Transforming Research Communication Through Digital Platforms: A Study of Undergraduate Practices in a State University

Luijim S. Jose *; Amira Mae Serzo; Jessnim A. Palapal; Alhera A. Dela Cruz; John Marky A. Robles; Mary Joy B. Villacorta; Mark Joshua P. Ombania; Harrylou Jhean T. Gabriel; Rheanne Joyce A. Mempin; Emma Francesca Josephine P. Ramirez

doi:1.0002/ijabs-25e-10002

Volume 5 Issue 3

Research Article

Transforming Research Communication Through Digital Platforms: A Study of Undergraduate Practices in a State University

-by Luijim S. Jose *, Amira Mae Serzo, Jessnim A. Palapal, Alhera A. Dela Cruz, John Marky A. Robles, Mary Joy B. Villacorta, Mark Joshua P. Ombania, Harrylou Jhean T. Gabriel, Rheanne Joyce A. Mempin, Emma Francesca Josephine P. Ramirez

Article Identifier: https://identifier.visnav.in/1.0002/ijabs-25e-10002/

Philippines

Abstract

The rapid integration of digital collaboration tools has transformed research communication practices in higher education, offering new opportunities for real-time, asynchronous, and geographically unbounded academic collaboration. This study examines the influence of digital platforms—specifically Google Docs, Microsoft Teams, and Zoom—on research communication among undergraduate students at a Philippine state university. Employing a mixed-methods case study design, quantitative survey data (n = 115) and qualitative insights from two focus group discussions (n = 15) were triangulated to provide a comprehensive analysis. Findings reveal that digital tools significantly enhance clarity, timeliness, and inclusivity in research interactions, supporting collaborative learning and knowledge construction. However, challenges such as platform fatigue and persistent digital inequalities underscore the need for strategic management of digital ecosystems. Students’ adaptive strategies, including platform standardization and proactive communication protocols, highlight the importance of agency and digital literacy in optimizing tool usage. The study concludes that while digital platforms offer substantial benefits for research communication, their effective integration necessitates deliberate pedagogical frameworks, inclusive access measures, and critical reflexivity. These insights contribute to the global discourse on technology-mediated learning and provide actionable recommendations for building resilient and equitable academic communities in the digital age.

Keywords: digital collaboration tools, research communication, higher education, digital literacy, state universities

Download

References:

