The cyber-learning paradox: facts, myths and expectations about the impact of digital technologies on learning and cognition

Libert Alonso Vergara Novoa; Dany Andrey Latorre Mendez

doi:10.51736/sa.v4i4.67

Autores/as

Libert Alonso Vergara Novoa Licenciado en Filología e Idiomas. Master en Educación. Docente en la Universidad Antonio Nariño y en la Universidad Nacional de Colombia. Bogotá, Colombia. https://orcid.org/0000-0003-3842-1321
Dany Andrey Latorre Mendez Licenciado en Educación Básica con Énfasis en Humanidades e inglés. Especialización en Gerencia y Proyección Social de la Educación. Master en Educación. Doctorando en Educación. Docente en la Universidad Antonio Nariño-Bogotá, Colombia. https://orcid.org/0000-0003-2735-0353

DOI:

https://doi.org/10.51736/sa.v4i4.67

Palabras clave:

Information and Communication technologies, digital technologies, cyber-learning, cognition, qualitative content analysis

Resumen

The impact of Information and Communication Technologies (ICTs) on learning remains one of the most controversial topics among scholars. There are experts who see them as the cornerstone of a revolution in education but others consider that ICTs have been overrated, as it was the case with radio and television in the twentieth century. This study attempted to analyze the potential and actual value of ICTs on learning and cognition, based on a qualitative content analysis that allowed to contrast the results of 150 research articles published between 2006 and 2021, with international reports and scholars’ contributions to the topic in discussion.

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