Perception of the relevance of digital products for the support and

monitoring of research projects in virtual students

..........................................

Percepción sobre la pertinencia de productos digitales para el acompañamiento y

seguimiento de proyectos de investigación en estudiantes virtuales

Henry Leonardo Avendaño Delgado

Yonier Hernández Echavarría

Carlos Joaquín Alejandro

ABSTRACT

In the digital era in which we are immersed,

new subjectivities are being generated that

demand transformation in the educational

processes in which the teacher as an essential

actor in the process, sees the need to transform

their practices from the recognition of the

contextual diversity where their students are

immersed in such a way that seeks from their

skills and abilities to generate alternatives that

lead their students to the achievement of

learning objectives in line with the formative

purpose that frames their qualification. Within

this process, research assumes that special

chapter that requires professionals and

specialists of all areas to generate and

strengthen competences that allow them to

give answers to those questions that emerge

from a problem, a phenomenon or a need

present in their context or in their discipline,

based on scientific rigor. The objective of the

research of which this article is a part is

focused on the development of digital

technological resources that allow the

Received: October 30, 2023

Approved: December 11, 2023

...........................................

Maestria

Corporación Universitaria Iberoamericana

Ciudad, País Bogotá, Colombia

henry.avendano@ibero.edu .co

Orcid: 0000-0002-8378-4917

Maestría

Corporación Universitaria Iberoamericana

Bogotá, Colombia

yoiner.hernandez@ibero.edu .co

Orcid: 0000-0002-0450-8149

Maestría

Universidad tres culturas

México D.F, México

carlos.joaquin@doc.utc.mx

Perception of the relevance of digital products for the support and monitoring of research projects in virtual students

Vol 4 - No 1 January - June e-ISSN 2745-1194 Pages 80-96

researcher in training, especially the one who

crosses his qualification process from the

virtual mediation, to have a tool that directs,

accompanies and enhances the methodological

process of his research. This document

presents the results of the diagnostic phase and

the collection of requirements for the design

and analysis of the system to structure and

generate an alternative initial version of the

software application that meets the need that

is evident in the training process of researchers

from the virtual mediation and thus achieve

that transcendence in the different contexts of

a territory from a framework of multicultural

diversity. Through a study with a qualitative

approach, data were obtained from different

sources that from a triangulation allowed to

identify the requirements to be taken into

account and the phases of the construction of

the digital product. This study was focused on

higher education institutions that offer

professional and postgraduate training

programs in virtual mode. A total of 36

teachers belonging to the three cultural

universities of Mexico and the Corporación

universitaria Iberoamericana of Colombia

were taken as participants.

Key words: Mediated research, digital

product, Methodology, approach.

RESUMEN

En la era digital en la cual nos encontramos

inmersos, se vienen generado nuevas

subjetividades que exigen transformación en

los procesos educativos en los cuales el sujeto

docente como actor esencial dentro del

Perception of the relevance of digital products for the support and monitoring of research projects in virtual students

Vol 4 - No 1 January - June e-ISSN 2745-1194 Pages 80-96

proceso, ve la necesidad de transformar sus

prácticas a partir del reconocimiento de la

diversidad contextual donde se encuentran

inmersos sus estudiantes de tal forma que

busca a partir de sus competencias y

capacidades generar alternativas que

conlleven a sus educandos al logro de objetivos

de aprendizaje en línea al propósito formativo

que enmarca su cualificación. Dentro de este

proceso, la investigación asume ese capítulo

especial que exige a profesionales y

especialistas de todas las áreas en generar y

fortalecer competencias que les permita a

partir de la rigurosidad científica dar respuesta

a aquellos interrogantes que emergen de una

problemática, un fenómeno o una necesidad

presente en su contexto o en su disciplina. El

objetivo de la investigación de la cual forma

parte este artículo se centra en el desarrollo de

recursos tecnológicos digitales que permitan al

investigador en formación especialmente al

que cruza su proceso de cualificación desde la

mediación virtual, tener una herramienta que

le direccione, acompañe y realimente el

proceso metodológico de su investigación. En

este documento se presentan los resultados de

la fase diagnostica y de acopio de

requerimientos para que desde el diseño y

análisis del sistema se estructure y genere una

alternativa en versión inicial, del aplicativo de

software que satisfaga la necesidad que se

evidencia en el proceso formativo de

investigadores desde la mediación virtual y de

esta forma lograr esa trascendencia en los

diferentes contextos de un territorio desde un

marco de diversidad multicultural. Mediante

un estudio con un enfoque cualitativo, se

Perception of the relevance of digital products for the support and monitoring of research projects in virtual students

