El uso de la videocámara en enseñanza remota y la percepción de los estudiantes sobre la privacidad
DOI:
https://doi.org/10.58299/edu.v30i37.607Palabras clave:
aprendizaje en línea, aprendizaje sincrónico, videoconferencia, privacidadResumen
Este estudio indagó la percepción de estudiantes sobre el uso de cámaras en la videoconferencia para la enseñanza a distancia y la privacidad. Los participantes fueron estudiantes de la Licenciatura en Lengua Inglesa de la Universidad Veracruzana expuestos a la enseñanza a distancia con el uso de plataformas de videoconferencia. La investigación fue un método mixto. Se realizó una entrevista semiestructurada para recaudar datos cualitativos y encuesta para los datos ordinales utilizando el método no paramétrico. Los gráficos de tendencia mostraron los rangos por tema y las percepciones, así como las menciones de los participantes, derivadas de la entrevista. Los resultados mostraron que la privacidad no era la preocupación, sino el servicio de proveedores de internet. La interacción social con video es importante, pero una transmisión de audio adecuada es preferible. No se demostró ninguna percepción de abuso o invasión de la intimidad, pero se prefiere cámaras apagadas.
Citas
Aldhafferi, N., Watson, C., & Sajeev, A.S. (2013). Personal Information Privacy Settings of Online. Social Networks and their Suitability for Mobile Internet Devices. ArXiv, 2(2)., 1-17. https://doi.org/10.48550/arXiv.1305.2770 DOI: https://doi.org/10.5121/ijsptm.2013.2201
Autio, O. (2011). The Development of Technological Competence from Adolescence to Adulthood. Journal of Technology Education 22 (2), 71-89 https://doi.org/10.21061/jte.v22i2.a.5 DOI: https://doi.org/10.21061/jte.v22i2.a.5
Bilbao, J., Bravo, E., Varela, C., García, O., Rodríguez, M., González, P. (2014). Promoting Digital Competence From University. INTED2014 Proceedings. 8th International Technology, Education and Development Conference, 1914-1919. https://library.iated.org/view/BILBAO2014PRO
Bravo, E., García, B., Simo, P., Enache, M., & Fernandez, V. (2011). Video as a new teaching tool to increase student motivation. IEEE Global Engineering Education Conference, EDUCON 2011. ALT-J, Research in Learning Technology. 13 (2) 139–150. https://doi.org/10.1109/EDUCON.2011.5773205 DOI: https://doi.org/10.1109/EDUCON.2011.5773205
Candolfi, N., Chan, M., & Rodriguez, B. (2019). Technological Competences: A Systematic Review of the Literature in 22 Years of Study. International Journal of Emerging Technologies in Learning (iJET), 14(04), 4–30. https://doi.org/10.3991/ijet.v14i04.9118 DOI: https://doi.org/10.3991/ijet.v14i04.9118
Darmawansah, D., & Ismaniati, C. (2018). How Virtual Learning Works for Indonesian EFL Teachers in Teaching Spanish Students: A Case Study in Wonder English Academy of Spain. LLTC Proceedings 2018 “Issues in Language and Language Teaching” 23-37. http//doi.org/24071/lltc.2018.04
De la Rama, J., Sabasales, M., Antonio, A., Ricohermoso, C., Torres, J., Devanadera, A., & Alieto, E. (2020). Virtual Teaching as the 'New Norm’: Analyzing Science Teachers’ Attitude toward Online Teaching, Technological Competence, and Access. International Journal of Advanced Science and Technology 29(7), 12705 – 12715. http://dx.doi.org/10.2139/ssrn.3654236 DOI: https://doi.org/10.2139/ssrn.3654236
Doosuur A. & Mwuese, S. (2013). The Use of Audio-Visual Materials in the Teaching and Learning Processes in Colleges of Education in Benue State-Nigeria. IOSR Journal of Research & Method in Education (IOSRJRME), 1(6), 44 - 55. https://doi.org/10.9790/7388-0164455 DOI: https://doi.org/10.9790/7388-0164455
Farr, F., & Riordan, E. (2014). Tracing the reflective practices of student teachers in online modes. ReCall, 27 (1), 104 – 125. https://doi.org/10.1017/S0958344014000299 DOI: https://doi.org/10.1017/S0958344014000299
Fernández, F., & Fernández, M. (2016). Los docentes de la Generación Z y sus competencias digitales. Revista Científica de Educomunicación. Comunicar, 24 (46), 97- 105. https://doi.org/10.3916/C46-2016-10 DOI: https://doi.org/10.3916/C46-2016-10
Fernández-Pampillón, A. (2009). Las plataformas e-learning para la enseñanza y el aprendizaje. Las Plataformas del aprendizaje. Del Mito a la realidad. Repositorio Institucional de la UCM. E-Prints Complutence. 45-73. https://eprints.ucm.es/cgi/export/10682
Ferrari, A., Punie, Y., & Redecker, C. (2012). Understanding Digital Competence in the 21st Century: An Analysis of Current Frameworks. In: Ravenscroft, A., Lindstaedt, S., Kloos, C.D., Hernández-Leo, D. (eds) 21st Century Learning for 21st Century Skills. EC-TEL 2012. Lecture Notes in Computer Science, 79-92. Springer. https://doi.org/10.1007/978-3-642-33263-0_7 DOI: https://doi.org/10.1007/978-3-642-33263-0_7
Finn, R.L., Wright, D., Friedewald, M. (2013). Seven Types of Privacy. In: Gutwirth, S., Leenes, R., de Hert, P., Poullet, Y. (eds) European Data Protection: Coming of Age. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-5170-5_1 DOI: https://doi.org/10.1007/978-94-007-5170-5_1
Gladović, P., Deretić, N., & Drašković, D. (2020). Video Conferencing and its Application in Education. JTTTP - Journal of Traffic And Transport Theory And Practice, 5(1) 45 – 48. https://doi.org/10.7251/JTTTP2001045G DOI: https://doi.org/10.7251/JTTTP2001045G
Google LLC.( May, 18th , 2022). Google Support. https://support.google.com/meethardware/answer/4541234?hl=en#zippy=%2Cgeneral-network-requirements%2Cminimum-bandwidth-required
Goyal, S. (2012). E-Learning: Future of Education. Journal of Education and Learning.6 (2) 239-242.https://doi.org/10.11591/edulearn.v6i4.168 DOI: https://doi.org/10.11591/edulearn.v6i4.168
Greifenberg, J. (2020). An Approach to Engage Multiple Parties into the Process of Teaching Digital Competences in German Schools. Technology Arts Sciences. Th Köln - University of Applied Sciences Advanced Media Institute.
