Preferencias de Aprendizaje Multimodal en la Educación Superior: Implicaciones para Pedagogías Digitales.
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| Title: | Preferencias de Aprendizaje Multimodal en la Educación Superior: Implicaciones para Pedagogías Digitales. |
|---|---|
| Alternate Title: | Multimodal Learning Preferences in Higher Education: Implications for Digital Pedagogies and Universal Design for Learning. |
| Authors: | López Barajas, Juan Carlos1 juan.lbarajas@academicos.udg.mx, Castañeda Navarrete, Adolfo Yakov1 yakov.cnavarrete@academicos.udg.mx, López Barajas, Roberto Carlos2 robertocarlos_99@hotmail.com |
| Source: | Comunicar. Apr2026, Vol. 34 Issue 85, p215-226. 12p. |
| Subject Terms: | *Higher education, *Visual learning, *Educational equalization, *Nursing education, *Teaching methods, *Educational technology, Inferential statistics |
| Abstract (English): | Higher education today faces the challenge of addressing the diversity of ways in which students learn, in a context increasingly shaped by digitalization, equity concerns, and the demand for pedagogical innovation. Exploring programs with a strong practical and social dimension, such as Pedagogy and Nursing, makes it possible to understand how multimodality can enhance the quality of learning and professional training. The aim of this study was to identify university students' multimodal learning preferences and to examine their implications for the integration of digital pedagogies and Universal Design for Learning (UDL). The research followed a quantitative, descriptive, and cross-sectional design. A total of 90 students participated by completing Lynn O'Brien's 36-item questionnaire administered online. Data were analyzed using both descriptive and inferential statistics, including chi-square tests and independent sample t-tests, to compare learning preferences across programs. Results revealed a strong predominance of the visual channel in both Pedagogy and Nursing, with no significant differences between the two groups (χ²=0.01, df=1, p=0.938, Cramér's V=0.01). This suggests that visual learning resources can serve as a common axis for enhancing multimodal approaches in diverse academic contexts. The study concludes that, even in scenarios characterized by limited resources or sociodemographic inequalities, frameworks such as TPACK, SAMR, and UDL provide feasible pathways to guide pedagogical strategies, strengthen academic leadership, and foster a more inclusive and equitable higher education. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): | La educación superior se enfrenta actualmente al reto de responder a la diversidad de formas en que los estudiantes aprenden, en un escenario marcado por la digitalización, la equidad y la necesidad de innovación pedagógica. Analizar programas con una fuerte dimensión práctica y social, como Pedagogía y Enfermería, permite comprender cómo la multimodalidad puede contribuir a mejorar la calidad del aprendizaje y la formación profesional. El propósito de este estudio fue identificar las preferencias de aprendizaje multimodal de los estudiantes universitarios y valorar sus implicaciones para la integración de pedagogías digitales y el Diseño Universal para el Aprendizaje (DUA). La investigación siguió un diseño cuantitativo, descriptivo y transversal. Se aplicó en línea el cuestionario de 36 ítems de Lynn O'Brien a una muestra de 90 estudiantes de ambos programas. Los datos obtenidos fueron analizados con estadística descriptiva e inferencial, incluyendo pruebas chi-cuadrada y t de Student, con el fin de comparar las preferencias entre grupos. Los resultados reflejan una marcada preferencia por el canal visual en los dos programas, sin diferencias significativas entre ellos (χ²=0.01, gl=1, p=0.938, V de Cramér=0.01). Este hallazgo sugiere que la multimodalidad, especialmente cuando se fortalece con recursos visuales, puede ser un eje común en distintos campos de estudio. Se concluye que, aun en escenarios con limitaciones de recursos o desigualdades sociodemográficas, marcos como TPACK, SAMR y DUA ofrecen alternativas viables para orientar estrategias pedagógicas, impulsar el liderazgo académico y promover una educación superior más inclusiva y equitativa. [ABSTRACT FROM AUTHOR] |
| Copyright of Comunicar is the property of Oxbridge Publishing House and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 193720786 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Preferencias de Aprendizaje Multimodal en la Educación Superior: Implicaciones para Pedagogías Digitales. – Name: TitleAlt Label: Alternate Title Group: TiAlt Data: Multimodal Learning Preferences in Higher Education: Implications for Digital Pedagogies and Universal Design for Learning. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22López+Barajas%2C+Juan+Carlos%22">López Barajas, Juan Carlos</searchLink><relatesTo>1</relatesTo><i> juan.lbarajas@academicos.udg.mx</i><br /><searchLink fieldCode="AR" term="%22Castañeda+Navarrete%2C+Adolfo+Yakov%22">Castañeda Navarrete, Adolfo Yakov</searchLink><relatesTo>1</relatesTo><i> yakov.cnavarrete@academicos.udg.mx</i><br /><searchLink fieldCode="AR" term="%22López+Barajas%2C+Roberto+Carlos%22">López Barajas, Roberto Carlos</searchLink><relatesTo>2</relatesTo><i> robertocarlos_99@hotmail.com</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Comunicar%22">Comunicar</searchLink>. Apr2026, Vol. 34 Issue 85, p215-226. 