Learning through reading and writing tasks in higher education: what do students use, paper or screen?

• Núria Castells ^[1] ; Marta Minguela ^[1] ; Esther Nadal ^[1] ; Isabel Cuevas ^[2]
  1. [1] Universitat de Barcelona

     Universitat de Barcelona

     Barcelona, España

     
  2. [2] Universidad Autónoma de Madrid

     Universidad Autónoma de Madrid

     Madrid, España

     
• Localización: Culture and Education, Cultura y Educación, ISSN-e 1578-4118, ISSN 1135-6405, Vol. 34, Nº 1, 2022, págs. 39-71
• Idioma: inglés
• DOI: 10.1080/11356405.2021.2006499
• Títulos paralelos:
  • El aprendizaje a través de la lectura y la escritura en la educación universitaria: ¿qué usan los estudiantes, papel o pantalla?
• Texto completo no disponible (Saber más ...)
• Dialnet Métricas: 2 Citas
• Resumen
  • español

    El objetivo de este estudio era identificar y caracterizar las actividades de lectura y escritura que los estudiantes desempeñan para estudiar, teniendo en cuenta la disciplina (ciencias vs humanidades) y el soporte utilizado (papel vs digital). Cuatrocientos cuatro estudiantes completaron un cuestionario en línea con 13 tareas de lectura y escritura sobre los contenidos de la materia que tenían que estudiar. Las tareas diferían en su nivel de complejidad, el número de fuentes necesarias para responder, el nivel de redacción necesario y el grado de procesamiento de la información de las distintas fuentes. Los estudiantes indicaron que desempeñaban con mayor frecuencia tareas que fomentan un aprendizaje superficial. Los estudiantes de humanidades indicaron llevar a cabo tareas que fomentan un procesamiento más profundo. Por lo que respecta al formato de los materiales utilizados, los estudiantes de ciencias indicaron usar el formato digital con mayor frecuencia. No obstante, el papel impreso parece ser el soporte más utilizado cuando los estudiantes llevan a cabo actividades para un aprendizaje relativamente superficial de los contenidos. Por el contrario, los estudiantes recurrían al formato digital para realizar actividades complejas de lectura y escritura.

  • English

    The objective of this study was to identify and characterize the reading and writing tasks that university students perform to learn, taking into account the discipline (sciences vs humanities) and the support used (printed vs digital). Four hundred and four students completed an online questionnaire that included 13 tasks which involved reading-writing to learn the contents of the subject. The tasks varied according to their level of complexity, the number and type of sources needed, the level of composition required and the degree to which the information from the sources was processed. Students indicated performing, with higher frequency, tasks that promoted more superficial learning. Humanities students mentioned carrying out tasks that promoted deeper processing. Regarding the format of the materials used, science students reported using the digital format more frequently. However, printed support seemed to be more commonly used when students performed tasks to learn in a relatively superficial way the contents of the subjects. By contrast, students used the digital format to perform complex reading and writing tasks.

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