
Otero, María Patricia
Rees, Geraint Paul
author_sort Pineda Báez, Clelia
title Informational Literacy in Virtual Higher Education: Achievements and Challenges
title_short Informational Literacy in Virtual Higher Education: Achievements and Challenges
title_full Informational Literacy in Virtual Higher Education: Achievements and Challenges
title_fullStr Informational Literacy in Virtual Higher Education: Achievements and Challenges
title_full_unstemmed Informational Literacy in Virtual Higher Education: Achievements and Challenges
title_sort informational literacy in virtual higher education: achievements and challenges
publisher Universidad de Buenos Aires, Facultad de Filosofía y Letras
publishDate 2014
url https://revistascientificas.filo.uba.ar/index.php/ICS/article/view/718
https://repositoriouba.sisbi.uba.ar/gsdl/cgi-bin/library.cgi?a=d&c=biblioinfo&d=718_oai
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