Vol 4 - No 1 January - June e-ISSN 2745-1194 Pages 80-96

obtuvieron datos de diferentes fuentes que

desde una triangulación permitió identificar

los requerimientos a tener presentes y las fases

de la construcción del producto digital. Este

estudio se centró en las instituciones

educativas de educación superior que ofertan

programas de formación profesional y

posgradual en modalidad virtual, se tomaron

como participantes un total de 36 docentes

pertenecientes a las universidades tres culturas

de México y la Corporación universitaria

Iberoamericana de Colombia.

Palabras Clave: Investigación mediada,

producto digital, Metodología, enfoque

Introduction

This article is the product of an innovation and research project developed in the

contexts of the Republic of Colombia and Mexico. It emerges from what is stated in

the goals of the Sustainable Development Goals (SDGs), which demand education for

all in the framework of diversity, promoting inclusive, intercultural and multicultural

education. Within this purpose, higher education institutions design their academic

offerings in different modalities with the aim of expanding their area of influence not

only in face-to-face classrooms but also in distance and virtual modalities, where to

achieve this purpose they articulate emerging technologies with educational processes,

thus reaching the heterogeneity of contexts of a territory with formative purposes

within the different areas of knowledge. But within this articulation technology -

education, there are different actors and elements such as the teacher, the learner, the

curriculum, didactics and research where it is required to generate specific tools and

skills in the digital environment to formulate, structure, exercise and transcend

learning in each of the learners immersed in the contexts where the training purpose

is reached, harmonizing the pedagogical and educational processes with the trends

and impact of digital transformation applied to research in and from the context.

Perception of the relevance of digital products for the support and monitoring of research projects in virtual students

Vol 4 - No 1 January - June e-ISSN 2745-1194 Pages 80-96

Materials and methods

The project is framed in innovation but is supported by research which is developed

from a qualitative approach, within the socio-critical paradigm of action research type,

where a current need is identified, which results in the transformation of an

educational reality which arises from the interpretation of a phenomenon that

promotes scientific interest to propose actions as an alternative solution that

transcend for the benefit of the social transformation of communities, from the

premise "education for all" as one of the goals proposed within the indicators of the

Sustainable Development Goals. This is achieved from the recognition of diversity

reflected in inclusive and intercultural education, directly and indirectly involving

each of the actors of the educational process within the emerging technological

proposals. The general objective of the project focuses precisely on identifying the

digital competencies of teachers who develop their exercise in the current digital era

and who project formative purposes, supported by technology as a mediation to

transcend with their teaching to the different contexts of a territory from a framework

of diversity due to disability, multiculturalism and interculturalism.

The population with which the project was developed was ad-hoc, made up of 36

teachers who voluntarily accepted to participate in the study. These teachers develop

their work in different modules and seminars in higher education programs belonging

to the faculties of education of the Iberoamerican University Corporation, as well as

teachers of education of the Universidad Tres Culturas de México. As inclusion

criteria, the educational level where they develop their teaching practice and the

faculty to which they belong were established. The exclusion criteria were the

institution where they are employed.

The digital product as a support resource, the teaching practice and the formative

process of research were identified as categories of analysis for the study, which

focused the interest of analysis and framed the research in such a way that allowed to

identify on the one hand the relevance of formulating a digital product to support the

formative process in research for the qualification of teachers in virtual modality

programs, as well as those competences that a subject immersed in the digital era must

have and strengthen to promote social transformation in a framework of diversity.

For the collection of information, instruments and techniques of qualitative research

were used, such as a discussion group supported by different primary sources that

have been developed from the practice associated with the formulation of new

proposals to strengthen didactics in the virtual modality, Likewise, semi-structured

interviews were conducted with teachers of the educational institutions taken as a

Perception of the relevance of digital products for the support and monitoring of research projects in virtual students

Vol 4 - No 1 January - June e-ISSN 2745-1194 Pages 80-96

basis for the study in such a way that allowed on the one hand to affirm the data

recorded in the documentary reports and on the other hand to argue from the same

practice the requirements to be taken into account for the formulation of the digital

product that supports the monitoring and methodological process of the research

projects developed by the students who in virtual mode are developing their

qualification process as teachers and who in turn have a level of competences of the

digital era.