12p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Higher+education%22">Higher education</searchLink><br />*<searchLink fieldCode="DE" term="%22Visual+learning%22">Visual learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+equalization%22">Educational equalization</searchLink><br />*<searchLink fieldCode="DE" term="%22Nursing+education%22">Nursing education</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+technology%22">Educational technology</searchLink><br /><searchLink fieldCode="DE" term="%22Inferential+statistics%22">Inferential statistics</searchLink> – Name: Abstract Label: Abstract (English) Group: Ab Data: Higher education today faces the challenge of addressing the diversity of ways in which students learn, in a context increasingly shaped by digitalization, equity concerns, and the demand for pedagogical innovation. Exploring programs with a strong practical and social dimension, such as Pedagogy and Nursing, makes it possible to understand how multimodality can enhance the quality of learning and professional training. The aim of this study was to identify university students' multimodal learning preferences and to examine their implications for the integration of digital pedagogies and Universal Design for Learning (UDL). The research followed a quantitative, descriptive, and cross-sectional design. A total of 90 students participated by completing Lynn O'Brien's 36-item questionnaire administered online. Data were analyzed using both descriptive and inferential statistics, including chi-square tests and independent sample t-tests, to compare learning preferences across programs. Results revealed a strong predominance of the visual channel in both Pedagogy and Nursing, with no significant differences between the two groups (χ²=0.01, df=1, p=0.938, Cramér's V=0.01). This suggests that visual learning resources can serve as a common axis for enhancing multimodal approaches in diverse academic contexts. The study concludes that, even in scenarios characterized by limited resources or sociodemographic inequalities, frameworks such as TPACK, SAMR, and UDL provide feasible pathways to guide pedagogical strategies, strengthen academic leadership, and foster a more inclusive and equitable higher education. [ABSTRACT FROM AUTHOR] – Name: Abstract Label: Abstract (Spanish) Group: Ab Data: La educación superior se enfrenta actualmente al reto de responder a la diversidad de formas en que los estudiantes aprenden, en un escenario marcado por la digitalización, la equidad y la necesidad de innovación pedagógica. Analizar programas con una fuerte dimensión práctica y social, como Pedagogía y Enfermería, permite comprender cómo la multimodalidad puede contribuir a mejorar la calidad del aprendizaje y la formación profesional. El propósito de este estudio fue identificar las preferencias de aprendizaje multimodal de los estudiantes universitarios y valorar sus implicaciones para la integración de pedagogías digitales y el Diseño Universal para el Aprendizaje (DUA). La investigación siguió un diseño cuantitativo, descriptivo y transversal. Se aplicó en línea el cuestionario de 36 ítems de Lynn O'Brien a una muestra de 90 estudiantes de ambos programas. Los datos obtenidos fueron analizados con estadística descriptiva e inferencial, incluyendo pruebas chi-cuadrada y t de Student, con el fin de comparar las preferencias entre grupos. Los resultados reflejan una marcada preferencia por el canal visual en los dos programas, sin diferencias significativas entre ellos (χ²=0.01, gl=1, p=0.938, V de Cramér=0.01). Este hallazgo sugiere que la multimodalidad, especialmente cuando se fortalece con recursos visuales, puede ser un eje común en distintos campos de estudio. Se concluye que, aun en escenarios con limitaciones de recursos o desigualdades sociodemográficas, marcos como TPACK, SAMR y DUA ofrecen alternativas viables para orientar estrategias pedagógicas, impulsar el liderazgo académico y promover una educación superior más inclusiva y equitativa. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Comunicar is the property of Oxbridge Publishing House and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.5281/zenodo.19691058 Languages: – Code: spa Text: Spanish PhysicalDescription: Pagination: PageCount: 12 StartPage: 215 Subjects: – SubjectFull: Higher education Type: general – SubjectFull: Visual learning Type: general – SubjectFull: Educational equalization Type: general – SubjectFull: Nursing education Type: general – SubjectFull: Teaching methods Type: general – SubjectFull: Educational technology Type: general – SubjectFull: Inferential statistics Type: general Titles: – TitleFull: Preferencias de Aprendizaje Multimodal en la Educación Superior: Implicaciones para Pedagogías Digitales. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: López Barajas, Juan Carlos – PersonEntity: Name: NameFull: Castañeda Navarrete, Adolfo Yakov – PersonEntity: Name: NameFull: López Barajas, Roberto Carlos IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 04 Text: Apr2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 11343478 Numbering: – Type: volume Value: 34 – Type: issue Value: 85 Titles: – TitleFull: Comunicar Type: main |
| ResultId | 1 |