Ala-Mutka, K. (2011). Mapping digital competence: Towards a conceptual understanding. Institute for Prospective Technological Studies.
CrossRef
Al-Abdullatif, A., & Gameil, A. (2020). Exploring students’ knowledge and practice of digital citizenship in higher education. International Journal of Emerging Technologies in Learning (iJET), 15(19), 122.
CrossRef
Arissaputra, R., Sobandi, A., Sentika, S., Sultan, M., & Wijaya, N. (2023). Trend analysis using bibliometric study on digital literacy in education. International Journal of Humanities Education and Social Sciences (IJHESS), 3(3).
CrossRef
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101.
CrossRef
Busch, C., Nadile, E., Mohammed, T., Gin, L., Brownell, S., & Cooper, K. (2024). The scientific rules, roles, and values that life sciences doctoral students want to see upheld by undergraduate researchers. Journal of Research in Science Teaching, 61(10), 2405–2443.
CrossRef
Cohen, E., Pérez, J., & Murray, M. (2018). Introducing DigLit Score: An indicator of digital literacy advancement in higher education. Informing Science: The International Journal of an Emerging Transdiscipline, 21, 1–16.
CrossRef
Creswell, J. W., & Plano Clark, V. L. (2018). Designing and conducting mixed methods research (3rd ed.). SAGE Publications.
CS, R., Patil, P., & Gavimath, N. (2024). Study the impact of the research orientation program on understanding the basics of research among undergraduate medical students. Asian Journal of Pharmaceutical and Clinical Research, 17(6), 127–129.
CrossRef
Daft, R. L., & Lengel, R. H. (1986). Organizational information requirements, media richness and structural design. Management Science, 32(5), 554–571.
CrossRef
Dillenbourg, P. (1999). What do you mean by collaborative learning? In P. Dillenbourg (Ed.), Collaborative-learning: Cognitive and computational approaches (pp. 1–19). Elsevier.
Eskew, N., Smythers, A., & Hutson, B. (2023). Research and service learning in a garden of chemistry. Journal of Chemical Education, 100(11), 4395–4405.
CrossRef
Fajoye, A., Talabi, F., Zannu, P., Olley, W., Okunade, J., & Bello, S. (2023). Use of ResearchGate as a veritable tool for educational development among undergraduate students. Kampala International University Interdisciplinary Journal of Humanities and Social Sciences, 4(2), 137–147.
CrossRef
Ibragimov, G. I., Zhdanov, S. P., Volosova, N. Y., Knyazeva, S. A., Efimushkina, S. V., & Kochneva, L. V. (2024). The competence, interest, and perceived self-efficacy of undergraduate students in science communication. Eurasia Journal of Mathematics, Science and Technology Education, 20(1), em2387.
CrossRef
Klochko, А., & Prokopenko, А. (2023). Development of digital competence under the conditions of digitalization of education. Polonia University Scientific Journal, 56(1), 103–110.
CrossRef
Мalykhin, O., Aristova, Н., Dichek, Н., & Dyka, N. (2021). Formation of top job skills of tomorrow among computer engineering and information technologies undergraduate students in the process of learning English. Environment. Technology. Resources. Proceedings of the International Scientific and Practical Conference, 2, 249–254.
CrossRef
Marisa, W., & Djulia, E. (2022). The relationship of digital literacy to students' cognitive ability in ecology course. Jurnal Pelita Pendidikan, 10(2).
CrossRef
Menshikova, I., Beloborodov, P., Primakova, I., Glazyrin, А., Teplov, D., & Shipareva, K. (2023). Approaches to develop digital competences to create a portrait of the graduate of the future. European Journal of Education and Pedagogy, 4(1), 62–66.
CrossRef
Murphy, K., & Kelp, N. (2023). Undergraduate STEM students’ science communication skills, science identity, and science self-efficacy influence their motivations and behaviors in STEM community engagement. Journal of Microbiology and Biology Education, 24(1).
CrossRef
Nagari, P., Sahid, S., & Hussin, M. (2023). Critical success factors for enhancing digital literacy among undergraduate students. Pegem Journal of Education and Instruction, 13(4).
CrossRef
Quraishi, T., Ulusi, H., Muhid, A., Hakimi, M., & Olusi, M. (2024). Empowering students through digital literacy: A case study of successful integration in a higher education curriculum. Journal of Digital Learning and Distance Education, 2(8), 667–681.
CrossRef
Repanovici, A., Borcoman, M., Mihoc, A., & Babii, E. (2024). Understanding information literacy engagement patterns of Generation Z. Investigación Bibliotecológica Archivonomía Bibliotecología e Información, 38(98), 165–186.
CrossRef
Sarumaha, M. (2024). Smartphone use and academic performance among undergraduate students: Analysis of systematic reviews. International Journal of Multidisciplinary Approach Research and Science, 2(2), 638–645.
CrossRef
Suryadi, S., Muslim, A., & Setyono, L. (2024). Exploring the nexus of digital leadership and digital literacy on higher education performance: The role of digital innovation. European Journal of Educational Research, 13(1), 207–218.
CrossRef
Wei, X., Ding, S., & Gao, S. (2024). Examining the interplay of classroom learning environment, support, and acquisition: Insights from applied undergraduate education in China. Education Reform and Development, 6(2), 51–66.
CrossRef
World Bank. (2022). World development report 2022: Finance for an equitable recovery. World Bank Publications.
CrossRef