"... by means of the interview we obtain all that information that we do not obtain by

observation, because through it we can penetrate into the inner world of the human

being and human being and know his feelings, his state, his ideas, his beliefs and

knowledge." (Cerda, H., 1991:259).

The data obtained from the application of the instruments were systematized and

through the comparative matrix technique, findings were obtained, which from a

critical and transforming analysis allowed interpreting the phenomenon as input for

the formulation of a digital product that accompanies, directs and enhances the

scientific rigor with which an end-of-course research project is developed.

Results

In order to obtain the necessary data to identify the requirements of a digital product

that supports, accompanies and enhances research projects under development by

postgraduate students in virtual mode. First of all, a documentary review of the trends

associated with the digital competencies of the population to whom the postgraduate

academic offer in virtual mode is addressed is carried out. The documents of the

Colombian Innovation Observatory are taken as a primary source, as well as the

reports of the Ministry of National Education, which in preliminary studies developed

and promoted the identification and formulation of educational innovation indicators.

These documents show that:

- Of the total population of teachers immersed in the different regions of the National

territory. Teachers support their pedagogical processes with digital educational

resources.

- Teachers in both secondary and higher education support academic management

with basic office automation tools, of which they have elementary knowledge.

- A high percentage of higher education teachers in different modalities and areas of

knowledge, create their own resources to support their process, from software or basic

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Vol 4 - No 1 January - June e-ISSN 2745-1194 Pages 80-96

digital applications, the document mentions that this indicator is above 50%. It should

be noted that learning about the use of the resource arises on their own initiative.

- One of the indicators on access to the knowledge society through digital technologies

shows that a percentage of more than 75% use information sources, repositories of

digital educational content, from educational institutions and government agencies,

which they access for consultation or formulation of activities.

Likewise, the same documents showed indicators of the actions developed by

educational institutions in terms of articulating technology in academic, pedagogical

and training processes to strengthen the academic offer with a holistic perspective that

promotes education for all as suggested by the 2030 agenda in its goal number 4.

- From these documents we were able to identify that only about 40% of the

educational institutions registered and duly authorized by the Ministries of National

Education, have generated actions to provide alternative access to higher education

through digital platforms.

- Similarly, the documents also show a similar number and percentage of higher

education institutions that acquire and promote the use of virtual experimental

laboratories.

- These same documents show that only 35% of higher education institutions have

formulated, have active and promote the consultation of websites for the purpose of

publishing content whose main feature is the authorship of members of the

educational community.

- On the other hand, the same document mentions that only a percentage close to 20%

use learning management systems (LMS) as a mediator in the teaching process.

This allows us to have an approach to the ways in which digital technology has been

appropriated in the innovation of academic and pedagogical processes, as mediation

or support, for teaching within and outside higher education institutions.

On the other hand, this documentary review also allowed identifying the educational

trends within a framework of appropriation of digital technologies as support and

Perception of the relevance of digital products for the support and monitoring of research projects in virtual students

Vol 4 - No 1 January - June e-ISSN 2745-1194 Pages 80-96

mediation in the process. These documents made it possible to identify and categorize

the most commonly used resources, which are described below.

- Mixed Reality: or XR Reality, this category within digital technology includes Virtual

Reality, Augmented Reality and 360-degree environments, as well as immersive

technologies. Seeking the interaction of users with digitally created environments,

projecting itself as an alternative to recreate non-existent realities in some contexts.

- Hyper-automation: Software and digital automation tools that support autonomous

learning, based on artificial intelligence that favors processes such as analyzing,

designing and managing learning methodologies that involve the use of digital

technology.

- Privacy and digital ethics: Associated with hyper-automation, seeking privacy and

digital ethics to ensure safe educational processes on the network, focused on the user

and their way of using the Internet. This is the origin of terms such as netiquette or

information literacy.