Guevara, I., Rodríguez, A., Salazar, E. (2020). Educación, Innovación, tecnología y auto-aprendizaje. Brujas.
Hashemi, M. & Azizinezhad, M. (2011). The Capabilities of Oovoo and Skype for Language Education. Procedia - Social and Behavioral Sciences, 28, 50–53. 10.1016/j.sbspro.2011.11.010. DOI: https://doi.org/10.1016/j.sbspro.2011.11.010
Hernández, R., Fernández, C., Baptista, M. (2010). Metodología de la investigación. McGraw Hill.
Inoue, Y. (2018). Privacy and libraries in the case of Japan. IFLA Journal, 44(3), 223–228. https://doi.org/10.1177/0340035218785391 DOI: https://doi.org/10.1177/0340035218785391
Kotuła, K. (2016). Teaching a foreign language in a desktop videoconferencing environment. Teaching English with Techonology, 16 (13) 37 – 51. https://files.eric.ed.gov/fulltext/EJ1135687.pdf
Lomäki, L., Kantosalo, A., & Lakkala, M. (2011). What is digital competence? Education and Information Technologies, Linked portal. 21(3), 655-679. http://linked.eun.org/web/guest/in-depth3 DOI: https://doi.org/10.1007/s10639-014-9346-4
Loranc-Paszylk, Barbara. (2015). Videoconferencing as a Tool for Developing Speaking Skills. In: Pawlak, M., Waniek-Klimczak, E. (eds) Issues in Teaching, Learning and Testing Speaking in a Second Language. Second Language Learning and Teaching. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-38339-7_12 DOI: https://doi.org/10.1007/978-3-642-38339-7_12
Lorna, U., Wangsa, I. & Damiani, E. (2007). The future of E-learning: E-learning ecosystem. Inaugural IEEE-IES Digital EcoSystems and Technologies Conference, 2007, 113-117.
Marchlik, P., Wichrowska, K., & Zubala, E. (2021). The use of ICT by ESL teachers working with young learners during the early COVID-19 pandemic in Poland. Education and information technologies, 26(6), 7107–7131. https://doi.org/10.1007/s10639-021-10556-6 DOI: https://doi.org/10.1007/s10639-021-10556-6
McLeod, S. (2019). Likert scale Definition, Examples and Analysis. Simply Psychology. www.simplypsychology.org/likert-scale.html
Microsoft Corporation. (May, 18th , 2022). Prepare your organization's network for Microsoft Teams. https://docs.microsoft.com/en-us/microsoftteams/prepare-network.
Rizza, C. (2014). Digital Competences. In: Michalos, A. (eds) Encyclopedia of Quality of Life and Well-Being Research. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-0753-5_731 DOI: https://doi.org/10.1007/978-94-007-0753-5_731
Trepte, S,. & Reinecke, L. (2011). Privacy Online. Springer. https://link.springer.com/book/10.1007/978-3-642-21521-6 DOI: https://doi.org/10.1007/978-3-642-21521-6
Tavangarian, D., Leypold, M., Nölting, K., Röser, M., Voigt, D. (2004). Is e-Learning the Solution for Individual Learning? Electronic Journal of e-Learning, 2 (2) 273-280. https://files.eric.ed.gov/fulltext/EJ1099252.pdf
Wildemuth, B. (2007). The Illusion of Online Privacy. School of Information and Library Science, University of North Carolina at Chapel Hill. https://ils.unc.edu/~wildem/Publications/CHI2006-Privacy.pdf
Zoom Video Communications. (May, 18th, 2022). Zoom system requirements: Windows, macOS, Linux. Zoom Support. https://support.zoom.us/hc/en-us/articles/201362023-System-requirements-for-Windows-macOS-and-Linux.
Publicado
Cómo citar
Número
Sección
Licencia
Derechos de autor 2022 EDUCATECONCIENCIA
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial 4.0.