Also in this review, documents were found that are derived from studies on the main

trends of digital transformation in education developed by ESIC Business and

Marketing School of Spain, through its Institute of Digital Economy and Coolhunting

Group, highlighting emerging trends such as:

- Immersive Education, where it identifies how virtual, augmented and mixed reality

is leveraged as tools for training.

- Hybrid Education, emphasizing the articulation of online and offline education,

evidenced in synchronous and asynchronous communication tools that are used to

achieve educational purposes.

- The New Generation School where personalized training or self-learning is favored

based on technological advances where Artificial Intelligence is highlighted,

promoting accessibility, usability and availability for the personalization of training.

- Tech Learning, as software developments are known, designing tools for learning,

based on training plans.

- World Wide Learning (WWL), focused on the recognition of diversity and the

promotion of integration and visibility of this, from technological resources for

inclusive learning that reaches the heterogeneity of contexts of a territory.

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- Blockchain for Educational Administration, which promotes the transformation in

administrative processes for the attention of internal and external users (students,

applicants, teachers and administrative staff) favoring administrative, pedagogical

and financial management, for example in the generation and validation of

certifications, taking into account the privacy and security of data.

This is evidenced in the observable contexts and in the target population of this

research, who within their qualification process in virtual modality, and as a

complement to the formative purpose must develop research projects from a problem

or a need that arises in their area of influence or to seek the explanation to a

phenomenon that is evident in their context and who resort to various applications or

digital resources in order to support their qualification process and respond to the

academic activities that in virtual mediation are used as mechanisms for the

achievement of learning objectives.

The documents consulted also make it possible to identify future trends for teachers

and students where, according to the International University of Valencia (Spain), "the

roles of tutor and student will begin to be diluted in e-learning. The role of teachers is

already changing and will change even more in the future, going from group directors

to coordinators or moderators of diverse communities, with an expert level in Web 2.0

tools and the technological environment of virtual training, and not so much in the

content to be taught." (https://www.universidadviu.com/principales-tendencias-del-

e-learning/, n.d.).

As mentioned above, in order to strengthen the inquiry within this study, a survey was

developed, which allowed reaffirming and delimiting the need of the innovation

proposal projected for the accompaniment and direction of research projects in

students who develop their qualification process in virtual modality in a framework of

recognition of diversity within the digital era. For this case, in addition to the data

provided by the survey, the clarifications or justifications of some questions that allow

to expand the opinion of the participants are taken into account.

In response to some questions that suggested identifying the need to generate

innovation proposals for training support in research as fundamental competencies of

the teacher or educational agent, answers were obtained aimed at: An application that

provides a timely and immediate response to concerns that may arise within the

Perception of the relevance of digital products for the support and monitoring of research projects in virtual students

Vol 4 - No 1 January - June e-ISSN 2745-1194 Pages 80-96

scientific rigor demanded by the development of the project, but that in turn allows

the strengthening of research skills to understand the approaches, paradigms, types

and designs of research work. It should be noted that these issues are associated with

questions such as: Do you think that research training can be supported by digital

resources that guide the methodology of a research project? Do you think that research

training for virtual mediation students immersed in different contexts and the

accompaniment by advisors in the development of research projects can be mediated

with technological resources? What aspects should be taken into account? These

questions focus the interest in the need to identify or propose digital products that

support the accompaniment of the qualification processes in the academic offers in

virtual modality that allows the individual from his context to have a support with the

immediacy he requires, to respond to the activities that as learning mechanisms are

raised in order to achieve the expected results within the training process. Especially

in the area of research training where the student formulates and develops a project

during the course of his career, it is essential to have the permanent advice of an expert

who, through formative feedback, directs the methodology, type and design that

structures the research under development and accompanies him to achieve each of

the proposed objectives, and that some variables such as connectivity, technological

heterogeneity in the different territories and the availability of the advisor's time limit

such accompaniment.

Another relevant aspect is that it generates experiences that are not possible in the

classroom; opening possibilities of adaptation and pedagogical and didactic

adaptation; it is adaptable to the needs and rhythms of learning. With respect to

aspects that show insecurity regarding the articulation of technology with training

purposes, there is a lack of knowledge of technological tools or lack of references that

demonstrate their viability; there is no distrust towards technical resources, but rather

the absence of these. Likewise, those surveyed expressed that such technologies that

can contribute to research qualification have not yet had an impact on face-to-face

education and the opportunity for a good effect at a distance or virtually implies

investment, as well as permanent training.

It was also asked whether technology guaranteed accessibility and adaptability within

a training process, obtaining opinions where most of them see accessibility as well as

adaptability as possible and correct for the achievement of training purposes in

different contexts with that inclusive look. On the other hand, the minority that does

not see access and adaptability as favorable focus on arguments such as: "not everyone

has access to education through the use of technologies"; "a universal design of

accessibility has not been strengthened"; "a higher rate of use of these tools by teachers

Perception of the relevance of digital products for the support and monitoring of research projects in virtual students

Vol 4 - No 1 January - June e-ISSN 2745-1194 Pages 80-96

should be achieved"; "they can be shown as facilitating but not guaranteeing"; "more

will should be shown to make such accessibility possible". Regarding adaptability,

arguments such as: "there may be a flexibility that does not necessarily denote

adaptation"; "the number of experiences offered by technology implies a permanent

and rigorous updating that is not always carried out"; "technological flexibility should

address the different exclusion scenarios that are not always addressed in detail".

Another of the aspects investigated focuses the interest on the usability and availability

of technology for the benefit of social and educational inclusion, obtaining a scenario

with a prospective of hope based on the character of intermediation, functionality,

dynamism and multimedia integration presented by technology. With answers that

focus the discourse on: "technology should make possible important changes to

achieve equity in social aspects, but this implies, in turn, a wide challenge both for

those who manage and use the resources, as well as for technological progress itself";

"technology should meet many needs, especially those of inclusion, but resources,

programs and policies should be available to facilitate the use of technology itself".

For this diagnostic and requirements information gathering stage, a questionnaire was

also applied in order to identify the level of acceptance and relevance of generating a

software application for methodological support in the development of research

projects. Acceptability responses were obtained regarding the statements that refer to

the research project as an essential process for the qualification of an education

professional in training, expressing the need to develop competencies in research

methodological foundation, where it requires a personalized accompaniment by a

thematic and methodological advisor who focused on the explanation of phenomena

that occur in the context of the student orients the methodological route that allows

him to identify the reality that will be the subject of research, select the approach,

paradigm, type and design from which the project will be approached.

On the other hand, in the statements referring to the participation of a software as a

mediator in the accompaniment, the interviewees see positively the support of a tool

that in addition to showing the different methodological routes, provides permanent

feedback on the research process that is being developed and that in turn allows the

automation of the feedback process, However, the interviewed population does not

feel a certain fear regarding the academic quality of the products achieved with the

support of the software, but by being embedded and articulated with the LMS where

the training process is developed and the permanent interaction with the advisor is

guaranteed, this risk is minimized and tends to research projects framed in times,

spaces and conditions of quality required at the level of training of the students.

Perception of the relevance of digital products for the support and monitoring of research projects in virtual students

Vol 4 - No 1 January - June e-ISSN 2745-1194 Pages 80-96

Table 1: Perception survey on digital product acceptability

The development of a research project is an essential process for the qualification

of an education professional in training.

80%

An education professional in the process of training in virtual mediation needs to

develop competencies in research methodological foundations.

82.9%

For the qualification process in research, the education professional in training

requires personalized accompaniment by a thematic and methodological advisor.

62.9%

For the research qualification process of the education professional in training,

research should be focused on the explanation of phenomena that occur in their

context.

65.7%

For the research qualification process of the education professional in training

process, research should focus on the search for alternative solutions to problems

that occur in their context.

68.6%

The education professional in training process, for the development of his

research project requires to have a methodological route that allows him to

identify the reality that will be the object of research, to select the approach,

paradigm, type and design from which his project will be approached.

85.7%

For the development of a research project by a researcher in training, the

permanent accompaniment of a thematic advisor is required.

77.1%

For the development of a research project by a researcher in training, requires the

permanent support of a methodological advisor.

90%

A virtual student, for the development of his research project, requires face-to-

face accompaniment by his advisor.

54.3%

A virtual student, for the development of his research project, requires

accompaniment in virtual mediation by his advisor.

65.7

An education professional in the process of training, for the development of his

research project, requires a methodological route to guide his process.

96.2%

The education professional in training process, for the development of his

research project can rely on a software that in addition to showing the different

methodological routes, gives him permanent feedback on the research process

that he is developing.

85.7%

The accompaniment and research methodological guidance for the development

of a research project by an education professional in training process, can be

developed through a software that automates the process.

60%

With a software application for research methodological accompaniment and

guidance, the education professional in training process reaches the necessary

66.8%

Perception of the relevance of digital products for the support and monitoring of research projects in virtual students

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competences for the development of research projects with the quality standards

required by the scientific community.

A software application for the accompaniment and direction in the development

of research projects should handle a technical language, which allows the

researcher in training to appropriate concepts and enrich discourses around

science and technology.

81%

A software application for the accompaniment and direction in the development

of social and educational research projects should handle a universal language,

which allows researchers in training from different areas of knowledge to have

clarity in concepts around science and technology.

81%

A software application for support and guidance in the development of social and

educational research projects optimizes the interaction between teacher and

student so that feedback through synchronous or asynchronous communication

is more productive.

77.1%

A software application for support and guidance in the development of research

projects should focus its applicability on automatic and personalized feedback,

based on previous modeling by a methodological expert.

65.8%

A software application for research methodological support and guidance

requires the automatic integration of information from other applications.

77.2%

A software application of accompaniment and research methodological guidance

requires the integration of information entered directly by the student.

65.7%

A software application for research methodological support and guidance

necessarily requires to be articulated with an LMS (Academic Platform) for its

functionality and use.

74.2%

A software application for methodological support and guidance must articulate

its operation with the LMS (platform) to deliver feedback information to the

student.

82.9%

A software application for methodological support and guidance should deliver

feedback information to the student through various output mechanisms

(physical printing, storage devices or data transfer).

85.8%

A software application for methodological support and guidance of research

should be used by subjects with previous research knowledge.

65.5%

A software application for research methodological support and guidance should

be adapted to the needs and interaction requirements of different users.

82.8%

A software application for methodological support and guidance of research

should allow different roles within the process.

71.4%

Perception of the relevance of digital products for the support and monitoring of research projects in virtual students

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A software application for the accompaniment and methodological direction of

research projects requires prior training by the end user, regardless of the role

he/she plays in the process.

80%

A software application for the accompaniment and methodological direction of

research projects requires the methodologist to permanently update the

information provided to the student within the training process.

74.3%

A software application for the accompaniment and methodological direction of

research projects requires permanent feedback from the end user, regardless of

his role, in order to be updated.

77.2%

Un aplicativo de software para el acompañamiento y dirección metodológica de

proyectos de investigación debe entregar documentación adicional (Instrumentos

diligenciados, instrumentos analizados, conclusiones) al estudiante para facilitar

su proceso

71.4%

Conclusions

The data obtained in the research and after the triangulation of the information, it

was possible to identify the need to generate digital products that support and

mediate the development of research proposals to students who are in different

contexts, each with its particularities within a territory. Likewise, it is necessary to

strengthen competencies in both the teacher and the student to enhance the virtues

of digital technology as a mediator in the different processes within a formative

purpose. From those that promote and facilitate synchronous and asynchronous

communication (ICT), those that enhance learning processes and knowledge

management (TAC), and those that privilege empowerment and participation in the

knowledge society (TEP), as well as those that strengthen academic management in

the processes of evaluation and validation of transcendence (TEV). Likewise,

competencies related to the use of emerging digital resources such as artificial

intelligence and resources supported by machin learning present an immediate

response that allow the learner to approach realities that within their context require

the immediacy of the process and that is necessary for the training process in which

they are immersed, and that are associated with the particular field of disciplinary

expertise, and in turn allow them to recognize the social context with particular

historical needs and dynamics. A competence that takes great relevance to generate

and strengthen in teachers and tutors is the ability to motivate students and

encourage their curiosity, in addition to having the ability to adapt their knowledge

to content on demand, which implies self-management to assimilate knowledge and

see things in a much more dynamic way, so as to generate awareness of the

Perception of the relevance of digital products for the support and monitoring of research projects in virtual students

Vol 4 - No 1 January - June e-ISSN 2745-1194 Pages 80-96

importance of giving visibility and exchange the processes of teaching practice

through digital technology resources and media. Making the teaching role as a

facilitator of learning, with less control over where and how the content-independent

process is carried out.

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